Table 3.2. Faculty in the PASC Educational Administration ... · Racial/ethnic minority student...

Table 3.2. Faculty in the PASC Educational Administration Program (2016-17)

Name Degree Employment Status Courses Taught

Amanda Taggart Ed.D. Full-time EDAD 6200 EDAD 6810 EDAD 6820

Danny Whetton Ed.D. Full-time EDAD 6100 EDAD 6810 EDAD 6820

Matt Torres Ed.D. Part-time EDAD 6300

Becky MacQuarrie Ed.D. Part-time EDAD 6400

Valerie Park Ed.D. Part-time EDAD 6500

Mary Westendorf Ed.D. Part-time EDAD 6600

Jaimi Paschal M.S. Part-time EDAD 6710 EDAD 6720

Bev Martin Ed.D. Part-time EDAD 6100

Michele Bowers Ed.D. Part-time EDAD 6200

Melinda Jaggi M.A. Part-time EDAD 6300

Donna Campbell Ed.D. Part-time EDAD 6400

Jezelle Fullwood M.A. Part-time EDAD 6500

Bruce Osgood M.A. Part-time EDAD 6600

Gabriel Ramirez Ed.D. Part-time EDAD 6710 EDAD 6720

AMANDA S. TAGGART 9001 Stockdale Highway • Bakersfield, CA 93311

(661) 654-3080 • [email protected]

SCHOLARLY INTERESTS

Racial/ethnic minority student equity, access, and achievement in P-20 educational settings,

instructional and cultural leadership

ACADEMIC TRAINING

Ed.D. University of Texas at San Antonio, San Antonio, TX. August, 2011.

Major: Educational Leadership and Policy Studies

M.Ed. University of Nevada, Las Vegas, Las Vegas, NV. May, 2008.

Major: Educational Leadership

Completed additional undergraduate major: Spanish (May, 2005).

B.A. Utah Valley University, Orem, UT. December, 2002.

Major: English Education

B.A. University of Utah, Salt Lake City, UT. August, 2001.

Major: English

ACADEMIC WORK EXPERIENCE

ASSISTANT PROFESSOR, 2015 - present

Department of Advanced Educational Studies

California State University, Bakersfield • Bakersfield, CA

ADJUNCT PROFESSOR, 2014

Department of Teaching and Learning

The University of Nevada, Las Vegas • Las Vegas, NV

RESEARCH ASSOCIATE, 2013 – 2014

Utah Education Policy Center

University of Utah • Salt Lake City, UT

ASSISTANT PROFESSOR, 2011 – 2013

Department of Leadership and Foundations

Mississippi State University • Mississippi State, MS

ADJUNCT PROFESSOR, 2010 – 2011

Department of Educational Leadership and Policy Studies

The University of Texas at San Antonio • San Antonio, TX

DOCTORAL FELLOW, 2008 –2010

Department of Educational Leadership and Policy Studies

The University of Texas at San Antonio • San Antonio, TX

PUBLIC SCHOOL WORK EXPERIENCE

TEACHER, 2014-2015, 2003-2008

Clark County School District • Las Vegas, NV

Taught Spanish and English, Grades 9-12.

PRINCIPAL INTERN, 2008

Clark County School District • Las Vegas, NV

Implemented school improvement plan focused on expanded student learning outcomes;

facilitated a team of teachers in analyzing instructional, curricular, and assessment methods and

led professional development courses in order to improve these methods for student learning;

analyzed student achievement data to address inequities in student preparation, placement,

instruction, and grading practices; developed recruitment plan for underserved students.

TEACHER, 2003

Cassia County Joint School District #151 • Burley, ID

Taught English, Grades 9-10.

ESL TECHNICIAN, 2001-2002

Nebo School District • Springville, UT

Taught English as a Second Language (ESL), Grades 8-9.

PEER-REVIEWED JOURNAL ARTICLES

Taggart, A. (in press). The role of cultural discontinuity in the academic outcomes of Latina/o

secondary students. Manuscript accepted for publication in Education and Urban Society.

(Journal Acceptance Rate = 21 to 30%)

Crisp, G., Taggart, A., & Nora, A. (2015). Undergraduate Latina/o students: A systematic

review of research identifying factors contributing to academic success outcomes. Review

of Educational Research, 85(2), 249-274. doi: 10.3102/0034654314551064 (Journal

Acceptance Rate = 0-10%)

Taggart, A., & Shoho, A. R. (2013). Attracting diverse students to a magnet school: Risking

aspirations or swallowing one’s beliefs. Journal of Cases in Educational Leadership,

16(2), 20-32. doi: 10.1177/1555458913487032 (Journal Acceptance Rate = 11-20%)

Crisp, G., & Taggart, A. (2013). Community college student success programs: A synthesis,

critique, and research agenda. Community College Journal of Research and Practice, 37,

114-130. (Journal Acceptance Rate = 21 to 30%)

Taggart, A., & Crisp, G. (2011). Service learning at community colleges: Synthesis, critique,

and recommendations for future research. The Journal of College Reading and Learning,

42(1), 24-44.

Taggart, A., & Crisp, G. (2011). The role of discriminatory experiences on Hispanic students’

college choice decisions. Hispanic Journal of Behavioral Sciences, 33(1), 22-38.

doi: 10.1177/0739986310386750 (Impact Factor = .759)

Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, college, and

environmental factors as predictors of persisting in and earning a STEM degree: An

analysis of students attending a Hispanic Serving Institution. American Educational

Research Journal, 46(4), 924-942. doi: 10.3102/0002831209349460 (Journal Acceptance

Rate = 7%)

INVITED PUBLICATIONS

Taggart, A., & Crisp, G. (2014). Best practices in researching service-learning at community

colleges. In Traver, A., & Katz, Z. P. (Eds.), Service-learning at the American community

college: Theoretical and empirical perspectives. New York, NY: Palgrave Macmillan.

Taggart, A. (2011). UCEA Program Centers Graduate Student Fellowship. UCEA Review,

52(3), 7.

NATIONAL CONFERENCE PRESENTATIONS

Taggart, A. (2016, November). K-12 Latina/o students: A review of research identifying factors

contributing to academic achievement. Paper accepted for presentation at the annual

conference of the University Council for Educational Administration in Detroit, MI.

Taggart, A., & Prince, D. (2013, April). The effects of cultural discontinuity on the academic

achievement of African American high school students. Paper presented at the annual

conference of the American Educational Research Association in San Francisco, CA.

Crisp, G., Taggart, A., & Nora, A. (2012, November). Undergraduate Hispanic students: A

systematic review of research identifying factors contributing to success outcomes. Paper

presented at the annual conference of the Association for the Study of Higher Education

in Las Vegas, NV.

Taggart, A. (2012, April). The influence of cultural discontinuity on academic bias against

racially and ethnically diverse high school students. Paper presented at the annual

conference of the American Educational Research Association in Vancouver, British

Columbia, Canada.

Taggart, A. (2011, November). The role of cultural discontinuity in the academic outcomes of

Latina/o secondary students. Paper presented at the annual conference of the University

Council for Educational Administration in Pittsburgh, PA.

Taggart, A. (2011). The role of cultural discontinuity in the academic outcomes of racially and

ethnically diverse high school students. Poster presented at the American Educational

Research Association Annual Conference, New Orleans, LA.

Taggart, A., & Crisp, G. (2010, October). The role of discriminatory experiences on Hispanic

students’ college choice decisions. Paper presented at the annual conference of the

University Council for Educational Administration in New Orleans, LA.

Taggart, A. (2010, October). The role of perceived equitable treatment on Hispanic high school

students’ aspirations to attend college. Poster presented at the annual conference of the

University Council for Educational Administration in New Orleans, LA.

Crisp, G., & Taggart, A. (2010, April). Community college student success programs: A

synthesis, critique, and research agenda. Poster presented at the annual meeting of the

American Educational Research Association in Denver, CO.

INVITED TALKS AND PRESENTATIONS

Hare, D., & Taggart, A. (2012, October). The purpose of mentoring, relationships between

mentor and mentee, and selecting a mentor. Presentation to the College of Agriculture

and Life Sciences, Mississippi State University, Mississippi State, MS.

Taggart, A. (2011, November). UCEA Program Centers Graduate Student Fellowship.

Presentation at the annual conference of the University Council for Educational

Administration in Pittsburgh, PA.

Taggart, A., & Shoho, A. R. (2011). Attracting the right students to a magnet school: Risking

aspirations or swallowing one’s beliefs. Paper presented at the Fourth Annual Duquesne

Educational Leadership Symposium, Duquesne University, Pittsburgh, PA.

Taggart, A. (2011). The role of cultural discontinuity in the academic outcomes of Latina/o

secondary students. Poster presented at the UTSA College of Education and Human

Development Student Research Colloquium, San Antonio, TX.

Crisp, G., & Taggart, A. (2010). Community college student success programs: A synthesis,

critique, and research agenda. Poster presented at the UTSA College of Education and

Human Development Student Research Colloquium, San Antonio, TX.

Crisp, G., Nora, A., & Taggart, A. (2009, June). Student characteristics, pre-college, college,

and environmental factors as predictors of persisting in and earning a STEM degree: An

analysis of students attending a Hispanic Serving Institution. Presentation to the College

of Science Dean's Executive Council Meeting, UTSA, San Antonio, TX.

UNIVERSITY TEACHING EXPERIENCE

COURSES TAUGHT AT CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

Master’s Level Instructional Leadership

Leadership Development I

Fieldwork I

Leadership Development II

Fieldwork II

Culminating Project in Educational Administration

COURSES TAUGHT ELSEWHERE

Doctoral Level Seminar in Educational Leadership (MSU)

Master’s Level Educational Leaders as Instructional Supervisors (MSU)

Contexts of Educational Leadership (MSU)

Internship I: Observation and Field Experiences (MSU)

Internship II: Administrative Applications (MSU)

Internship III: Instructional Applications (MSU)

Undergraduate Valuing Cultural Differences (UNLV)

Social Foundations of Education (MSU)

Exploring Diversity through Writing (MSU)

Writing for Thinking (MSU)

Social Foundations of Education in a Diverse U.S. Society (UTSA)

TEACHING ASSISTANT

Master’s Level Research Methods (UTSA)

RESEARCH GRANTS AND FELLOWSHIPS

Taggart, A. (2011). UCEA Program Centers Graduate Student Fellowship. University Council

for Educational Administration, $5000 (funded). Fellowship served at the National

Center for the Evaluation of Educational Leadership Preparation and Practice, housed at

the University of Utah, Salt Lake City, UT.

Taggart, A. (2011). Alvarez Graduate Research Excellence Grant. College of Education and

Human Development, The University of Texas at San Antonio, $700 (funded).

Oleszewski, A., & Taggart, A. (2009-2010). Educational Leadership and Policy Studies Journal

Club. UTSA Core Values Initiative, Office of the Provost, mini-grant award, The

University of Texas at San Antonio, $400 (funded).

UNIVERSITY SERVICE

SERVICE TO CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

2015-present Department – Co-Coordinator, Educational Administration Program

College – Member, School of Social Sciences and Education Honors and Awards

Committee

University – Member, Council of Graduate Coordinators

SERVICE TO MISSISSIPPI STATE UNIVERSITY

2011-2013 Department – Educational Leadership Program Area Committee, Educational

Leadership Master’s Degree Program Redesign Committee, Educational

Foundations Program Area Committee, Admissions Committee, Diversity

Committee

College – Diversity Committee

SERVICE TO THE UNIVERSITY OF TEXAS AT SAN ANTONIO

2008-2011 Department –Doctoral Cohort XI Representative for the Department of

Educational Leadership & Policy Studies, The University of Texas at San Antonio

2009-2010 President, UTSA Educational Leadership & Policy Studies Department

Journal Club

2008-2009 Secretary, UTSA Educational Leadership & Policy Studies Department

Journal Club

NATIONAL PROFESSIONAL SERVICE

SERVICE TO PROFESSIONAL ORGANIZATIONS

CY 2016 Proposal Reviewer, University Council for Educational Administration (UCEA)

Conference

CY 2012 Proposal Reviewer, American Educational Research Association (AERA)

Conference – SIG Hispanic Research Issues

Proposal Reviewer, American Educational Research Association (AERA)

Conference –Division J Postsecondary Education

CY 2011 Proposal Reviewer, American Educational Research Association (AERA)

Conference – SIG Critical Educators for Social Justice

Proposal Reviewer, University Council for Educational Administration (UCEA)

Conference

CY 2010 Proposal Reviewer, University Council for Educational Administration (UCEA)

Conference

AD HOC REVIEW WORK CY 2016 New Directions for Institutional Research

CY 2013 Journal of Latinos and Education

CY 2012 Journal of Latinos and Education

School and District Leadership in an Era of Accountability

(IAP International Research on School Leadership Book Series – Volume 4)

CY 2011 The Changing Nature of Instructional Leadership in the 21st Century

(IAP International Research on School Leadership Book Series – Volume 3)

CY 2010 Examining the Assistant Principalship: New Puzzles and Perennial Challenges in

the 21st Century (IAP International Research on School Leadership Book Series –

Volume 2)

PROFESSIONAL ORGANIZATION MEMBERSHIPS

American Educational Research Association (AERA)

Division A (Administration, Organization, and Leadership)

COMMUNITY SERVICE

2011-2013 Member of Mississippi State University - Starkville School District Studio

Schools Interdisciplinary Partnership. Starkville School District, Starkville, MS.

2008-2010 Mentor, Northside Alternative Middle School North Campus. Northside

Independent School District, San Antonio, TX.

DISSERTATION SERVICE/ STUDENT ADVISING

DOCTORAL DISSERTATION COMMITTEE SERVICE

2016-2017 California State University, Bakersfield

Dissertation chairperson for doctoral candidate Jaimi Paschal

Dissertation committee member for doctoral candidate Maria Reyes

2011-2013 Mississippi State University

Dissertation committee member for 14 doctoral students

STUDENT ADVISING

California State University, Bakersfield 2016-2017 Advisor to 22 graduate students in the Educational Administration master’s

degree/credential programs

2015-2016 Advisor to 12 graduate students in the Educational Administration master’s

degree/credential programs

Mississippi State University

2012-2013 Advisor to 13 graduate students in the Educational Administration master’s

degree program

SUPERVISION OF GRADUATE ASSISTANTS

2011-2013 Mississippi State University

Supervised two graduate assistants in research and teaching projects.

AWARDS, HONORS, AND RECOGNITIONS

2011 UCEA Program Centers Graduate Student Fellowship. Fellowship served at the

Utah Education Policy Center, housed at the University of Utah, Salt Lake City,

UT.

2011 31st Annual David L. Clark National Graduate Student Research Seminar in

Educational Administration and Policy, Graduate Presenter. University Council

for Educational Administration, American Educational Research Association

Annual Conference, New Orleans, LA.

2010 Graduate student travel grant from the University Council for Educational

Administration

2010 The University of Texas at San Antonio College of Education and Human

Development Research Presentation Travel Grant

2009 The University of Texas at San Antonio College of Education and Human

Development Research Presentation Travel Grant

2008 – 2010 Doctoral Fellowship, The University of Texas at San Antonio, Department of

Educational Leadership and Policy Studies, College of Education and Human

Development.

LANGUAGES

Fluent in oral and written English and Spanish

DDAANNNNYY WWHHEETTTTOONN Address: 6117 College Avenue, Bakersfield, California 93306

Phone: 661.873.9888 Mobile: 661.379.5258 Email: [email protected]

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Performance-driven instructional leader with broad-based background in administering school operations and providing

top-quality education. Leverage expertise in implementing educational program to boost the teacher and students’

performance. Demonstrate dynamic ability in spearheading continuous process improvement efforts to maintain

seamless operations and establish the school’s reputation. Design and lead professional development workshops for

teachers to guarantee the integration of high-quality instructions and education.

EE DD UU CC AA TT II OO NN

Educational Doctorate in Educational Leadership (Administration and Policy): Jun 2001

University of Southern California, Los Angeles, CA

Professional Clear Administrative Credential (Education Administration): Nov 1994

University of Fresno Pacific, Fresno, CA

Master of Science in Preliminary Administrative Credential (Education Administration): Aug 1989

National University, Sacramento, CA

Preliminary Multiple Subject Teaching Credential (Teacher Education): Dec 1985

California State University, Sacramento, CA

Bachelor of Arts in Liberal Studies: Dec 1981

California State University, Sacramento, CA

LL EE AA DD EE RR SS HH II PP EE XX PP EE RR II EE NN CC EE

California State University, Bakersfield, CA

ASSISTANT PROFESSOR – ADVANCED EDUCATIONAL STUDIES/INTERIM PROGRAM DIRECTOR FOR

DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP AUG 2013–PRESENT

Assume full responsibility in identifying and recruiting educational leaders and instructors within Kern County for

the Doctorate Program.

Proactively engage in driving the doctorate culture of the university toward successful development.

Reorganize and implement high quality Administrative Services Credential Programs that meet the California

Professional Standards for Educational Leaders (CPSEL) and Western Association of Schools and Colleges

Accreditation requirements.

Kern County Schools, Bakersfield, CA

2001-2013

Vineland School District, Bakersfield, CA

SCHOOL DISTRICT SUPERINTENDENT JUN 2011–JUN 2013

Leveraged solid leadership expertise within Vineland School District that revitalized the underperforming

operations, reestablished the school’s reputation, and significantly improved student’s performance.

Adopted innovative ideas in strategic planning, encompassing goal development and communication progress;

presented results to the Board and Community.

Spearheaded the operative school system alignment and team building focused on increasing student

achievement, including parent involvement initiatives.

Successfully completed the Federal Program Monitoring process with the California Department of Education.

Directed the implementation and growth of the ASES program at both school sites.

Led efforts in achieving $250K in grants for the District.

Oversaw the restoration of the award winning instrumental music (Band) program at the middle school.

Managed and coordinated all personnel and general direction of the district.



2

COORDINATOR FOR CURRICULUM, INSTRUCTION AND ACCOUNTABILITY FEB 2007–JUN 2011

Actively involved in delivering exceptional support for school district under state and/or federal sanctions which

comprised of program improvement districts, SAIT schools, high priority schools, and DAIT school districts.

Rendered assistance to school districts undergoing program improvement; spearheaded the District School

Leadership Team for Lost Hills School District in exiting the program improvement status.

Applied superior leadership skills in administering all instructional aspects concerning school reform and

improving student achievement.

Supported the district and site administrators in the execution of CCSS and state adopted instructional materials.

INTERIM SUPERINTENDENT, EL TEJON UNIFIED SCHOOL DISTRICT, LEBEC, CA JUL 2009–JUN 2010

Provided intense coaching of High School Principal to create an Academic Centered High School

Exercised sound judgment and decision-making skills to maintain the financial stability of the district.

Built a Construction Team of an architect, project manager, and general contractor that ensured the continuation

of District Bond project that was stalled for a long time

Provided exemplary management on all personnel and general direction of the district.

INTERIM SUPERINTENDENT, EDISON SCHOOL DISTRICT, BAKERSFIELD, CA JAN–JUN 2008

Reinstated the district administration’s credibility after the release of the previous superintendent by evaluating

and restructuring business practices at the district level, as well as taking action on long overdue personnel

issues, including the release of site principal

Progressively led the operation of a modernization project, as well as the finalization of perquisites for the new

gymnasium construction.

INTERIM SUPERINTENDENT, STANDARD SCHOOL DISTRICT, BAKERSFIELD, CA JUL–DEC 2007

Administered a school modernization program and earned the initial approval from upper management to build

the first school within the district.

Successfully completed positive negotiation process with all represented groups within the district.

Took charge of all personnel and general direction of the district.

DiGiorgio School District, Arvin, CA

PRINCIPAL/SUPERINTENDENT JUN 2004–JUN 2007

Integrated a school-wide intervention program that augmented the academic performance within the district.

Capitalized on industry expertise in designing and implementing numerous innovative programs, such as

Accelerated Reader Program, Parent involvement (transported low income parents to school site) that added to

school effectiveness

Highland Elementary School/Standard School District, Bakersfield, CA

PRINCIPAL AUG 2001–JUN 2004

Generated 50 points increase in Academic Performance Index (API) by promoting and developing teacher

accountability in accomplishing academic responsibilities.

Conceptualized the design and led the application of diverse innovative programs that added to school effectiveness,

such as Accelerated Reader Program, After School Reading Laboratory, and Artist in Residence

Earlier Positions Held:

PRINCIPAL, Clinton/Mendenhall Elementary School/Garden Grove Unified School District, Garden Grove, CA (1998-2001)

PRINCIPAL, ROSEDALE NORTH ELEMENTARY SCHOOL | VICE PRINCIPAL, ROSEDALE MIDDLE SCHOOL, Rosedale Union School

District, Bakersfield, CA (1991-1998)



3

TT EE AA CC HH II NN GG EE XX PP EE RR II EE NN CC EE

Point Loma Nazarene University

ADJUNCT PROFESSOR AUG 2004 – JUN 2007

Developed and implemented new CCTC and WASC approved programs

Taught administrative credential course, such as Instructional Leadership for Student Success

North Sacramento School District, Sacramento, CA

TEACHER JAN 1986–DEC 1991

Taught second and sixth grade at high poverty inner city school

PP RR OO FF EE SS SS II OO NN AA LL AA FF FF II LL II AA TT II OO NN SS

Association for California School Administrators (ACSA)

Association for Supervision and Curriculum Development (ASCD)

American Educational Research Association (AERA)

Phi Delta Kappan

CC OO NN FF EE RR EE NN CC EE PP AA PP EE RR

Friedman, B., Martinez, M., & Whetton, D. (2016, June). Community-based participatory research: a tool for

community engagement. Paper presented at the 2016 Joint World Conference on Social Work, Education,

and Social Development, Seoul, Korea

Wang, J., Magdelano, K., & Whetton, D. (2015, June). Alignment of signature pedagogy with field-based data

analysis methods. Paper presented at the 2015 Convening of Carnegie Project for Education Doctorate,

Fullerton, CA.

Suleiman, M., & Whetton, D. (2014, August). Promoting team leadership skills in doctoral candidates. Paper

presented at the 2014 Annual Conference of the National Council of Professors of Educational

Administration, Camarillo, CA

RR EE FF EE RR EE NN CC EE SS

Dr. Ken Hurst Dr. Mark Fulmar Steven Ruettgers

(Former) Board Member Assistant Superintendent (Retired) Board Member

El Tejon Unified School District KCSOS Standard School District

Lebec, California Bakersfield, CA Bakersfield, CA

[email protected] [email protected] [email protected]

818 381-7675 559 625-9176 661 332-8287

mailto:[email protected]

Matt Torres, Ed.D

Assistant Superintendent and Chief Business Officer

Fruitvale School District 15826 Cafaro Court, Bakersfield, CA 93314

661.487.8074 ◦ [email protected]

EDUCATION___________________________________________________________________________ School Business Management Certificate Program. University of Southern California. July 2009 –June 2010.

Doctor of Education (Educational Leadership), University of Southern California. May 2009

Master in Education (Educational Management), University of LaVerne. May 2004.

Bachelor of Arts (Liberal Arts). Pepperdine University. April 1996.

CREDENTIALS__________________________________________________________________________ Clear Administrative Services Credential. University of Southern California. 2008. California Professional Multiple Subject Teaching Credential. 1997

PROFESSIONAL EXPERIENCE______________________________________________________________ 2011 – Present Assistant Superintendent and Chief Business Officer. Fruitvale School District.

2016 - Present Adjunct Professor, - Course: Management & Learning Environment. California State University of Bakersfield, Educational Administration Program 2014 - Present Adjunct Professor, - Course: Resource Management & Fiscal Analysis. California State University of Fresno, Doctoral Program in Educational Leadership

2011 – 2011 Director, Business Services/Chief Business Officer. Fruitvale School District. 2008 – 2011 Director, Specially Funded Programs and Evaluation. Fruitvale School District.

2009 – Present Adjunct Professor - Course: Educational Measurement and Evaluation. Point Loma Nazarene University, School of Education.

2005 – 2008 Coordinator, Specially Funded Programs. Fruitvale School District.

1997 – 2005 General Education Teacher (5th Grade). Columbia Elementary, Fruitvale School District


Matt Torres, Ed.D

RELATED WORK EXPERIENCE_____________________________________________________________ □ Self-Insured Schools of California (SISC) III Board of Directors, 2015 – Present □ ACSA Region XI Director, 2013 - Present □ Board of Directors, Fruitvale Educational Foundation. 2012 - Present □ Expert CBO. USC’s School Business Management Certificate Program (Bootcamp) 2012 - Present □ Chief Business Official Mentor. USC’s School Business Management Certificate Program (Student – Jackie McHaney) 2011-12 □ Kern County Superintendent of Schools. Committee Panel Reader for the selection of County Teacher of the Year. 2009 – Present. □ Physical Fitness Testing Coordinator. Fruitvale School District. 2009 – 2011. □ Chairperson, Expulsion Hearing Committee. Fruitvale School District. 2007 – 2012. □ Liaison, Homeless/Foster Youth. Fruitvale School District. 2007 – 2011. □ Certified in Crisis Prevention Intervention. 2005 – 2011. □ Technology Trainer. Fruitvale School District. 2003 – Present. □ California Department of Education. Committee Panel Reader for the selection of California Teacher of the Year. 2003 – Present. □ Administrator, Opportunity Program. Fruitvale School District. 2008 – 2009. □ Coordinator, Parent University. Fruitvale School District. 2003 – 2006. □ Beginning Teacher Support and Assessment Support Provider. Fruitvale School District. 2004 - 2005. □ California Department of Education. Committee Panel Reader for the selection of California Distinguished School Award. 2002, 2005 & 2013. □ Leadership Team Member. Columbia Elementary. 1997 - 2005. □ Coordinator, Spelling Bee Competition. Columbia Elementary. 1997 - 2005. □ Principal’s Advisory Member. Columbia Elementary. 1997 - 2005. □ Summer School Co-Principal/Title I Coordinator. Fruitvale School District. 2005. □ Friday Night Live Kids Advisor. 2000 - 2005. □ Trailblazer Advisor. Columbia Elementary. 2000 - 2005. □ Master Teacher. 2002 & 2004.

ASSOCIATIONS________________________________________________________________________ □ Association for Supervision and Curriculum Development (ASCD) □ Association of California School Administrators (ACSA) □ California Association of School Business Officials (CASBO) □ California School Leadership Academy (CSLA) □ California Teachers Association (CTA) □ Kern Eastern Sierra Writing Project □ Phi Delta Kappa (PDK) □ School Services of California (SSC)

AWARDS________________________________________________________________________ □ ACSA’s Region XI Central Office Administrator of the Year (2010) □ ACSA’s West Kern’s Central Office Administrator of the Year (2010) □ Who’s Who Among America’s Teachers (2004 & 2005) □ Kern County’s Outstanding Friday Night Live Kids Advisor (2004) □ Advisor to Kern County’s Most Outstanding Friday Night Live Kids Program (2002 & 2004) □ Columbia Elementary Staff Member of the California Distinguished School Award (1997 & 2002)

Matt Torres, Ed.D

PRESENTATIONS_______________________________________________________________________ Meeting of the Board of Trustees, Fruitvale School District

Current position requires attendance at monthly meetings and regular presentations to Board Members on various topics such as Budget updates and reports, Standardized Testing and Reporting (STAR), Adequate Yearly Progress (AYP) and Academic Performance Index (API), Audit information, the Consolidated Application and Reporting System (CARS), and the Local Educational Agency (LEA) Plan and Local Control and Accountability Plan (LCAP).

Point Loma Nazarene University, Guest Speaker for Graduate Course: Organizational Leadership and Resource Management

Presented on topics relating to school finance (Local Control Funding Formula, Local Control and Accountability Plan, Grade Span Adjustments, Unduplicated Counts, State Economic Trends and Projections, etc.).

Kern County Superintendent of Schools AB 430 Administrative Training Program, Guest Lecturer

Presented on topics relating to school finance (revenue limits, categorical programs, total compensation, reserves, etc.) for beginning school administrators.

Kern Eastern Sierra Writing Project Provided a workshop presentation on creative writing for county teachers. Leadership Team Meetings, Fruitvale School District

The District holds 2-4 Leadership Team Meetings a year providing grade level leaders from every school insight on District priorities and strategies for improving student learning. Presentations have included topics such as formative assessment, strategies for English learners, SMART Goals, technology, and accountability.

Annual Middle School Leadership Conference, Kern County

Break-out session presenter for Kern County students to build their leadership capacity, engage their fellow students in school spirit, and promote community partnership and volunteerism.

Parent University, Fruitvale School District

Presenter at District led parent information nights providing insight on various topics such as Title I programs, using technology, and reading strategies to assist struggling students.

Becky MacQuarrie, Ed.D.

Education

California State

University, Fresno, CA. Ed.D. Educational

Leadership, December, 2013 (4.0).

University of Oregon,

Eugene, OR. M.S. Exercise Science.

September, 1998. Graduate Teaching Fellow.

Humboldt State

University, Arcata, CA. B.A. Physical Education.

June, 1992. Presidential Scholar.

Key Skills Administrative experience 15+ years teaching

experience District Instructional

Support Specialist Effective communicator

and presenter Instructional leader Effective problem solving

skills Ability to think critically and

creatively

Certifications Preliminary admin credential Passed CPACE exam/video, 2013. California Multiple Subject Teaching Credential (with P.E. Supplemental).

Educational Leadership

Specialty in: shared leadership model, innovative school instructional design,

teacher efficacy, curriculum design, positive behavior support, and Common Core/21st Century learning implementation

Employment History

Principal

July, 2015-Present, Rio Bravo-Greeley School (Middle School)

Supervisory role

Curriculum Development

First female Principal at Middle School

Specialty in non intentional learning, Intervention, and Performance-based Education

Assistant Principal

July, 2014-July, 2015, Lancaster School District: Amargosa Creek Middle School

Supervisory role


Positive Behavior Instructional Support District Instructional Support Specialist

August, 2013-present, Lancaster School District

Common Core implementation development


SBAC implementation process

G.L.A.D. specialist

Presenter: CCSS, Inter-disciplinary unit design, Conflict management, and more to audiences

of over 100 for Lancaster School District.

Teacher

January,1997-August, 2013, Lancaster School District

GATE coordinator

Teacher of the Year 2009

Involved in new school start-up (Amargosa & Endeavour)

Adjunct Instructor of Physical Education (PEAK Department)

2006-present California State University, Bakersfield Courses taught:

Teaching PEAK 345 Teaching Elementary P.E

Presented papers on Inter-disciplinary unit design and teacher self-efficacy/collective efficacy

at national/international conferences.

Adjunct Instructor of Physical Education

1999-present Antelope Valley College

Courses taught:

Water Aerobics- Created, developed, and introduced this course into the AVC curriculum

Career Highlights

Common Core Implementation: Participated in the development and implementation of the

Common Core State Standards reform initiative for Lancaster School District.

Common Core Inter-disciplinary Unit Design: Participated in the development and

implementation of the inter-disciplinary unit design process for Lancaster School District.

Professional Development Specialist: Developed and/or presented a variety of professional

development on G.L.A.D., Professional Learning Time, Close Reads, Technology Integration,

Curriculum Design, English Language Development, SBAC, and more…

Gifted and Talented Education: Developed site based GATE program, curriculum,

instruction, and district professional development.

Art Education: Organized Lancaster Education Foundation Art Grant, Arts for All grants and

yearly plan, and the CREATE Festival showcase of student art in conjunction with City of

Lancaster, Museum of Art History, Farmers Market, and the Lancaster Boulevard Association. Interdisciplinary presenter: CSUB: Ted Talk on Art/SS/Science inter-disciplinary lessons. Los Angeles County of Education: Volunteer, 3 years, distinguished school evaluator Letters of Recommendation upon request.

•1715 Sainsbury Court, Bakersfield, CA 93311 • Phone: 661-942-2754 •Email: [email protected] or [email protected]

Dr. VALERIE D. PARK, Ed. D. 1900 Golden Delicious Ct.

Bakersfield, California 93312 Cell: (661) 617-0407

Work: (661) 758-6412 [email protected]

CAREER OBJECTIVE: To make a positive impact in the lives of students EDUCATION: California State University, Fresno Doctorate of Education Degree, Educational Leadership, February 2014

University of La Verne Master’s of Education Degree, January 2002

California State University, Bakersfield Bachelor of Arts Degree, Liberal Studies-December 1994 Bakersfield College Associate of Arts Degree, Liberal Studies-December 1991 CREDENTIALS HELD: SCHOOL LEADERS’ LICENSURE ASSESSMENT Administrative Services Credential-January 2005

University of La Verne Multiple Subjects Teaching Credential; with a supplement in English-June 1996

RELEVANT EXPERIENCE:

KERN COUNTY SUPERINTENDENT OF SCHOOLS, Management Analyst, 7/1/16 – Work with Kern County school districts to support their implementation of

their LCAPs Create professional development for school districts

SEMITROPIC ELEMENTARY SCHOOL DISTRICT, Superintendent/Principal, 7/1/14 –

current Write District LCAP and garner input from all stakeholder groups Work collaboratively with small school district superintendents monthly,

Westside Smalls group Attend monthly superintendent and curriculum meetings at the county office Attend monthly board meetings Communicate weekly with board members Work collaboratively with the staff at the county office of education Work collaboratively with the business department at the county office Work collaboratively with teachers and classified staff to create, implement,

and sustain our Professional Learning Community Implement/Oversee RtI, PLC, and PBIS on site Oversee Director of MOT and school operations Write Single School Plan for Student Achievement according to site needs and

federal and state guidelines Maintain open communication between all school stakeholders Maintain and oversee budget and expenditures according to state and federal

guidelines, including payroll and vendor pay warrants Observe and evaluate all teachers Supervise certificated and classified school staff Interview and hire staff: certificated and classified Supervise and collaborate with leadership team and program coordinator Coordinate, prepare, present, and attend professional development offerings

for teachers integrating research-based methodologies


Schedule, plan, prepare, and administer parent nights, school wide incentives, student programs, and instructional schedules

Oversee School Site Council/English Language Advisory Committee meetings, Student Council Government, and PLC Committees

Provide/oversee weekly collaboration time for teachers GREENFIELD UNION SCHOOL DISTRICT Principal, 8/06 – 6/30/2014 Assistant Principal, 8/04-6/06 BTSA Coordinator, 2/03-6/04 Teacher, grades 4, 6, and 7 ELA, 8/96 – 2/03

ACTIVITIES: Presented dissertation findings at the National Social Science Association Conference in

Las Vegas on March 22, 2016 Presented dissertation findings at the ACSA Charter meeting on December 3, 2015. Region 11 ACSA Delegate, September 2015 – present Member of ACSA, August 2004 – present Attended Innovate Ed trainings offered by KCSOS with leadership team, 2015 - 2016 Enrolled in ACSA Curriculum and Instruction, August 2015 – April 2016 Grant partner with CSUB, Semitropic, Lamont, and Buttonwillow in the Kern Rural

Residency Teacher Program Completed ACSA Superintendent Academy, April 2015 Member of Wasco Rotary, January 2015 - present Completed CASBO Boot Camp, January 2015 Attended LCAP Workshop on School Climate Resources, KCSOS, April 2014 Attended School Discipline Workshop, KCSOS, April 2014 Presented at Best Practices Workshop, Sept. 11, 2013, KCSOS SWIS Facilitator Tier I and Tier II, 2013 – 2014 PBIS Trainer of Trainers, 2013 Member of Junior League of Bakersfield, 2012 - 2015 Attended Rigorous Curriculum Design, 2012 Chris Biffle Whole Brain Teaching Training, 2012 Attended CCSS trainings (2011) Attended Asilomar Conference, 2010 Attended various KCSOS PLC trainings: Timothy Kanold (2008/2009), Tim Brown (2010/2011), Data Driven Instruction (2010) Attended Mike Mattos trainings sponsored by KCSOS (2010 and 2011) Attended PLC in Hollywood, 2010 Attended Systematic ELD Training (2010) Instructional Based Training for English Learners (IMBTEL), July 2011 AB 430 Principal Training Program, 2007 – 2008

PROFESSIONAL REFERENCES:

Stuart Packard, Superintendent of Buttonwillow School District, 661-764-5166 [email protected] Dr. Julie Boesch, Superintendent/Principal of Maple School District, 661-746-4439 [email protected] Jennifer Noga, District Financial Analyst, KCSOS, 661, 636-4503 [email protected]




Jaimi Paschal 709 Harrisburg St

Bakersfield, CA 93314

[email protected]

661-332-3293

EDUCATION

C.S.U. Fresno/Bakersfield Doctorate in Educational Leadership Dec. 2017

Southern Columbia University M.S. in Organizational Leadership July 2012

Armstrong Atlantic University B.S. in Biology May 2009

OTHER

F.S.B.E (Strengths-based Education Facilitator) Certificate Jan. 2016

SUMMARY OF QUALIFICATION

Ongoing development, planning, and execution of student success initiatives

Experience working with students from varied socioeconomic classes

Online curriculum development and delivery experience

Proficient in report development and analysis

Excellent communication skills

PROFESSIONAL POSITIONS

4/14 thru present Advising Center Coordinator (NSME) C.S.U. Bakersfield

Instruct blended courses- Introduction to CSUB

Supervise advising center staff and students assistants

Track academic success of students

Work cross-departmentally to establish Quarter to Semester advising procedures

Abide by all federal and state laws; versed in DOE requirements

Coordinate NSME outreach events

Act as a liaison between faculty and professional staff advisors

Develop student success initiatives with Enrollment Management

Active elected staff representative on Academic Senate & sub-committee

School lead on commencement committee

11/13 thru 6/14 Curriculum Specialist San Joaquin Valley College

Plan and facilitate Program Reviews and Curriculum Conferences

Work to restructure programs to meet accreditation requirements

Create syllabi and outline templates

Create shell courses for all departments in D2L (LMS Platform)

Onboard incoming instructors with curriculum/LMS environment

05/12 thru 01/13 Regulatory Specialist San Joaquin Community Hospital

Versed in multiple regulatory bodies requirements

Specifically CMS, TJC, Title 22, Title 24

Integral in process improvement cycles within the hospital

Human Resource, Medical Staff, Patient Rights regulatory guide

Lead data analyst on regulatory software

Regularly update and make recommendations in policy modification to administration

Provide staff training in regulatory compliance

10/09 thru 5/12 Dean of Student Services/Division Manager/Instructor San Joaquin Valley College

Instruct courses ranging from Math, Legislation, Physiology/Anatomy

Create syllabi and curriculum for courses

Oversee academic success of all students

Abide by all federal and state laws; versed in DOE requirements

Dealt with student academic and behavioral conflicts

Coordinate student and staff participation in multiple community events

Headed item donation for community centers

Analyze attrition data and implement success initiatives

Oversee 20+ instructors within the Allied Health Division

Counsel students on continuing education and technical programs

Implement policies and procedures for classroom instruction

Handle large volumes of inventory based on budget for Allied Health Division

Manage student club budget

8/03 thru 6/05 Pharmacy Technician Certification Instructor Boston Reed College

Instruct courses ranging from Math, Legislation, Phys/Anat., Med. Terminology

Provide students’ academic knowledge to obtain Ca. PTch licensure

Abide by all federal and state laws: versed in DOE requirements

Create tools for pedagogical implementation of established curriculum

UNIVERSITY SERVICE

CSU Bakersfield

Q2S Subject Matter Expert Committee 2013 to present

Academic Senate Staff Representative 2013 to present

REVS-UP Selection Committee 2016

Associate Dean Selection Committee 2015

International Growth Council 2015 to present

Provost Graduation Initiative Council 2013 to present

Beverley Ann Martin

Curriculum Vitae

410 Shasta Place, Palmdale

(661) 810-9350 (cell)/ (661) 533-7100 (office) [email protected]

EDUCATION

Ed.D. Educational Leadership, Fresno State University, 2014

Dissertation: An Exploration into the Effects of School Discipline Policies on the Academic Performance of

African American Male Students.

M.A Education, California State University Bakersfield, 2011

Concentration: Education Administration

M.A Education, California State University Bakersfield, 2009

Concentration: Curriculum and Instruction

Multiple Subject Credential, California State University Bakersfield, 2006

B.S. Business Administration, Medgar Evers College 1989

Experience

California State University Bakersfield – Bakersfield, CA

Adjunct Professor 2015 - Present

Lecturer in Teacher Education Department and Education Administration Department

Palmdale School District – Palmdale, CA

Assistant Principal 2013 – present

Duties include supervision and evaluation of certified and classified employees, works

with and assists teachers in the development of effective classroom discipline and

organization, assists in curriculum development to meet the needs of all students, assists

in the development of site budget, student discipline, parenting classes, professional

development, Testing and Assessment Coordinator, GATE testing.

Administrative Intern (2010- 2013)

Duties include student assessment and testing Coordinator, curriculum unit writer,

Professional Development, master scheduling, class building, SST scheduling, English

Language Learner Advisory, staff development, leadership committee, before and after

school supervision, BTSA and Assessment and GATE Coordinator.

Teacher (2007-2010)

Duties include direct instruction, lesson plans, course outlines, presentations and

curriculum revisions, student testing, teacher lesson studies, model lessons, professional

development and Language! Instruction.


Substitute Teacher (2003-2007)

Duties include direct instruction in teacher’s absence and supervision.

LEADERSHIP

2012-2014- Palmdale School District Leadership Team

2009- present – Director of Women’s Ministries Southern California Conference

Committees/Participations

Golden Key International Club 2010 – present

Palmdale School District Leadership 2012- present

School Site Council President (2003- 2004) – Buena Vista Elementary School

School Site Council President (2001- 2003) – Los Amigos Elementary School

Superintendent Advisory Council member (1997-2001) - Palmdale School District

Publications and Editorial Experience

Common Applications of Algebra I Standards, 2009 available on-line at

http://www.csub.edu/~lwildman.htm)

An Introduction to 21st Century Schools, 2010

Launch Pad – Palmdale School District , 2010- Present

Research Projects as part of Signature Assignments with other Doctoral Students

An in – depth Case Study of the Richland School District

Teacher candidates’ self-efficacy as a result of participation in the co-teaching model of

Student Teaching.

Cell Phones in the Classroom and Bring Your Own Device to School

The Benefits of Breakfast in the Classroom

Hiring and Retaining Attorneys of color

Computer Skills/programs

Microsoft Applications: Word, Excel, Power point, Publisher, Access

E-Testing (Electronic assessment testing)

Escape (Budget software)

Power Schools (District-wide student information system)

Memberships

California Association of Bilingual Educators

Association of California School Administrators

Women in Leadership Region 15

Alpha Chi, CSU Bakersfield’s National Collegiate Academic Honor Society

Guyana Medical Relief Organization

http://www.csub.edu/~lwildman.htm

Osbeth Educational Services

Guyanese American Mission Project

Conferences and Presentations

California Association of African American Superintendents and Administrators 2016

Women in School Leadership Conference 2015

God in Shoes 2014

Education Sunday Cal State University Bakersfield, 2012 and 2013

Michele M. Bowers, Ed.D. 42341 73

rd Street West

Lancaster, California 93536

(661) 810-3257 cell; (661) 948-4661 x. 134 (office)

[email protected]

PROFESSIONAL VITA

Academic Preparation

Pepperdine University Malibu, CA

Ed.D. Educational Leadership, Administration and Policy 2011

California State University Bakersfield Bakersfield, CA

Master of Science Degree in Educational Administration 1999

California State University Northridge Northridge, CA

Multiple Subjects Teaching Credential 1995

Regents College New York, NY

Bachelor of Science Degree in Liberal Arts 1994

Professional Experience

2012 to present Lancaster School District Lancaster, CA

Superintendent 44711 N. Cedar Avenue District Office

2013 to 2015 CSUDH – AV Cohort Palmdale, CA

Part Time Faculty – Educational Leadership and Administration ROP Facility

2011 to 2012 Lancaster School District Lancaster, CA

Deputy Superintendent of Educational Services District Office

2007 to 2011 Lancaster School District Lancaster, CA

Assistant Superintendent of Educational Services District Office

2006–2007 Lancaster School District Lancaster, CA

Director of Curriculum, Instruction and Assessment District Office

February-June, 2006 Eastside Union School District Lancaster, CA

Director of Teaching and Learning District Office

2001–2006 Eastside Union School District Lancaster, CA

Principal Elementary and Middle Schools

1999–2001 Lancaster School District Lancaster, CA

Assistant Principal Piute Middle School

1997–1999 Palmdale School District Palmdale, CA

Teacher/Administrative Intern Elementary and Middle Schools

1994-1997 Los Angeles Unified School District Pacoima, CA

Teacher Elementary & Middle Schools

1992-1994 Conejo Valley Unified School District Thousand Oaks, CA

Classified Office Assistant Human Resources

Professional Activities and Organizations

2011 to present Board Member California Institute School Improvement

2015 to present City of Lancaster Wellness and Revitalization Committee

2014 to present Board Member - United Way of Los Angeles

2014 to present State Chair for CAAASA – Chronic Truancy and Absenteeism

2014 CSUDH Adjunct Professor – Administrative Leadership

2014 Antelope Valley Partners for Health Wellness Symposium Panel Speaker

2014 Mistress of Ceremonies for 50 Year Celebration Honoring Civil Rights

2014 Heritage Ball – Event Founder to Recognize African-American Graduates

2014 Lead process to move from at-large elections to by-trustee area elections

2013 Panel Speaker for ACSA Aspiring/New Superintendents’ Academy

2013-2014 Antelope Valley Superintendents’ Association Chairperson

2013-2014 City of Lancaster Commissioner – Architecture and Design Commission

2013 Passed $63 Million General Obligation Bond

Inservices, Workshops or Conferences

2013-2014 ACSA Leading the Leaders Academy

2011-2012 ACSA Business Academy

2003-2004 ACSA Personnel Academy

2001-2002 CSLA Leadership Academy

2008-2012 PIVOT Learning Masterful Leadership Academy (Assistant

Superintendents Educational Services)

2012-2014 PIVOT Learning Educational Leadership Academy (Superintendents)

2013 NABSE Exemplary Superintendent’s Summit, Houston, Texas

Other Work Experience

1980-1992 Private Industry – Mayflower and United Moving and Storage

Westlake, CA; Newbury Park, CA; Camarillo, CA;

General Office Manager; Sales; Accounting; Dispatch; Warehouse

Grants, Awards or Honors

2014 Outstanding Educator and Community Involvement – Omega

2014 Presidential Recognition – Community Service @ Justice Sunday

2013 Pioneer Award – High Desert Alliance of Black School Educators

2012 Administrator Recognition - CAAASA

2011 Administrator of the Year – Lancaster School District

2011 Clark Scholar Recipient nominated by Pepperdine University in

recognition of outstanding Doctoral dissertation

2011 National Association of Black School Educators Exemplary

Superintendents Recognition

2012 Lancaster/Rosamond Chamber of Commerce Special Recognition

Professional Memberships and Organizations

National Alliance of Black School Educators

California Association of African American School Administrators (CAAASA)

Association of California School Administrators (ACSA)

California Institute for School Improvement

American Educational Research Association

American Association of School Administrators

High Desert Association of Black School Educators

Community Service/Volunteer Organizations

United Way of Greater Los Angeles (Antelope Valley) Board Member

Lancaster West Rotary

City of Lancaster UNITE Community Improvement Projects

Lancaster/Rosamond Chamber of Commerce

Hispanic Chamber of Commerce

African American Chamber of Commerce

Antelope Valley Board of Trade

Antelope Valley Math, Science, Engineering and Technology Consortium

Melinda Jaggi

1244 Coventry Place

Palmdale, California 93551

Work 661.952.1217

Cell 661.878.4807

[email protected]

Objective:

Adjunct Professor in the School Leadership Program with CSU Bakersfield

Credentials:

Professional Clear Administrative Services

Professional Clear in Home Economics, supplemental authorizations in

Chemistry, Physical Science, and Introductory General Science.

Education and Professional Training:

Association of California School Administrators (ACSA) Academy,

Curriculum and Instruction, completed May 2012.

Instructional Rounds Training,

Harvard University Graduate School of Education, December 2011.

AVID Elementary National Staff Developer, 2010 to the present.

Certified School Leadership Coach (CTC),

ACSA and the New Teacher Center at UC Santa Cruz, 2008 to the present.

Facilitator, Covey’s 7 Habits of Highly Effective People, 1999.

Senior Associate, California School Leadership Academy, June 1996.

California State University, Bakersfield, California, completed coursework for

Professional Administrative Services Credential, June 1995.

University of La Verne, La Verne, California, M.Ed. in School Management, 1989.

Brigham Young University, Provo, Utah, B.S. in Home Economics Education, 1978.

Member, Association of California School Administrators (ACSA) and

California Association for Bilingual Education (CABE).

Current Position:

Assistant Superintendent, Educational Services, Eastside Union School District,

Lancaster, California, July 2013 to the present. Responsibilities include all areas

of Educational Services, supervision of the Coordinator of Special Education and

Student Services and supervision of the Information Technology department.

Current priorities include the revision of the Local Control Accountability Plan,

preparation of the Consolidated Application, alignment of district instructional

documents, revising Common Core aligned report cards, leadership coaching for

two administrative credential candidates, and continued professional learning.

Additional Professional Experience: Adjunct Professor, California State University, Dominguez Hills, January/February 2015

and California State University, Bakersfield, January/February 2016.

Director, Curriculum and Instruction, Educational Services, Palmdale School District,

Palmdale, California, November 2006 to July 2013. Responsibilities

included Professional Learning Communities, Common Core, Instructional

Rounds, expansion of AVID, assist with Principal and Assistant Principal

meetings, coach two principals, supervision of four classified staff members

and three certificated coordinators (professional learning and intervention, state

and federal programs, and BTSA/Teacher Support).


GED (General Educational Development) Prep Teacher part-time, Antelope Valley

Union High School District, Lancaster, California, August 2009- May 2014.

Curriculum Resource Teacher, Educational Services, Palmdale School District,

Palmdale, California, July 2004- November 2006.

Teacher, Shadow Hills Intermediate, Palmdale School District, Palmdale,

California, August 2002- June 2004.

Principal, Mesa Intermediate School, Palmdale School District, Palmdale,

California, March 1997- June 2002. Voluntarily left the principalship to attend to

immediate family needs.

Assistant Principal, Buena Vista School, Palmdale School District, Palmdale,

California, July 1995- February 1997.

Curriculum Resource Teacher, Yucca Elementary School and Educational

Services Department, Palmdale School District, Palmdale, California,

July 1994- June 1995.

Assistant Principal, Yucca Elementary School, Palmdale School District,

Palmdale, California, July 1993- June 1994.

Bilingual Coordinator, Hollenbeck Middle School, Los Angeles Unified School

District, Los Angeles, California, September 1986- June 1993.

Commercial Food Trades Teacher, Mesa Vo-Tech, Mesa, Arizona,

1985-86.

Vocational Foods Teacher, Hillcrest High School, Midvale, Utah,

1982-85.

Home Economics Teacher, Weber High School, Ogden, Utah,

1981-82.

Home Economics Teacher, Beaver High School, Beaver, Utah,

1978-79.

Summer Home Economics Teacher, Ogden City School District, Ogden, Utah,

1978-81.

Summer Camp Cook, Boy Scouts of America, Camp Loll, Yellowstone Park,

1982-85.

Special Skills and Abilities:

Leadership coaching, organization, follow-though, detail, accepting new challenges, good

relationship skills, building and maintaining effective teams, positive attitude, deep

passion for learning, fluent in Spanish.

References (in addition to those who wrote letters of recommendation) are available upon

request.

Jezelle Fullwood, Ed. D. 3907 Virginia Road

Los Angeles, CA 90008

(310) 923-0992

[email protected]

PERSONAL SUMMARY

An experienced educational administrator with a noted and successful track record of building culture,

through a shared vision, amongst all stakeholders. A proven history in school leadership, effectively

managing sizeable faculties, budgets, and student bodies in a manner of excellence and equity for all.

EDUCATION

May 2016 Brandman University/Chapman University System Doctorate of Education in Organizational Leadership

May 2003 Master of Arts in Education with Counseling Emphasis

California State University, Dominguez Hills

June 2001 California Clear Multiple Subject Teaching Credential with CLAD

California State University, Los Angeles

April 1997 Bachelor of Science in Business and Management

Pepperdine University

CONFERENCE PRESENTATIONS

2010 Culture in the Classroom Bridging the Achievement Gap Conference, Palmdale School District.

2009 What it Takes Bridging the Achievement Gap Conference, Palmdale School District.

INVITED TALKS

2015 Diversity in Education: Cultural Proficiency for Community Leaders, Real Estate Leaders Workshop - Palmdale, California

2013 The Tumbleweed Turnaround,

Assessment and Accountability Conference - Ventura County Office of Education

2013 Assessment through PLCs Assessment and Accountability Conference, - Ventura County Office of Education

PUBLICATIONS

2016 Common Leadership Responsibilities of Principals of Successful Turnaround Schools

Dissertation – May 2016

2012 The Tumbleweed Turnaround: Leading a Culture of Learning ,Texas Elementary

Principals and Supervisors Association Journal, vol. 69, no. 1 (January/February 2012)

PROFESSIONAL EXPERIENCE

2015 – present Principal/Instructional Leader – Santa Monica Malibu Unified School District

Instructional leader of a preschool - 5th grade elementary school

2014 – present Adjunct Faculty – California State University, Bakersfield

Part-time instructor within the Master of Arts in Education and Leadership Program

2013-2015 Director of Curriculum and Instruction – Palmdale School District

Responsible for providing leadership in the development and improvement of curriculum

and instruction for the district

2010 – present AVID Elementary International Staff Developer

Provide professional development to school and district administrators and teachers in

AVID strategies for elementary and secondary students.

2009 – 2013 Principal/Instructional Leader – Palmdale School District

Instructional leader of a Turnaround Intervention Model elementary school

2007 – 2009 Coordinator of Staff Development - Palmdale School District

Research and coordination of all school and district staff development

2005 – 2007 Assistant Principal (K-8) - Palmdale School District

Assisted site principals with school management, evaluation of classroom instruction, and

student discipline

2004 – 2005 Elementary Literacy and Instructional Coach - Los Angeles Unified School

District

Instructed classroom teachers, school and central office administrators in the planning

and delivery of research and standards based instruction

2003 – 2005 Strategy Coach & Elementary Literacy Expert (K-8) – Action Learning Systems

Instructed classroom teachers, school and central office administrators in the planning

and delivery of research and standards based instruction

1998 – 2003 Classroom Teacher (Kindergarten – Fifth Grade) - Los Angeles Unified School

District

PROFESSIONAL ACTIVITIES

2008 - 2014 African American Advisory Committee – Chairperson

2009 – 2012 Annual Bridging the Achievement Gap Conference – Chairperson/Coordinator

2005 – 2008 Categorical Program Monitoring Team (CPM)

PROFESSIONAL AFFILIATIONS

Association of California School Administrators (ACSA)

National Association of Black School Educators (NABSE)

National Association of Elementary Principals (NAESP)

REFERENCES

Sandy Lyon – Superintendent

Santa Monica Malibu Unified School District

1651 Sixteenth Street

Santa Monica, CA 90404

(661) 810-8225

Melinda Jaggi – Assistant Superintendent of Educational Services

Eastside Union School District

45006 North 30th Street East

Lancaster, CA 93535

(661) 952-1200

Dr. David Vierra - Superintendent

Antelope Valley Union High School District

44811 North Sierra Highway

Lancaster, CA 93534

(661) 948-7655

Bruce Osgood 10342 Penrose Street Sun Valley, CA. 91352 (818) 631-9058

Summary of Qualifications: Successful teaching and administrative experience at the elementary, middle and high school levels. Well respected, experienced educator recognized for outstanding human relations skills, integrity, effective communication and consensus building ability among diverse groups. Knowledgeable and experienced in curriculum and instruction K-12, staff development, and in the utilization of data to inform instruction. Passionate about the success of all students.

Selected Skills and Accomplishments: Village Christian Schools

Developed and implemented an effective teacher evaluation system based on Charlotte Danielson’s “Improving Instruction.”

Worked with parents and staff to implement 1:1 tablet use for grades 6-8

Provided regular and frequent staff development focused on student learning and effective instruction

Restored morale

Developed PLCs

Began implementation of Common Core

Established School Safety Committee and updated the Emergency Plan

Created ELD class for International students

Responsible for staffing, budget and Master Schedule Burbank Unified School District

Restored John Muir Middle School to a safe, high performing, student centered school

Developed functioning, collaborative staff leadership team

Renewed parent confidence and involvement

Focused teachers on effective instruction for all students

Established a “Students First” culture

Orchestrated the transformation of Burbank High School

Raised API score by 108 points in 8 years with 47 point single year gain

Met AYP

Eased racial tensions and implemented programs that created a safe and tolerant campus

Unified factioned staff under a common vision of pursuing excellence in all facets of school life

Hired and retained highly qualified and excellent teachers

Oversaw final 4 phases of $58 million construction project

Instituted PLCs and data examination protocols

Actively involved ELAC parents in PTA, Walkthroughs, Site Council and school celebrations

Initiated and supported successful EL program

Professional Experience: 2011- Present Village Christian Schools

Principal Middle School/High School

2003-2011- Burbank Unified School District Principal, Burbank High School

1999-2003- Burbank Unified School District Principal, John Muir Middle School

1996-1999-Burbank Unified School District Assistant Principal of Discipline, Burbank High School

1985-1996- Glendale Unified School District Teacher grades 5/6 1985-1988 District Elementary Physical Education Coordinator 1988-1991 Teacher grade 6 1991-1992 At Risk Coordinator, Edison Elementary, 1992-1996 Acting Principal, 1995 (Spring)

District Level: WASC Visiting Committee/ Re-visit Committee- Mira Costa High School (2008/2011)

Superintendent’s Cabinet

Strategic Planning (Glendale, Burbank and Village Christian School )

District Budget Committee 2003-2010

Certificated Bargaining/Negotiations Committee

District Benefits Committee

District Data and Assessment

Schools/City Joint Use Committee

Facilities Design and Oversight Committee

School Attendance Review Board

District Expulsion Hearing Committee (Chairman)

District Safety and Emergency Preparedness Committee

School/Law Enforcement Cadre

Classified/Certificated Management Interview Committee

Curriculum Development and Textbook adoption committees

DELAC Other Relevant Experience:

Adjunct Professor, California State University Dominguez Hills: Cultural Proficiency; School Politics, School Law

Education:

California State University Northridge, B.A., Liberal Studies

California State University Northridge, Multiple Subjects California Clear Credential

Point Loma Nazarene University, Master of Arts, Curriculum and Supervision

Awards: ACSA Region 15 Secondary Administrator of the Year, 2010

Gabriel Ramirez

5801 Grand Central Ave Bakersfield, CA 93311 Phone: 661-431-5073 E-Mail: [email protected]

Education

Ed.D. Educational Leadership, 2011-Dec. 2013

California State University, Fresno

M.A. Curriculum & Instruction, 2009

California State University, Bakersfield

B.S. Chemistry, 2005


B.A. Communications, 2005


Work Experience

• Admin. Position as Software/Systems Coordinator, KHSD 2015-Present

• Science Teacher, Shafter High School 2006-2015

• Adjunct Lecturer in Teacher Education Dept., CSUB 2013-2015

• Chemistry 211 Lab Instructor, CSUB 2012-2013

Experience

• Science Department Chair, Shafter High School 2012-2015

• Participation in on-line and hybrid courses via Blackboard and

Moodle

2011-Present

• Credentialed in chemistry and physics 2006-Present

• Presented professional development workshops to colleagues,

Shafter High School

2012

• Developed/modified district chemistry benchmark 2007

Publications/Presentations

• Presentation to Shafter High faculty on wait time and learning

targets (professional development workshop)

Fall 2012

• Presentation on Improving Teacher Interview Process in KHSD,

EDL 521

Fall 2012

• Presentation on Program Evaluation of Lamont School District’s

NASA Summer of Innovation Program, EDL 511

Summer 2012

Gabriel Ramirez Page 2

• Presentation on Taft Union High School District’s Options for

Integrating Student Performance in Teacher Evaluations, EDL 202

Spring 2012

• Presentation on Evaluation of Standard Middle School’s ELA

Curriculum, EDL 206

Fall 2011

• Presentation on The Possible Tracks for Obtaining a Science

Teaching Credential and Effects on Student Achievement, EDL 201

Summer 2011

• Monthly Published Articles, Bakersfield Life Magazine 2009-Present

• Freelance Writer, MAS Magazine 2006-2008

• Writer/Editor, The Bakersfield Californian, El Californiano, and

MAS Magazine

2004-2006

Research Experience

• Dissertation Research (Factors motivating Latino students to pursue

STEM degrees)

2012-2014

• Research for courses on topics related to science credentials, teacher

evaluations, and teacher interview process

2011-2013

• Master’s Project Research related to alignment of vertical alignment

of physical science standards (K-12)

2009

Professional Development

• Common Core Literacy Standards Training 2013

• Project Lead the Way, Principles of Engineering Training 2012

• Marzano Strategies Training 2012

• NVivo Training 2012

• Illuminate Training 2010

Awards/Certificates/Memberships

• Shafter High School Teacher of the Year 2014-15

• Clear Administrative Credential 2014-Present

• Association of California School Administrators 2015-Present

Gabriel Ramirez Page 3

Interests

• STEM education, technology incorporation in the classroom, science/math academies, and cross-

curricular teaching strategies.

• Multi-cultural education and the integration of cultural knowledge within the core and non-core

curriculum.

• Bilingual education and dual immersion programs.

Languages

• English – native language

• Spanish – speak fluently and read/write with high proficiency


School of Social Sciences and Education


EDAD 6100

Visionary Leadership

3 Semester Units

Fall 2016

Mondays, 4:15 p.m. to 9:45 p.m.

Room TBD

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and

schedule of this course. It is based upon the most recent information available on the date of its

issuance and is as accurate and complete as possible. I reserve the right to make any changes I

deem necessary and/or appropriate. I will make my best effort to communicate any changes in

the syllabus in a timely manner. Students are responsible for being aware of these changes.

Instructor: Danny Whetton, Ed.D

Office: Education 232

Office Hours: T Th 5:00 – 7:00 or by appointment

E-mail: [email protected]

Phone: 661 654-2482 Office 661 379-5258 Cell

Course Description

This course prepares Candidates to facilitate the development, articulation, implementation and

stewardship of a vision of teaching and learning that is shared and supported by the diverse urban

school community. Coursework and fieldwork focus on the development of strategic capacity

and vision through collecting data, constructing profiles, aligning resources to support the vision,

developing a strategic plan to implement the vision in a multicultural setting. Students will be

able to apply research findings to address diverse learning styles.

Student Learning Outcomes

Upon completion of this course, students will demonstrate proficiency in the application of the

theories and concepts outlined in the California Professional Standards for Educational Leaders

(CPSEL), Standard 1: Development and Implementation of a Shared Vision.

STANDARD 1 :

CPSEL STANDARD 1:

DEVELOPMENT AND

IMPLEMENTATION OF A

SHARED VISION

Education leaders facilitate

the development and

implementation of a shared

vision of learning and growth

of all students.

Element 1A: Student–Centered Vision

Leaders shape a collective vision that uses multiple

measures of data and focuses on equitable access,

opportunities, and outcomes for all students.

Element 1B: Developing Shared Vision

Leaders engage others in a collaborative process to develop

a vision of teaching and learning that is shared and

supported by all stakeholders.

Element 1C: Vision Planning and Implementation

Leaders guide and monitor decisions, actions, and outcomes

using the shared vision and goals..

This course also applies standards from the National Council for Accreditation in Teacher

Education (NCATE) and the California Professional Standards for Educational Leaders Content

Expectations (CACEs).

NCATE Standard 1 Students 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.

Program Standard 1:

Program Design and Rationale

The administrative services preparation program prepares

instructional leaders to serve effectively in a variety of public

schools and school districts. The design of the program is

based on a sound rationale informed by theory and research

and aligned with the California Administrator Performance

Expectations and principles of adult learning theory. The

program includes a coherent, developmental, integrated, and

interrelated set of theoretical and practical learning

experiences designed to provide extensive opportunities to

engage candidates in developing knowledge, skills, and

dispositions to advance teaching and learning. The program

includes both formative and summative assessments based

on the California Administrator Performance Expectations

(CAPE).

California Professional Standards for Educational Leaders Content Expectations

(CACEs)

A-1. Major theories and concepts in educational leadership

A-2. Relationships between leadership theory and practice in the context of contemporary educational issues in California

A-3. Skills and strategies for facilitating the development of a shared, student- centered

vision with and across multiple constituencies

A-4. Components and characteristics of a sound and sustainable school vision, including

applying data from multiple measures of student learning to developing a vision of

teaching and learning for all students

A-5. Skills and strategies for facilitating the alignment of the school’s vision with the

LEA’s vision and goals

A-6. Identify and understand the political, social, economic, and cultural contexts of

education at the local, regional, state, and federal levels that affect California

public schools and how to respond to and influence these contexts

A-7. Public school governance in California, including the structure and organization of

public schooling and the roles and responsibilities of various individuals and system

components

A-8. The relationships between federal, state, and local educational policies and

practices and the role of specified policies and practices in ensuring equitable, democratic public education for all students

A-9. Examine and respond to equity issues related to race, diversity, and access, using

inclusive practices

A-10. Identify potential barriers to accomplishing the vision and effective ways to work

with others to address and overcome barriers

A-11. Shape school programs, plans, and activities to ensure that they are integrated,articulated through the grades, and consistent with the vision

A-12. Facilitate the comprehensive integration of technology to support achievement of

the vision

A-13. Communicate about, model, and hold oneself and others accountable for the

exhibition of personal and professional ethics, integrity, justice, and fairness

A-14. Skills and strategies for leveraging and marshaling sufficient resources to implement

and attain the vision for all student groups

A-15. The importance of communicating information about the school on a regular and

predictable basis to all families through a variety of media, and ensuring that all

constituents have ample access to information sources

A-16. Effective, professional, and interactive communication with various audiences and

for various educational purposes, including consensus building and decision

making

A-17. Network with other professionals to improve personal knowledge and skills

necessary for the job of a school administrator

In addition, the educational administration program learning outcomes are based on the

California Professional Standards for Educational Leaders Performance Expectations (CAPES)

(edited for teacher-leaders).

Performance Expectations Development & Implementation of a Shared Vision

CAPE 1: Developing a

Student-Centered Vision of

Teaching and Learning

The preliminary candidate understands that the school’s

purpose centers on increasing students’ learning and well-

being. S/he uses available student and school data from

multiple sources and considers political, social, economic

and cultural contexts when developing a site-specific

vision and mission consistent with the district’s overall

goals. The candidate emphasizes equitable access and

outcomes for all students by articulating how school plans,

programs, and activities support the school’s vision to

advance the academic, linguistic, cultural, social-

emotional, behavioral, and physical development of each

learner. S/he can describe the student centered vision of

teaching and learning to staff and stakeholders.

CAPE 2: Developing a

Shared Vision and

Community Commitment

The preliminary candidate understands school governance,

roles, responsibilities, and relationships of the individual

and entities within the California education system that

shape staff and community involvement. S/he knows how

to facilitate collaborative processes, including consensus

building and decision-making. The candidate engages staff

and diverse community stakeholders in expressing

expectations for students and the school that develop into a

shared vision and goals. S/he knows effective strategies for

communicating with varied audiences and uses these to

promote a collective sense of responsibility for enacting the

school mission and vision.

CAPE 3: Implementing the

Vision

The preliminary candidate recognizes and can explain to

staff and other stakeholders how the school vision guides

planning, decision-making, and the change processes

required to continuously improve teaching and learning.

S/he engages others in sharing data to assess instructional

strengths and needs that lead to student, staff, and

community goals. The candidate uses the goals in

developing a plan aligned with the school’s shared vision

of equitable schooling for all students. S/he collects,

analyzes, and uses multiple sources of data for ongoing

monitoring to determine whether the plan is helping staff

and stakeholders move toward the site vision. The

candidate shares results with staff and stakeholders and

uses this information to guide updates, revisions, and

allocate resources.

Required Texts and Materials

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: Author.

Blankstein, A. M. (2010). Failure is not an option. Thousand Oaks, CA: Corwin Press. (ISBN:

978-1412979238)

Kowalski, T. J. (Ed.). (2012). Case Studies in Educational Leadership (6th ed.). Upper Saddle

River, NJ: Pearson Education, Inc.

*In groups, students will also choose one book from the list on page 10 of this syllabus to

present in class.

Grading Criteria

There are a total of 100 possible points for this course, broken down as follows:

Case Study A 15 pts.

Professional Reading Review (Book Group) 15 pts.

Week one activity 10 pts.

Reflections on Failure is not an Option 15 pts.

Vision Leadership Paper 20 pts.

Participation, Engagement, & Attendance (incl. punctuality) 15 pts.

End-of-Course Survey 10 pts.

TOTAL

Note: Please review assignment guidelines at the end of this syllabus.

Course Evaluation

Course Grade Course Average

A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

Week 1 September 26 (Monday)

Have read before

class:

• Failure is not an

option – Blankstein

(Chapters 1 & 2 )

•Developing a Vision

and a Mission (optional

-

On line Activities Due by September 26th

Week one activity

Week 2 October 3 (Monday) (Wednesday) Oct. 5

Have read before

class:

• Case Study A

Failure is not an option

– Blankstein

( Chapters 3 & 4)

Due in class:

• Draft of Case Study A

Book Group 1 – Drive

Book Group 2 - Transforming

School Culture

Due by 7 a.m.:

• Final draft of Case

Study A



Quick Write 1

Week 3 October 10 (Monday) (Wednesday) Oct.12

Have read before

class:



( Chapters 5, 6 & 7)

Due in class:

• Book Group #3 – Mindset

Part 1

• Book Group #4 – Mindset

Part 2

Due by 7 a.m.:



Quick Write 2

Week 4 October 17 (Monday) (Wednesday) Oct.19

Have read before

class:



( Chapters 8, 9 & 10)

Due in class: Presentation

Book Group #5 – The Six

Secrets of Change

Due by 7 a.m.:



Quick Write 3

Week 5 October 24 (Monday) (Monday) Oct. 31

Due in class:

Be ready to complete in

class:

• Signature Assessment

Due by 4:00

Research Paper

Organization

Vision

Assignment Submission

All assignments must be submitted via the Blackboard web site for this course.

Late Work

No late work is accepted for this course. Inability to connect with your site mentor and

technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,

etc.) are not valid excuses for late or missing assignments. In the case of extreme

emergency requiring late submission of an assignment, students should contact the

instructor prior to the assignment due date to determine an alternate arrangement.

Written Assignments

All written assignments must be submitted following the APA (6th edition) format.

Computer Literacy Expectations

Students in this course are expected to:

access the university e-mail system as their primary source of contact,

regularly access Blackboard,

use a word processing program for written assignments (e.g., Microsoft Word),

access assigned web sites through the Internet,

access the CSUB library databases to find peer-reviewed journal articles and other

scholarly literature,

scan documents that can be submitted via Blackboard,

create PowerPoint presentations,

download, install, and run programs and updates as requested, and

join online video conferencing with video and sound.

Accommodations for Students with Disabilities (for Bakersfield campus)

To request academic accommodations due to a disability, please contact the Office of Services

for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and

they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an

accommodations letter from the SSD Office documenting that you have a disability, please

present the letter to me during my office hours as soon as possible so we can discuss the specific

accommodations that you might need in this class.

Accommodations for Students with Disabilities (for AV campus)


for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and

they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an

accommodation letter from the SSD Office documenting that you have a disability, please

present the letter to me during my office hours so we can discuss the specific accommodations

that you might need in this class.

Academic Honesty

There are certain forms of conduct that violate the university’s policy of academic integrity.

Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception

to improve a grade or obtain course credit. Academic dishonesty (cheating) is not

limited to examination situations alone, but arises whenever students attempt to gain an unearned

academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which

consists of the misuse of published or unpublished works of another by claiming them as one’s

own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or

purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,

phrases, words or ideas written by another without giving appropriate citation, or using data

and/or statistics compiled by another without giving appropriate citation. Another example of

academic dishonesty (cheating) is the submission of the same, or essentially the same paper or

other assignment for credit in two different courses without receiving prior approval from the

instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78

EDAD 6100 ASSIGNMENT INSTRUCTIONS

Case Study A – 10 points

You will read Case Study A (Chapter 2 in Kowalski [2012]) and write a 2-3 page paper

answering the following questions related to the case:

1. Assume you are Susan. First determine the main issue (problem) in this case. Then

describe the current state and the desired state of this issue.

2. Based on evidence provided in the case, describe the difficulty associated with

eliminating the gap between the present state and the desired state.

3. Do you believe that too much emphasis is being placed on the development of a vision

statement prior to the school opening? Why or why not?

This assignment will be graded as follows:

Clearly and fully answers each question posed in the case study 5 pts.

Includes references to specifics in the case 2 pts.

2 - 3 pages in length 1 pt.

Spelling and grammar 1 pt.

Use of APA format 1 pt.

TOTAL 10 pts.

Vision Leadership Paper

You will write one 5-page paper on why it is important to create a “Vision or Shared Vision”

within a school. The paper will include required and optional reading sources from class and

should also include outside sources. The paper must include a title page and follow the standards

established by the American Psychological Association (APA). 20 points

Professional Reading Review – 10 points

(Book Group Presentation)

In a group, you will select a book from the following list and prepare and give a presentation on

the most important ideas from the reading.

Addison, P. & Warger, C. (2011). Building your school’s capacity to implement RTi. ASCD. (ISBN 978-1-466-1168-4)

Alvy, H. & Robbins, P. (2010). Learning from Lincoln: leadership practices for school success. ASCD. (ISBN 978-1-4166-1023-6)

Covey, S. (2006). The speed of trust: the one thing that changes everything. New York, NY: Free Press. (ISBN 978-0-7432-9730-1)

Dweck, C. (2006). Mindset: the new psychology of success. New York, NY: Random House. (ISBN 978-1-4000-6275-1)

DuFour, R. & Marzano, R.J. (2011). Leaders of learning: how district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press. (ISBN 978-1-935542-66-7)

Fullan, M. (2011). The six secrets of change: what the best leaders do to help their organizations survive and thrive. San Francisco, CA: Jossey-Bass. (ISBN 978-1-1181-5260-7)

Fullan, M (2014). The Principal: Three keys to maximizing impact. San Francisco, CA: Jossey-Bass. (ISBN 978-1-118-57523-9)

Heath, C. & Heath, D. (2008). Made to stick: why some ideas survive and others die. New York, NY: Random House Publishing. (978-1-4000-6428-1)

Heath, C. & Heath, D. (2010). Switch: how to change things when change is hard. New York, NY: Random House Publishing. (978-0-385-52875-7)

Heath, C. & Heath, D. (2013). Decisive: how to make better choices in life and work. New York, NY: Random House Publishing. (978-0-307-95639-2)

Heifetz, R. & Linsky, M. (2002). Leadership on the line: staying alive through the dangers of leading. Boston, MA: Harvard Business School Publishing (ISBN 978-1-57851-437-3)

Kanold, T. (2011). The five disciplines of plc leaders. Bloomington, IN: Solution Tree Press. (ISBN 978-1-935543-42-8)

Kouzes, J. & Posner, B. (2012). The leadership challenge: how to make extraordinary things happen in organizations 5th edition. San Francisco, CA: Wiley Brand. (ISBN 978-0-470-65172-8

Hollingsworth, J. R. & Ybarra, S. E. (2008). Explicit direct instruction (EDI): the power of the well-crafted, well-taught lesson. Thousand Oaks, CA: Corwin Press. (ISBN 978-1412955744)

Jackson, Y. & McDermott, V. (2012). Aim high, achieve more: how to transform urban schools through fearless leadership. ASCD. (ISBN 978-1-4166-1467-8)

Kegan, R. & Lahey, L.L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco, CA: Jossey-Bass. (ISBN 0-7879-6378-X)

Lencioni, P. (2002). The five dysfunctions of a team: a leadership fable. San Francisco, CA: Jossey-Bass. (ISBN 978-0-7879-6075-9)

Lencioni, P. (2012). The advantage: why organizational health trumps everything else in business. San Francisco, Ca: Jossey-Bass. (ISBN 978-0-470-94152-2)

Lezotte, L. & Snyder, K. (2011). What effective schools do: re-envisioning the correlates. Bloomington, IN: Solution Tree Press. (ISBN 978-1-935249-51-1)

Muhammad, A. (2009). Transforming school culture: how to overcome staff division. Bloomington, IN: Solution Tree Press. (ISBN 978-19935249-05-4)

Pink, D. (2009). Drive: the surprising truth about what motivates us. New York, NY: Penguin Books. (ISBN 978-1101355473)

Reeves, D. (2006). The learning leader: how to focus school improvement for better results. ASCD. (ISBN 978-1-4166-0332-0)

Schmoker, M. (2011). Focus: elevating the essentials to radically improve student learning. Alexandria, VA (ISBN 978-1-4166-1130-1)

Sinek, S. (2009). Why: how great leaders inspire everyone to take action. New York, NY: Penguin Books. (ISBN 978-1-59184-280-4)


Clearly and fully presents the most important ideas from the reading 5 pts.

Incorporates a teaching activity 2 pts.

30-40 minutes in length, leaving time for questions 2 pts.

Professional presentation (e.g., good presentation skills, orderly

PowerPoint, all group members participate, audience engagement)

1 pt.

TOTAL 10 pts.

End-of-Course Survey – 10 points

An invitation to take this survey will come to your CSUB e-mail. After completing the survey,

take a screenshot of the page that says, “Thank you for your cooperation. Your results have been

sent,” and submit the screenshot on Blackboard.

If you submit a screenshot showing that you completed the end-of-course survey by the due date,

you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.

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EDAD 6200

Instructional Leadership

3 Semester Units

Fall 2016


DDH 100F

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this

course. It is based upon the most recent information available on the date of its issuance and is as accurate and

complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my

best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware

of these changes.

Instructor: Dr. Amanda Taggart

Office: EDUC 233

Office Hours: Mondays, 3:15 – 4:15 p.m.

Tuesdays, 5:30 – 7:30 p.m.

Wednesdays, 5:30 – 7:30 p.m.

or by appointment


Phone: 661-654-3080

Mission of the School of Social Sciences and Education

The mission of the School of Social Sciences and Education is to address local, regional, and

state needs by providing high quality undergraduate and graduate programs in the social sciences

and education. We are committed to advancing human development knowledge, encouraging

healthy and productive lifestyles, and enhancing the quality of life for all people, particularly

those with emotional, learning, and physical disabilities. We pledge to prepare future leaders,

professionals, and community advocates. Together, we will work toward increasing the

community’s understanding and acceptance of complex social, racial, and gender issues and

toward creating positive social change. We will provide students with excellent classroom

instruction, faculty-guided research experiences, and experiential learning opportunities to

prepare them for career success and for lifelong learning to meet the changing demands of

society. The faculty and staff of the School of Social Sciences and Education are committed to

supporting quality measures identified in the CSUB vision statement featuring faculty academic

excellence and diversity, the student experience, community engagement, staff excellence and

diversity, and organizational “best practices.”

Candidate Dispositions

Candidates preparing to work in schools as administrators or other professional school

personnel know and demonstrate the content, pedagogical, and professional knowledge, skills,


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and dispositions necessary to help all students learn.

Professional Collaboration: Candidates will participate in action-oriented collaboration

that will enable them to learn from others and provide leadership in partnerships with all

stakeholders.

Reflective Practitioner: Candidates are reflective, life-long learners who apply

problem solving and critical thinking strategies and the respectful appreciation of

differing points of view.

Ethical Professional: Candidates’ actions are based on accepted professional

standards of conduct and reflect insight and awareness with respect to diverse

perspectives, opinions, obligations, and ethical responsibilities of the profession.

Student/Client Centered: Candidates, throughout their programs, will prioritize the

needs of the students/clients they serve by maintaining trusting relationships built upon

caring, nurturing (respectful), and meaningful interactions.

Professional Leader: Candidates, throughout their programs, will be strong, determined,

professional leaders with a clear instructional focus using effective communication skills

and a willingness to take risks to ensure the advancement, safety, and welfare of all

students in our communities.

Professional Competence: Candidates will maintain high programmatic outcomes that

reflect research-based practices, principles of learning differentiation, and standards

based instruction.

Course Description

This course addresses the candidate’s knowledge of California student academic content and

curriculum standards, research-based instructional and assessment practices, and the candidate’s

ability to assess classroom instruction and provide focused, instructive feedback to teachers. The

program develops candidates’ knowledge of how to integrate creativity, collaboration,

communication, and critical thinking skills with the content standards. This course provides

multiple opportunities for each candidate to learn, practice, and reflect on instructional leadership

as further defined in the course materials and the adopted Content Expectations and Performance

Expectations.




(CPSEL), Standard 2: Instructional Leadership.

STANDARD 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth.

Element 2A: Professional Learning Culture Leaders promote a culture in which staff engages in individual and collective professional learning that results in their continuous improvement and high performance.

Element 2B: Curriculum and Instruction Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments that address student expectations and outcomes.

Element 2C: Assessment and Accountability

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Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes, and student learning.




NCATE STANDARD 2 Students 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.

Program Standard 1: Program Design and Rationale

The administrative services preparation program prepares instructional leaders to serve effectively in a variety of public schools and school districts. The design of the program is based on a sound rationale informed by theory and research and aligned with the California Administrator Performance Expectations and principles of adult learning theory. The program includes a coherent, developmental, integrated, and interrelated set of theoretical and practical learning experiences designed to provide extensive opportunities to engage candidates in developing knowledge, skills, and dispositions to advance teaching and learning. The program includes both formative and summative assessments based on the California Administrator Performance Expectations (CAPE).

California Professional Standards for Educational Leaders Content Expectations (CACEs)

B-1. Understand how to advocate, nurture, and sustain a positive culture of learning that emphasizes high expectations and an instructional program that promotes success for all student groups

B-2. Recognize and identify mental health conditions that support or hinder student achievement

B-3. California’s K-12 student academic content standards and state-adopted assessment systems for measuring student performance

B-4. K-12 standards-based curricula and adopted/articulated instructional programs and materials throughout the grades and/or content areas, including instructional uses and applications of technology within the educational program for all teachers and students

B-5. Teacher observation and evaluation systems grounded in standards-based teaching and learning

B-6. Appropriate and “best” instructional practices for all learners, including English learners, students with special needs, and students who are gifted/talented

B-7. Types of evidence need to support making evidence-based decisions regarding instructional improvement, including changes in practice

B-8. Data Analysis and Use techniques for identifying, collecting, analyzing, evaluating, and

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using various types of data to engage staff in looking at their instructional effectiveness and making data-based instructional and programmatic decisions

B-9. Methods/approaches to providing constructive feedback to teachers based on classroom observations and analysis of student work and/or assessments

B-10. Promote student engagement in understanding learning objectives, students’ understanding of how they will be able to achieve the learning objectives, and multiple ways for students to access the curriculum

B-11. Valid processes for developing appropriate and effective classroom assessments as one source of multiple data about teacher effectiveness and student learning

B-12. Understand the purpose, role, and use of multiple assessments to continuously evaluate student learning

B-13. Barriers to learning such as discriminatory practices, personal and institutional bias and steps to minimize or eliminate these barriers

B-14. Knowledge of appropriate, effective college and career readiness and co-curricular activities

B-15. Skills and strategies for engaging all parents/guardians in the instructional program and in behavior management systems in ways that support high expectations

B-16. Principles of adult learning and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional development programs and opportunities that focus on authentic problems and student outcomes

B-17. Induction programs for beginning teachers, including BTSA

B-18. Support methods such as mentoring, coaching, observation, and feedback to promote effective teaching and improve performance for all faculty and staff

B-19. Effective uses of data to assess and diagnose instructional needs, define staff goals for continuous improvement, and collaboratively design differentiated professional development to meet needs and achieve goals

B-20. Strategies for building staff capacity through systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection, self-assessment, and self-directed change and improvement

B-21. Effective uses of staff time for purposes of professional development for both individual and school purposes and goals

B-22. Strategies for self-improvement and planning for continuous learning in order to serve as a role model for others

B-23. Classroom structures, schedules, instructional materials, and grouping practices that support teaching and learning goals and that facilitate active learning and promote student reflection and inquiry

B-24. Understand how to create a dynamic learning environment that appropriately integrates technology to facilitate student learning, creativity, and collaboration

B-25. Policies and practices for determining student learning needs, placing students in appropriate learning contexts, and ensuring full access to the curriculum for all students

B-26. Understand and maximize the relationships between student behavior management systems and student success

B-27. Understand how to develop and implement positive and equitable behavior management systems that promote and support a collaborative, positive culture of learning

B-28. Understand how to establish a culture of individual and collective accountability among students, teachers, and other staff by developing and implementing an accountability

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system grounded in standards-based teaching and learning

B-29. Understand how to use the influence and power inherent in a leadership position to enhance the educational program, promote learning for all student groups, and make fair and appropriate decisions

B-30. Strategies for creating a positive, safe, and supportive learning environment for all student groups by promoting equity and respect among all members of the school community

B-31. Principles of educational equity and diversity and how to provide equitable access to the school, the curriculum, and available programmatic supports to all groups of students and their parents/guardians

B-32. Identify and recognize discriminatory practices in education and how to identify, analyze, minimize, and eliminate potential personal and institutional bias

In addition, the educational administration program learning outcomes are based on the CAPES.

CATEGORY B Instructional Leadership CAPE 5: Promoting implementation of K-12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction

The principal is knowledgeable about all of the K-12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K-12 students. As the instructional leader of the school, the principal promotes the use of the state-adopted K-12 standards as the primary basis for classroom instruction and for student assessments. The principal helps teachers, students, parents, and community members understand the K-12 standards and their relationship to accomplishing the school’s vision and goals. The principal understands and can articulate principles of effective instruction and appropriate student assessment processes. The principal is also knowledgeable about the state’s student assessment program and can explain the assessment program and its intended outcomes to staff, students, parents and the community. The principal identifies and takes action to mitigate potential and actual barriers to student learning.

CAPE 6: Evaluating, analyzing, and providing feedback on the effectiveness of classroom instruction to promote student learning and teacher professional growth

The principal uses his/her knowledge of the K-12 student academic content standards and appropriate instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA policy and practices. As part of the evaluation process, the principal analyzes evidence of teacher effectiveness based on student work and student learning outcomes. The principal communicates evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices. The principal models self-reflection and use of evidence to help teachers develop these skills and practices as part of their daily planning, instruction, and assessment activities with students. The principal uses his/her knowledge of available instructional resources and technologies to help provide support for improvements in teaching and learning based on teacher and student needs. The principal is knowledgeable about valid student assessment processes and the

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development and use of appropriate classroom assessment measures within a multiple measures, data-driven decision making process.

CAPE 7: Demonstrating understanding of the school and community context, including the instructional implications of cultural/linguistic, socioeconomic, and political factors

The principal understands the demographics of the school community, including socioeconomic context, students and family characteristics, cultural and linguistic diversity, and political issues and uses this knowledge to help improve teaching and learning. The principal is knowledgeable about both culturally-relevant instructional practices and instructional practices grounded in first and second language acquisition theories to support effective instruction for English learners, economically, culturally, and/or linguistically diverse students, and students with special needs, and others. The principal helps teachers and staff access community resources, including parents and other community members, to promote learning about students and families, and to promote culturally and linguistically inclusive instructional practices. The principal helps teachers, staff, and others understand the political factors within the community that may affect the school’s instructional program, and is proactive in providing information about the schools, its needs and accomplishments, within the larger political environment. The principal understands how classroom structures, school and class scheduling, and grouping practices affect student learning.

CAPE 8: Communicating with the school community about school-wide outcomes data and improvement goals

The principal communicates the school’s improvement goals to students, teachers, parents, and the community and engages in ongoing dialogue with all members of the school community about progress towards meeting the goals. The principal identifies, collects, analyzes, and uses multiple sources of data to provide information for decision making in a variety of contexts, including but not limited to student achievement, teacher professional learning, the school climate, and the school’s progress in achieving its goals. The principal organizes data relating to achieving school-wide goals and outcomes in a manner understandable to students, teachers, parents and the community, and analyzes the data to indicate the degree of progress being made towards the school’s goals. The principal presents and discusses these data, including but not limited to standardized achievement data, classroom and other local assessments, with all members of the school community. The principal helps all members of the school community articulate revised school improvement goals based on continuous data analysis and reporting.

7

Required Text and Materials



Grogan, M. (Ed.). (2013). The Jossey-Bass reader on educational leadership (3rd ed.). San

Francisco, CA: Jossey-Bass.

Kowalski, T. J. (Ed.). (2012). Case studies on educational administration. Upper Saddle River,

NJ: Pearson Education, Inc.

Grading Criteria


Adobe Protocol 5 pts.


Case Study B 10 pts.

Case Study C 10 pts.


Curriculum Alignment Activity 5 pts.

Observation Technique Presentation 10 pts.

Cultural Autobiography 5 pts.

Final Assessment 20 pts.



TOTAL


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%



Late Work






8

Written Assignments




























Academic Honesty














9

Professional Liability Insurance

As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students in various fields to purchase Professional Liability Insurance. This fee may be paid at the

Cashier’s window or online.

Tentative Course Schedule

Week 1 August 22 (Monday)

Have read before class: • Marzano, Frontier, & Livingston (2011)

Week 2 August 29 (Monday) August 29 (Monday)

Have read before class: • Case Study A • Assigned Observation Technique

Due in class: • Adobe Protocol • Draft of Case Study A • Book Group #1 Presentation • Curriculum alignment materials (Standards and textbook) • Mini presentation of assigned observation technique

Due by 7 a.m.: • Post overview of your assigned observation technique under the Discussion Board on Blackboard

Week 3 *September 6 (TUESDAY)* Meet in Science III, Room 213

September 6 (TUESDAY)

Have read before class: • Case Study B • City (2011)

Due in class: • Adobe Protocol • Draft of Case Study B • Book Group #2 Presentation

Due by 7 a.m.: • Final draft of Case Study A

Week 4 September 12 (Monday) September 12 (Monday)

Have read before class: • Case Study C • Guinier (2005)

Due in class: • Adobe Protocol • Draft of Case Study C • Book Group #3 Presentation Be ready to complete in class: • Cultural Autobiography

Due by 7 a.m.: • Final draft of Case Study B


Due in class: • Adobe Protocol • Book Group #4 Presentation Be ready to complete in class: • Final Assessment

Due by 7 a.m.: • Final draft of Case Study C

10

End of Semester

December 2 (Friday)

Due by midnight: • End-of-Course Survey


Adobe Protocol – 5 points

You will come to class prepared to discuss a professional challenge you are facing, using the

Adobe Mentoring Protocol sheet as a guide. If you come prepared to discuss your challenge, you

will receive full credit. If you do not come prepared to discuss your challenge, you will receive

zero points.


You will read Case Study A (found on Blackboard) and write a 3-5 page paper answering the

following questions related to the case:

1. What is Ms. Geary doing right at this point? How could you focus on what is already

working to build toward improvement?

2. Which issues rose to a higher level of concern for you—the classroom

management/disciplinary issues or the instructional issues? Why did you prioritize one

over the other? How do you see these issues as intersecting?

3. What strategies and resources might school leaders draw on to develop teachers’

professional capacity in implementing curricular change, such as CCSSM?

4. Take stock of the resources in your current context; that is, what strategies and resources

might you draw on to develop teachers’ professional capacity in implementing curricular

change, such as CCSSM?

5. In reflecting on your prior knowledge and experiences, what are your strengths and

weaknesses in implementing curricular change and ongoing professional development to

build instructional faculty’s professional capacity? In what areas might you need to

engage in professional growth? What resources might you pursue or where could you

find information on available resources?




3-5 pages in length 1 pt.



TOTAL 10 pts.

11

Case Study A Citation:

Fuentes, S. Q., Switzer, J. M., & Jimerson, J. B. (2015). Catching up to the CCSS: A principal

navigates out-of-subject instructional leadership. Journal of Cases in Educational

Leadership, 18(3), 195-214. doi: 10.1177/1555458915593978

Case Study B – 10 points

You will read Case Study B (found on Blackboard) and write a 3-5 page paper answering the


1. Consider the steps that Tanya and Mike took regarding time, school leadership, teacher

leadership, and professional development. Do these steps effectively encourage teacher

leadership? What other steps might have been taken?

2. Birky et al. (2006) note that administrators can encourage teacher leaders “not only by

affirming their work but by truly collaborating with them” (p. 94). In what other ways

might the administrators in this case better collaborate with the Jefferson Middle School

teachers?

3. How can school leaders better understand the perceptions and attitudes of their teachers

and staff before an annual (or biennial) survey occurs?

4. How might teacher leadership play a role when it comes to the culture and climate of a

school?







TOTAL 10 pts.

Case Study B Citation:

Sterrett, W., & Irizarry, E. (2015). Beyond “autopsy data”: Bolstering teacher leadership, morale,

and school improvement. Journal of Cases in Educational Leadership, 18(1), 3-13. doi:

10.1177/1555458914551828

12

Case Study C – 10 points

You will read Case Study C (Chapter 8 of Kowalski [2012]) and write a 3-5 page paper


1. Assume you are principal Johnson. First, determine the main issue (problem) in this case.

Then describe the current state and the desired state of this issue.


eliminating the gap between the present state and desired state.

3. Do you believe that the minimum grading policy proposed by the principal is fair? Why

or why not?

4. What are the advantages and disadvantages of mandating the proposed concept regardless

of teacher support?

5. Do you agree or disagree with the contention that there is a discernible nexus between

academic success and student behavior? What evidence do you have to support your

position?







TOTAL 10 pts.



In a group, you will select a chapter from the course reading list and prepare and give a

presentation on the most important ideas from the reading.




30-40 minutes in length, leaving time within that span for questions 2 pts.


PowerPoint, all group members participate)

1 pt.

TOTAL 10 pts.

13

Curriculum Alignment Activity – 5 points

CPSEL Standard 2B under Instructional Leadership states:

Leaders guide and support the implementation of standards-based curriculum, instruction,

and assessments that address student expectations and outcomes.

Example indicators of this standard include:

Develop a shared understanding of adopted standards-based curriculum that reflects

student content and performance expectations.

Promote and monitor the use of state frameworks and guides that offer evidence-based

instructional and support strategies to increase learning for diverse student assets and

needs.

Provide access to a variety of resource that are needed for the effective instruction and

differentiated support of all students.

Guide and monitor the alignment of curriculum, instruction, assessment, and professional

practice.

In order to meet this standard, we will engage in a curriculum alignment activity. In order to

participate, you must bring to class the district and/or state standards for a class/subject that you

teach or supervise and for which you are held accountable. You are also to bring the textbook

you use for that class/subject. If no textbook is used, bring instructional materials utilized with

students.


Brought district and/or state standards to class 1 pts.

Brought accompanying textbook and/or instructional materials to class 1 pts.

Participated in the curriculum alignment activity in class 3 pts.

TOTAL 5 pts.

14

Observation Technique Mini Presentation – 10 pts.

A primary purpose of this course is to ground education leaders in the most current thinking and

research in the field of curriculum, instruction, assessment, teaching and learning, professional

development, and leading in this arena.

As an introduction to this work, you will select and read about a particular observation technique

and write a 1 - 2 page overview of it. If you feel that a graphic representation of your assigned

observation technique will help your audience understand it, you may provide an illustration on

the second page (or attach a third page for the graphic representation, if needed). Post your

overview to the Discussion Board in Blackboard.

You will begin to educate your colleagues about this observation technique by introducing your

assigned technique in class. When you present your observation technique, be prepared to share:

a description/summary of the observation technique,

the procedure for employing the observation technique, and

the process for analyzing the collected data.


Clearly and fully explains:

- a description/summary of the observation technique 3 pts.

- the procedure for employing the observation technique 3 pts.

- the process for analyzing the collected data 2 pts.

Presentation no longer than 10 minutes 1 pt.

Overview posted to Blackboard 1 pt.

TOTAL 10 pts.

Cultural Autobiography – 5 pts.

You will complete this assignment in class. You do not need to prepare beforehand. If you do the

assignment, you will receive full credit. If you do not do the assignment, you will receive zero

points.







1




EDAD 6300

Management and Learning Environment

3 Semester Units

Syllabus Disclaimer





of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:

Course Description This course provides an opportunity for the candidate to learn how to ensure the management of the

organization, operations, and resources for a safe, efficient, and effective learning environment. Included

is the study and application of organizational theory that reflects effective leadership and management

concepts and strategies that contribute to student achievement and the professional participation of all

adults in the school community. More specifically, this course is designed to prepare students to

administer and manage public school’s fiscal and personnel resources in the urban setting. Students will

study management principles and philosophies regarding resource management, including technological

services, personnel, transportation, facilities, budgeting, maintenance, and legal mandates and constraints.

Additionally, students will study the interconnecting influences of federal, state, county, city, and district

governance to develop the ability to understand, respond to, and influence the larger managerial and

operational problems of urban schools and leadership that can positively affect academic achievement.

The candidate will also practice both team leadership and team membership so that the candidate can

effectively generate and participate in communication with key decision-makers in the diverse urban

school community. Finally, the candidate will learn how to view himself or herself as a leader of a team

and as a member of a team by engaging in course work and activities that provide opportunities to find

solutions for the fiscal realities facing urban public schools.




(CPSEL), Standard 3: Management and Learning Environment.

2

STANDARD 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment.

Element 3A: Operations and Facilities Leaders provide and oversee a functional, safe, and clean learning environment.

Element 3B: Plans and Procedures Leaders establish structures and employ policies and processes that support students to graduate ready for college and career.

Element 3C: Climate Leaders facilitate safe, fair, and respectful environments that meet the intellectual, linguistic, cultural, social-emotional, and physical needs of each learner.

Element 3C: Fiscal and Human Resources Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.




NCATE STANDARD 3 Students who complete the program are educational leaders who have the 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.




C-1. Theories and strategies for instituting, managing, and evaluating a school change process

C-2. Theories and strategies for communicating with and involving multiple constituencies in identifying student and school needs and in working with others to improve student learning opportunities and outcomes for all students, including English learners and students with special needs

C-3. Culturally responsive, research-based, student centered classroom management and school-wide positive discipline intervention and prevention strategies that address the

3

social and mental health needs of the child with the goal of keeping all students in school and on course toward graduation

C-4. Strategies for involving multiple constituencies in sharing and using data to assess and diagnose instructional needs, define student, staff, and community goals for continuous improvement, problem solve, and collaboratively design a school growth plan consistent with the school’s vision and goals

C-5. Strategies for building staff capacity to bring about school improvement through implementing systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection and self-assessment relative to student outcomes

C-6. Strategies for building community capacity to bring about school improvement through involving the community in school improvement activities and engaging with the community in ongoing reflection relative to student outcomes

C-7. Use time and technology effectively to help manage the school improvement process

C-8. Understand how to coordinate the identification, acquisition, development and use of internal and external resources, including human, fiscal, and material resources to provide support for implementing the school growth plan

C-9. Strategies for continuous progress monitoring of the school’s growth plan and outcomes, and for using those data for updating the school growth plan as needed

E-8. Understand, develop, and monitor the school’s budget and expenditures, including involving stakeholders in budgeting processes and procedures for communicating and reporting accurate financial information to a variety of audiences (e.g., school boards, community members)

E-9. Prioritize use of school resources, including the budget, to support the school’s vision, goals, and growth plan

E-10. Research-based strategies and best practices for establishing, monitoring, and evaluating organizational structures, processes, and systems that promote a culture of collaboration and respect and that maintain a focus on continuous improvement and enhanced achievement for all student groups

E-11. Understand how to apply systems thinking to set priorities and manage organizational complexity

E-12. Principles and procedures for evaluating and using technology to facilitate effective and timely communication, manage information, enhance collaboration, and support effective management of the organization




CATEGORY D School Improvement Leadership CAPE 9: Working with others to identify student and school needs and developing a data-based school growth plan

The teacher-leader understands and implements strategies to institute, manage, and evaluate a school change process, including facilitating the development of a data-based school growth plan. The teacher-leader involves, encourages and supports multiple constituencies in sharing and using data to assess and diagnose instructional needs, define student, staff and community goals for continuous improvement, and

4

collaboratively design the school growth plan consistent with the school’s vision and goals. The teacher-leader uses technology effectively to help support and manage the school growth and improvement processes.

CAPE 10: Implementing change strategies based on current, relevant theories and best practices in school improvement

The teacher-leader is knowledgeable about theories and strategies as well as best practices related to school improvement and the management of change to accomplish the school growth plan. The teacher-leader determines an appropriate evaluation process to document progress towards achieving the school growth plan and is able to work collaboratively with others to identify and make needed changes based on multiple sources of data, including student outcomes.

CAPE 11: Identifying and using available human, fiscal, and material resources to implement the school growth plan

The teacher-leader is knowledgeable about a wide range of resources to help implement the school growth plan, including but not limited to human, fiscal, and material resources. The teacher-leader identifies and seeks additional resources as needed from a variety of sources both within and outside of the local community to support the implementation of the school growth plan.

CAPE 12: Instituting a collaborative, ongoing process of monitoring and revising the growth plan based on student outcomes

The teacher-leader uses strategies for continuous progress monitoring of the school’s growth plan and outcomes, and collaboratively engages others in the school community in using those data for updating the school growth plan as needed. The teacher-leader engages all members of the school community on an ongoing basis in reflecting about student outcomes.




Kowalski, T. J. (Ed.). (2012). Case studies in educational leadership (6th ed.). Upper Saddle


In groups, students will also choose one book from the following list to present in class for

the Professional Reading Review assignment:

5

Grading Criteria









TOTAL


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

6




Have read before class: • Case Study A

Due in class: • Draft of Case Study A


Week 3 *September 6 (TUESDAY)* September 6 (TUESDAY)

Have read before class: • Case Study B

Due in class: • Draft of Case Study B • Book Group #1 Presentation



Have read before class: • Case Study C

Due in class: • Draft of Case Study C • Book Group #2 Presentation


Week 5 September 19 (Monday) December 2 (Friday)

Due in class: • Book Group #3 Presentation Be ready to complete in class: • Final Assessment




Late Work






Written Assignments


7



























Academic Honesty














8











TOTAL 10 pts.


You will read Case Study B (found on Blackboard) then follow the instructions below:







TOTAL 10 pts.

9



You will read Case Study C (Chapter 9 in Kowalski [2012]) and write a 3-5 page paper








TOTAL 10 pts.



In a group, you will select a book from the course reading list and prepare and give a








1 pt.

TOTAL 10 pts.

10







1




EDAD 6400

Family and Community Engagement

3 Semester Units

Spring 2017


EDUC 252

Syllabus Disclaimer





of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:

Course Description

This course prepares students to work effectively as collaborative and responsive leaders with

diverse families, caregivers, and community members; recognize the goals and aspirations of

diverse families; respond to multicultural community interests and needs; and mobilize

community resources in the service of student achievement. In this regard, through coursework

and fieldwork, students will examine and evaluate issues of equity and attitudes toward people of

different races, cultures, sexual orientation, and ethnic backgrounds. Students will be able to be

effective instructional leaders of all diverse students in multicultural settings. Coursework and

fieldwork will focus on improving student achievement regardless of family structures, religions,

races, cultures, socioeconomic status, and ethnic backgrounds.




(CPSEL), Standard 4: Family and Community Engagement.

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests

Element 4A: Parent and Family Engagement Leaders meaningfully involve all parents and families, including underrepresented communities, in student learning and support programs.

Element 4B: Community Partnerships Leaders establish community partnerships that promote and

2

and mobilize community resources.

support students to meet performance and content expectations and graduate ready for college and career.

Element 4C: Community Resources and Services Leaders leverage and integrate community resources and services to meet the varied needs of all students.




NCATE STANDARD 4 Students who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.




F-1. Defining an inclusive “school community”

F-2. Understand the multiple connections between school, families, and the community

F-3. Skills and strategies for effectively communicating the shared vision, helping all stakeholders understand the vision, and encouraging the entire school community to work toward achieving the vision

F-4. Strategies for developing, nurturing, mobilizing, and leveraging community support for the school, its programs and activities, to promote equity and success for all student groups

F-5. How to learn about and address the diverse expectations, needs, goals, and aspirations of family and community groups and incorporate this knowledge as a basis for planning and decision making

F-6. Skills and strategies for trust-building, team-building, consensus-building, and conflict resolution and for promoting a sense of shared responsibility among all members of the multicultural educational community

F-7. Strategies for addressing concerns of stakeholders who may find change threatening and to overcome barriers to change

F-8. Strategies for reaching out to the broader community, including families, agencies, and

3

community organizations, to promote the health, safety, and well-being of all students

F-9. Public speaking, advocacy, diplomacy, writing and presentation skills necessary to advocate for the school, its accomplishments and needs

F-10. Expository, persuasive, and narrative writing skills necessary to advocate for the school, its accomplishments, and its needs




CATEGORY F Community Leadership CAPE 19: Representing and promoting the school’s accomplishment and needs to the LEA and the public

The teacher-leader serves as the spokesperson for the school, its accomplishments, and its needs, and advocates for the school within the school community as wells as to the external community and the public. The teacher-leader demonstrates public speaking, presentation, diplomacy, writing, and advocacy skills necessary to represent and promote the schools, its accomplishments, and its needs to a wide variety of audiences and contexts.

CAPE 20: Involving the community in helping achieve the school’s vision and goals

The teacher-leader understands the multiple connections between the school, families, and the community. The teacher-leader encourages the involvement of the entire school community in working towards achieving the school’s mission, vision, and goals. The teacher-leader understands and addresses the diverse expectations, needs, aspirations, and goals of family and community groups and uses this knowledge as a basis for planning and decision making. The teacher-leader understands and uses communication strategies effectively to reach out to the broader community, including families, agencies, and community organizations, to promote educational and organizational improvement. The teacher-leader demonstrates skills and strategies for trust building, team building, consensus building, and conflict resolution and for promoting a sense of shared responsibility among all members of the educational community.

4




Kowalski, T. J. (Ed.). (2012). Case Studies in Educational Leadership (6th ed.). Upper Saddle


Singleton, Glenn Eric, and Linton, C. (2006). Courageous conversations about race: A field

guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press.

McLaughlin, M. (2009). What every teacher-leader needs to know about special education.

Thousand Oaks, CA: Corwin Press.



DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom

leaders improve student achievement. Bloomington, IN: Solution Tree Press.

Fullan, M. (2011). The six secrets of change: What the best leaders do to help their

organizations survive and thrive. San Francisco, CA: Jossey-Bass.

Hattie, J. (2014). Visible learning: A synthesis of over 800 meta-analyses relating to

achievement. Thousand Oaks, CA: Corwin Press.

Heath, C., & Heath, D. (2008). Made to stick: Why some ideas survive and others die. New

York, NY: Random House Publishing.

Kegan, R., & Lahey, L. L. (2001). How the way we talk can change the way we work: Seven

languages for transformation. San Francisco, CA: Jossey-Bass.

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.

San Francisco, CA: Jossey-Bass.

Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in

business. San Francisco, CA: Jossey-Bass.

Muhammad, A. (2009). Transforming school culture: How to overcome staff division.

Bloomington, IN: Solution Tree Press.

Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Penguin

Books.

Sinek, S. (2009). Why: How great leaders inspire everyone to take action. New York, NY:

Penguin Books.

5

Grading Criteria









TOTAL


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

6




















Late Work






7

Written Assignments




























Academic Honesty














8





1. Assume you are the superintendent. First determine the main issue (problem) in the case.

Then describe the current state and the desired state of the issue.


eliminating the gap between the present state and the desired state.

3. Identify and discuss the advantages and disadvantages of zero-tolerance policy.

4. In the aftermath of this incident, identify actions you would recommend with regard to

unifying various stakeholders within the school district and community (e.g., students,

teachers, school and district administrators, politicians, other community

members/groups).







TOTAL 10 pts.


You will read Case Study B (found on Blackboard). After identifying the 25 key characteristics

of turnaround schools (found on pages 216-227), you will use the chart on Blackboard to write a

brief description of the match between each key characteristic and the case study school (include

page numbers. Finally, respond to the following writing prompt (also found at the end of the

chart):

1. Identify ways in which the school has involved community members/groups as

educational partners.

EXAMPLE

Turnaround Characteristic Description of Match to Case Study School 17. Teach Students The principal is in great support of the teachers, ensuring their needs are

satisfied, which allows them to carry out their instruction effectively. He also has great knowledge of how lessons are taught and accurate accounts of student conduct within classes (pg. 68 & 69). Principal Albano also has a very warm and professional rapport with the entire staff, indicating his dedication and regular involvement with the happenings on the campus (pg. 70).

9

Through his great knowledge and support of all instructors, it is evident that Principal Albano is regularly present and active throughout campus life and instructional time.

19. Quality Teachers “Albano’s key management strategy is hiring good teachers and then keeping them” (pg. 65). For example, the principal hired Diana Messisco, a reading specialist who had demonstrated great effectiveness. In addition, field professionals were hired to train students from a young age, giving them great insight into upper-division thinking early on. Other accomplished professionals were also brought to the school, such as Dana Bhatnagar, an opera singer; Fred Motley, a professor at St. John’s University and Hofstra University; and a former NASA engineer who instructed science (pg. 66).

20. Collaboration Time Instructors are given regular allotments of time to develop subject-specific lessons for the following month of instruction. For example, the school has what is known as a ‘Science Day’ where all educators across specific grade levels come together and plan lessons with carefully choreographed scheduling to ensure that the teachers have enough time to collaborate and therefore ensure effective instructional planning (pg. 69-70).


Clearly and fully matches each key characteristic to the case

study school

5 pts.


Includes page numbers 1 pt.


TOTAL 10 pts.


Chenoweth, K. (2007). “It’s being done”: Academic success in unexpected schools. Cambridge,

MA: Harvard Education Press.


You will read Case Study C (found on Blackboard) and write a 3-5 page paper answering the


1. Identify three areas of teacher professional development that would be a priority at the

campus level in relation to this case. Include objectives for what teachers should learn

and how instructional leaders would support teachers in meeting these objectives.

2. Outside of formal professional development, what are other ways that school

administrators can combat negative perceptions and low expectations for

underrepresented students among their teachers?

10







TOTAL 10 pts.

Case Study C Citation:

Rodríguez, M. (2012). “But they just can’t do it”: Reconciling teacher expectations of Latino

students. Journal of Cases in Educational Leadership, 15(1), 25-31. doi:

10.1177/1555458912442605











1 pt.

TOTAL 10 pts.







1




EDAD 6500

Ethics and Integrity

3 Semester Units

Syllabus Disclaimer





of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:

Course Description

This course prepares candidates to practice and model a personal code of ethics that models

personal and professional growth and renewal. Students will practice professional leadership

capacity and build on human capacity, including shared data gathering, decision making,

problem solving, and conflict management that fosters these skills in others. Candidates will

examine site and district responsibilities with regard to students with special needs as well as

gifted and talented students. Students will learn to effectively act as a spokesperson for the

school to the extended school community. Through coursework and fieldwork, candidates will

have multiple opportunities to model personal and professional ethics, integrity, justice, and

fairness. Candidates will receive feedback from the program and their peers; reflect on personal

leadership beliefs and practices; and recognize their influence on the performance of others.

Candidates will begin to develop mechanisms for sustaining personal motivation, commitment,

energy, and health by learning to balance professional and personal responsibilities.




(CPSEL), Standard 5: Ethics and Integrity.

2

STANDARD 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.

Element 5A: Reflective Practice Leaders act upon a personal code of ethics that requires continuous reflection and learning.

Element 5B: Ethical Decision-Making Leaders guide and support personal and collective actions that use relevant evidence and available research to make fair and ethical decisions.

Element 5C: Ethical Action Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students.




NCATE STANDARD 5 Students 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.




D-1. Principles of adult learning and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional development programs and opportunities that focus on authentic problems and on improving student learning outcomes consistent with the school growth plan

D-2. Skills and strategies for providing opportunities for all staff to develop and use skills for collaboration, distributed leadership, reflection, shared decision making, and problem solving in support of student learning and for inspiring higher levels of performance, commitment, and motivation

D-3. Model self-improvement and related professional growth activities, and demonstrating monitoring of improvement in one’s own performance

D-4. Understand how to use professional development for faculty, staff, and self to promote

3

lifelong learning and the success of all student groups

D-5. Understand how to implement effective induction plans for new teachers and use a variety of methods, such as mentoring, coaching, observation, and feedback, to promote effective teaching and improve performance for all faculty and staff

D-6. Understand how to use data to assess and diagnose instructional needs, define staff goals for continuous improvement, and collaboratively design differentiated professional development to meet needs and achieve goals

D-7. Strategies for building individual staff capacity through systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection and self-assessment

D-8. Model how to develop and implement a plan for self-improvement and continuous learning; use various types of activities and resources to engage in effective professional development; and reflect on personal leadership practices and their influence on others

D-9. Understand how to use time and technology effectively to improve instructional leadership and promote personal and professional growth

D-10. Understand how to support, motivate, and provide recognition to staff at various stages in career development

D-11. Strategies and opportunities to involve parents and the community in identifying and providing targeted professional and personal growth activities to support student achievement as well as increase adults’ knowledge and skills




CATEGORY D Professional Learning and Growth Leadership CAPE 13: Modeling lifelong learning and job-related professional growth

The teacher-leader models his/her own self-improvement and professional learning and growth activities and demonstrates monitoring of improvement in his/her own performance over time. The teacher-leader uses multiple sources of data to help inform his/her own job-related professional growth plan. The teacher-leader understands how to support, motivate, and provide recognition to staff at various stages in their professional careers.

CAPE 14: Helping teachers improves their individual professional practice through personal growth activities

The teacher-leader is knowledgeable about adult learning principles and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional growth activities for teachers. Professional growth activities are focused on authentic situations and problems and on improving student learning outcomes consistent with the school growth plan. The teacher-leader is knowledgeable about induction programs and support systems for beginning teachers and about individualized teacher support processes such as mentoring and coaching. The teacher-leader uses data effectively to collaboratively design differentiated professional development to meet the needs of individual teachers as well as overall school improvement goals.

4

CAPE 15: Identifying and facilitating a variety of professional and personal growth opportunities for faculty, staff, parents, and other members of the school community in support of the educational program

The teacher-leader involves all members of the school community in identifying and providing targeted professional and personal growth activities to support student achievement as well as increase adults’ knowledge and skills. The teacher-leader is knowledgeable about and actively seeks resources for accessing and providing a variety of professional and personal growth opportunities for all members of the school community.






Andelson, S. J. (2001). FRISK: Fundamentals for evaluators in addressing below-standard

employee performance. Cerritos, CA: FRISK Books.

Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education:

Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY:

Routledge/Taylor & Francis.



DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom

leaders improve student achievement. Bloomington, IN: Solution Tree Press.

Fullan, M. (2011). The six secrets of change: What the best leaders do to help their

organizations survive and thrive. San Francisco, CA: Jossey-Bass.

Hattie, J. (2014). Visible learning: A synthesis of over 800 meta-analyses relating to

achievement. Thousand Oaks, CA: Corwin Press.

Heath, C., & Heath, D. (2008). Made to stick: Why some ideas survive and others die. New

York, NY: Random House Publishing.

Kegan, R., & Lahey, L. L. (2001). How the way we talk can change the way we work: Seven

languages for transformation. San Francisco, CA: Jossey-Bass.

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.

San Francisco, CA: Jossey-Bass.

Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in

business. San Francisco, CA: Jossey-Bass.

Muhammad, A. (2009). Transforming school culture: How to overcome staff division.

Bloomington, IN: Solution Tree Press.

Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Penguin

Books.

Sinek, S. (2009). Why: How great leaders inspire everyone to take action. New York, NY:

Penguin Books.

5

Grading Criteria









TOTAL


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

6




















Late Work






Written Assignments


7



























Academic Honesty














8





1. Assume you are Raymond. First determine the main issue (problem) in the case. Then

describe the current state and the desired state of the issue.


eliminating the gap between the present and desired state.

3. Discuss the ethical dimensions of an administrator’s employment contract. What do you

consider to be the most ethical decision Raymond could have made in determining

whether or not to violate his employment contract for the next school year?

4. Did Raymond err in not telling Principal McCammick that he would be interviewing for

another position? Why or why not?

5. Should school and district employers (such as employers in rural districts) weigh an

individual’s cultural background in making hiring decisions? Why or why not?







TOTAL 10 pts.



Assume you are the district Director of Secondary Education. Using FRISK, write a written

reprimand to Richard based on his actions in this case.







TOTAL 10 pts.

9


Hightower, B.B., & Klinker, J. F. (2012). Journal of Cases in Educational Leadership, 15(2),

103-111. doi: 10.1177/1555458911413888


You will read Case Study C (Chapter 9 in Kowalski [2012]) and write a 3-5 page paper


1. Assume you are the principal. First determine the main issue (problem) in this case. Then

describe the current state and the desired state of this issue.


eliminating the gap between the present state and desired state.

3. Do you believe that the principal has the primary responsibility to resolve the conflict

between Sally and other first-grade teachers? Why or why not?

4. Why are teachers and administrators pressured to conform to existing school culture?

5. Reflecting on your own experiences as an educator, identify and describe at least one

incident you experienced that tested your ethics.







TOTAL 10 pts.











1 pt.

TOTAL 10 pts.

10







1




EDAD 6600

External Context and Policy

3 Semester Units

Syllabus Disclaimer





of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:

Course Description

This Preliminary Administrative Services Credential course is designed to prepare candidates to

administer political, societal, economic, legal and cultural influences on urban and diverse

schools. Through these interconnections, the candidate will develop the ability to understand,

respond to, and influence the larger political, social, economic, legal and cultural context of

urban schools and leadership. The candidate will practice both team leadership and team

membership so that the candidate can effectively generate and participate in communication with

key decision-makers in the diverse urban school community. The candidate will also learn how

to view himself or herself as a leader of a team and as a member of a team by engaging in course

work and activities that provide opportunities to both lead and work collaboratively by

interconnecting the political, societal, economic, legal and cultural influences on urban schools.




(CPSEL), Standard 6: External Context and Policy.

2

STANDARD 5: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices.

Element 6A: Understanding and Communicating Policy Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment by operating consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory requirements.

Element 6B: Professional Influence Leaders use their understanding of social, cultural, economic, legal, and political contexts to shape policies that lead to all students to graduate ready for college and career.

Element 6C: Policy Engagement Leaders engage with policymakers and stakeholders to collaborate on education policies focused on improving education for all students.




NCATE STANDARD 6 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..




E-1. Understand federal, state, and local laws, regulations, and guidelines relating to public schools and the educational process

E-2. School finance in California, including relevant laws and regulations (e.g., state and local revenue sources, capital and operational funding, federal funding)

E-3. Understand constitutional rights and protections for students and staff (e.g., due process, equal access, free speech, harassment) in various educational contexts and the role of the educational administrator in monitoring and ensuring compliance with these rights and protections

3

E-4. Understand and apply principles of conflict resolution, student discipline, school disciplinary procedures, including manifestation determination for serious offenses and overall management of the school climate to promote a school culture that is safe and welcoming for all students

E-5. Understand school-wide intervention strategies

E-6. Understand legal issues and responsibilities related to an evolving technological culture (e.g., ensuring equitable access to digital tools and resources to meet all students’ needs, implementing policies for the safe and appropriate use of information technology, promoting responsible use of technology)

E-7. Understand how district policies and specific laws (e.g., related to students with disabilities, English learners, parents/guardians, mandated reporting, confidentiality, liability) at the federal, state, and local levels affect individuals and schools, and how to ensure that the school operates consistently within the parameters of applicable laws, policies, regulations, and requirements

E-13. Effective, legal, equitable, and ethical procedures for recruiting, selecting, hiring, inducting, developing, and retaining staff

E-14. Effective, legal, equitable, and ethical procedures for evaluating, supervising, disciplining, and dismissing staff

E-15. Skills and strategies for coordinating and aligning human resources, including making appropriate staffing and teacher placement decisions, to support organizational goals and promote equitable learning opportunities for all student groups

E-16. Understand processes of labor relations and collective bargaining as they relate to education in California, and contract implementation and management within the local setting

E-17. Understand how to manage legal and contractual agreements and records in ways that foster a professional work environment and ensure privacy and confidentiality for all students and staff, including using appropriate technological tools

E-18. Practices and procedures (e.g., record keeping, repair and maintenance, custodial services) and legal requirements (e.g., fire safety codes, OSHA regulations, Civic Center Act) for sustaining a safe, efficient, clean, well- maintained, and productive school environment

E-19. Legal and policy requirements related to school safety and how to develop and implement district and school plans and procedures for ensuring student and staff safety and building security, including principles and practices related to crisis planning and emergency management

E-20. Effective and equitably applied student behavior management principles and practices, including tiered disciplinary measures, that promote a safe and productive learning environment for all students

E-21. Understand the effective use of outside support organizations for student health, safety, and well-being

E-22. Space to meet instructional needs and accommodate extended learning programs (e.g., intervention programs, before/after-school programs, summer school programs, volunteer programs)

E-23. Use of technological systems and tools to support the management of school operations

E-24. Procedures, practices, and legal requirements for managing auxiliary services (e.g., federal and state regulations related to food services, health services, student transportation, free and reduced-price meals)

4

E-25. Understand how to use planning and problem solving to allocate fiscal and material resources effectively, legally, equitably, ethically, and in ways that align with teaching and learning goals for all student groups

E-26. Types of financial records, procedures for accurate record keeping and reporting, including legal requirements, and the use of current technologies for financial management and business procedures


California Professional Standards for Educational Leaders Performance Expectations (CAPES).

CATEGORY E Organizational and Systems Leadership CAPE 16: Implementing California school laws, guidelines, and other relevant federal, state, and local requirements and regulations

The principal understands how to apply systems thinking to set priorities and manage organizational complexity. The principal applies research-based strategies and best practices for establishing, monitoring, and evaluating organizational structures, processes and systems that promote a culture of collaboration and respect, and that maintain a focus on continuous improvement and enhanced achievement for all student groups. The principal understands how to use technology effectively to facilitate communication, manage information, enhance collaboration, and support effective management of the organization. The principal has the skills and strategies to coordinate and align human resources within the school context, including making appropriate staffing and teacher placement decisions to support organizational goals and promote equitable learning opportunities for all student groups. The principal understands strategies for allocating and using space to meet instructional needs and accommodate a variety of learning programs as well as co-curricular programs. The principal recognizes and addresses potential personal biases as well as potential and actual inequities within the educational system and the school site that can negatively impact student achievement, such as, the effect of class scheduling on student achievement and on equitable access to learning opportunities for all students, including English Learners and students with special needs.

CAPE 17: Developing, implementing, and monitoring the school’s budget

The principal understands school finance in California, including relevant laws and regulations. The principal works collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and the school community. The principal prioritizes the use of school resources, including the budget, to support the school’s vision, goals, and growth plan. The principal understands financial recordkeeping and accounting processes, and the use of current technologies for financial management and business procedures.

CAPE 18: Understanding and managing the complex interaction of all of the school’s

The principal understands and implements federal, state, and local laws, regulations and guidelines relating to public schools

5

systems to promote teaching and learning

and the educational process. The principal understands constitutional and related legal rights and protections for students and staff and the administrator’s role in monitoring and ensuring compliance with these rights and protections. The principal understands legal issues and responsibilities related to evolving technologies and the use of technology within the instructional system. The principal implements legal, equitable, and ethical procedures for evaluating, supervising, disciplining, and dismissing staff. Where applicable, the principal establishes legal, equitable, and ethical procedures for recruiting, selecting, hiring, inducting, developing, and retaining staff. The principal understands processes of labor relations and collective bargaining in California, and contract implementation and management in the local setting. The principal ensures that school practices and procedures meet legal maintenance, health and safety requirements, including ensuring student and staff safety, building security, crisis planning, and emergency management. Where applicable, the principal understands and implements legal requirements relating to procedures and practices for managing auxiliary services such as food service and student transportation. The principal understands strategies for responding effectively to unpredictable circumstances or unintended consequences of decisions and/or school events.








6

Grading Criteria









TOTAL


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

7




















Late Work






Written Assignments


8



























Academic Honesty














9



You will read Case Study A (Chapter # in Kowalski [2012]) and write a 3-5 page paper








TOTAL 10 pts.









TOTAL 10 pts.

10



You will read Case Study C (Chapter # in Kowalski [2012]) and write a 3-5 page paper








TOTAL 10 pts.











1 pt.

TOTAL 10 pts.

11







1




EDAD 6710

Leadership Development I

3 Semester Units

Fall 2016

Independent Study

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is

based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve

the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the

syllabus in a timely manner. Students are responsible for being aware of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:


The mission of the School of Social Sciences and Education is to address local, regional, and state needs by

providing high quality undergraduate and graduate programs in the social sciences and education. We are

committed to advancing human development knowledge, encouraging healthy and productive lifestyles, and

enhancing the quality of life for all people, particularly those with emotional, learning, and physical

disabilities. We pledge to prepare future leaders, professionals, and community advocates. Together, we will

work toward increasing the community’s understanding and acceptance of complex social, racial, and gender

issues and toward creating positive social change. We will provide students with excellent classroom

instruction, faculty-guided research experiences, and experiential learning opportunities to prepare them for

career success and for lifelong learning to meet the changing demands of society. The faculty and staff of the

School of Social Sciences and Education are committed to supporting quality measures identified in the

CSUB vision statement featuring faculty academic excellence and diversity, the student experience,

community engagement, staff excellence and diversity, and organizational “best practices.”

Candidate Dispositions

Candidates preparing to work in schools as administrators or other professional school personnel know and

demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to

help all students learn.

Professional Collaboration: Candidates will participate in action-oriented collaboration that will

enable them to learn from others and provide leadership in partnerships with all stakeholders.

Reflective Practitioner: Candidates are reflective, life-long learners who apply problem solving

and critical thinking strategies and the respectful appreciation of differing points of view.

Ethical Professional: Candidates’ actions are based on accepted professional standards of

conduct and reflect insight and awareness with respect to diverse perspectives, opinions,

obligations, and ethical responsibilities of the profession.

2

Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the

students/clients they serve by maintaining trusting relationships built upon caring, nurturing

(respectful), and meaningful interactions.


professional leaders with a clear instructional focus using effective communication skills and a

willingness to take risks to ensure the advancement, safety, and welfare of all students in our

communities.

Professional Competence: Candidates will maintain high programmatic outcomes that reflect

research-based practices, principles of learning differentiation, and standards based instruction.

Course Description

Candidates will demonstrate proficiency in the application of theories and concepts to organizational

structures and processes that lead to school environments conducive to student success and staff satisfaction.

Candidates will assess and evaluate the multiple school sites as to their promotion and/or exercise of vision

and mission, climate, power and voice, motivation, and governance and decision-making. Candidates will

also participate in fieldwork experiences which help them to understand the different challenges faced by

school leaders in their daily work and how administrative duties relate to the California Professional

Standards for Educational Leaders (CPSEL).


Student learning outcomes come from the CPSEL Content Expectations (CACEs) standards and are as

follows:

A-17. Network with other professionals to improve personal knowledge and skills necessary for the job of a school administrator

A-20. Understand how to identify and access resources to help address difficult or complex problems and issues that may arise


D-3. Model self-improvement and related professional growth activities, and demonstrate monitoring of improvement in one’s own performance

D-7. Understand strategies for building individual staff capacity through systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection and self-assessment

D-8. Model how to develop and implement a plan for self-improvement and continuous learning; use various types of activities and resources to engage in effective professional development; and reflect on personal leadership practices and their influence on others.

In addition, the educational administration program learning outcomes are based on the California

Professional Standards for Educational Leaders Performance Expectations (CAPEs) (edited for teacher-

leaders).

CAPE 1: Developing and articulating a vision of teaching and learning for the school consistent with the Local Education Agency’s (LEA) overall vision and goals

The school-leader is able to facilitate the development of a vision of teaching and learning specific to the school and its political, social, economic, and cultural context that is consistent with the local education agency’s vision and goals. The vision is student-centered and based in data from multiple sources. The school-leader facilitates the development of a mission statement to help guide the school community towards implementation of the

3

vision. School program, plans and activities are integrated, articulated through the school, and consistent with the vision.

CAPE 2: Developing a shared commitment to the vision among all members of the school community

The teacher-leader works collaboratively with all members of the school community to develop a shared commitment to the achievement of the school or project vision. The teacher-leader understands the nature of school governance in California, including the roles, responsibilities, and relationships of the individual and organizational entities within the California educational system. The teacher-leader communicates effectively with various audiences and for various educational purposes, including consensus-building and decision-making, to help promote a shared sense of responsibility for the school mission and vision.

CAPE 3: Leading by example to promote implementation of the vision

The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers. The teacher-leader holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.

CAPE 4: Sharing leadership with others in the school community

The teacher-leader builds trust and provides opportunities for shared and distributed leadership among all members of the school community or project, and promotes opportunities for all members of the school community to engage in shared decision making and problem solving in support of the school’s vision and student learning.

CAPE 5: promoting implementation of K-12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction

The school-leader is knowledgeable about all of the K-12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K-12 students. As the instructional leader of the school, the school-leader promotes the use of the state-adopted K-12 standards as the primary basis for classroom instruction and for student assessments. The school-leader helps teachers, students, parents, and community members understand the K-12 standards and their relationship to accomplishing the school’s vision and goals. The school-leader understands and can articulate principles of effective instruction and appropriate student assessment processes. The school-leader is also knowledgeable about the state’s student assessment program and can explain the assessment program and its intended outcomes to staff, students, parents and the community. The school-leader identifies and takes action to mitigate potential and actual barriers to student learning.


The school-leader uses his/her knowledge of the K-12 student academic content standards and appropriate instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA policy and practices. As part of the evaluation process, the school-leader analyzes evidence of teacher effectiveness based on student work and student learning outcomes. The school-leader communicates evaluative

4

feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices. The school-leader models self-reflection and use of evidence to help teachers develop these skills and practices as part of their daily planning, instruction, and assessment activities with students. The school-leader uses his/her knowledge of available instructional resources and technologies to help provide support for improvements in teaching and learning based on teacher and student needs. The school-leader is knowledgeable about valid student assessment processes and the development and use of appropriate classroom assessment measures within a multiple measures, data- driven decision making process.


The school leader understands the demographic of the school community, including socioeconomic context, students and family characteristics, cultural and linguistic diversity, and political issues and uses this knowledge to help improve teaching and learning. The school leader is knowledgeable about both culturally-relevant instructional practices and instructional practices grounded in first- and second-language acquisition theories to support effective instruction for English learners, economically, culturally, and/or linguistically diverse students, students with special needs, and others. The school leader helps teachers and staff access community resources, including parents and other community members, to promote learning about students and families, and to promote culturally and linguistically inclusive instructional practices. The school leader helps teachers, staff, and others understand that political factors within the community that may affect the school’s instructional program, and is proactive in providing information about the schools, its needs, and its accomplishments within the larger political environment. The school leader understands how classroom structures, school and class scheduling, and grouping practices affect student learning.


The school-leader communicates the school’s improvement goals to students, teachers, parents, and the community and engages in ongoing dialogue with all members of the school community about progress towards meeting the goals. The school-leader identifies, collects, analyzes, and uses multiple sources of data to provide information for decision making in a variety of contexts, including but not limited to student achievement, teacher professional learning, the school climate, and the school’s progress in achieving its goals. The school-leader organizes data relating to achieving school-wide goals and outcomes in a manner understandable to students, teachers, parents and the community, and analyzes the data to indicate the degree of progress being made towards the school’s goals. The school-leader presents and discusses these data, including but not limited to standardized achievement data, classroom and other local assessments, with all members of the school community. The school-leader helps all members of the school community

5

articulate revised school improvement goals based on continuous data analysis and reporting.

CAPE 9: Working with others to identify student and school needs and developing a data-based school growth plan





The teacher-leader is knowledgeable about a wide range of resources to help implement the school growth plan, including but not limited to human, fiscal, and material resources. The teacher-leader identifies and seeks additional resources as needed from a variety of sources, both within and outside of the local community, to support the implementation of the school growth plan.


The teacher-leader uses strategies for continuous progress monitoring of the school’s growth plan and outcomes and collaboratively engages others in the school community in using those data for updating the school growth plan as needed. The teacher-leader engages all members of the school community on an ongoing basis in reflecting about student outcomes.

CAPE 13: Modeling life-long learning and job-related professional growth

The teacher-leader models his/her own self-improvement and professional learning and growth activities, and demonstrates monitoring of improvement in his/her own performance over time. The teacher-leader uses multiple sources of data to help inform his/her own job-related professional growth plan. The teacher-leader understands how to support, motivate, and provide recognition to staff at various stages in their professional careers.

CAPE 14: Helping teachers improve their individual professional practice through professional growth activities

The teacher-leader is knowledgeable about adult learning principles and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional growth activities for teachers. Professional growth activities are focused on authentic situations and problems and on improving student learning outcomes consistent with the school growth plan. The teacher-leader is knowledgeable about induction programs and support systems for beginning teachers, and about individualized teacher support processes such as mentoring and coaching. The teacher-leader uses data effectively to collaboratively design differentiated professional development to

6

meet the needs of individual teachers as well as overall school improvement goals.

CAPE 16: Understanding and managing the complex interaction of all of the school’s systems to promote teaching and learning

The teacher-leader understands how to apply systems thinking to set priorities and manage organizational complexity. The principal applies research-based practices for establishing, monitoring, and evaluating organizational structures, processes, and systems that promote a culture of collaboration and respect.


The teacher-leader understands school finance in California, including relevant laws and regulations. The teacher-leader works collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and the school community.

CAPE 19: Representing and promoting the school’s accomplishments and needs to the LEA and the public

The teacher-leader serves as the spokesperson for the school, its accomplishments and its needs, and advocates for the school within the school community as well as to the external community and the public. The teacher-leader demonstrates public speaking, presentation, diplomacy, writing and advocacy skills necessary to represent and promote the school, its accomplishments and its needs to a wide variety of audiences and contexts.


The teacher-leader understands the multiple connections between the school, families and the community. The teacher-leader encourages the involvement of the entire school community in working towards achieving the school’s mission, vision and goals. The teacher-leader understands and addresses the diverse expectations, needs, aspirations, and goals of family and community groups and uses this knowledge as a basis for planning and decision making. The teacher-leader understands and uses communication strategies effectively to reach out to the broader community, including families, agencies, and community organizations, to promote educational and organizational improvement. The teacher-leader demonstrates skills and strategies for trust building, team building, consensus building, and conflict resolution and for promoting a sense of shared responsibility among all members of the educational community.




Grogan, M. (Ed.). (2013). The Jossey-Bass Reader on Educational Leadership (3rd ed.). San Francisco, CA:

Jossey-Bass.

7

Grading Criteria


Reading Reflections 2 @ 50 pts. each

Shadowing Log 40 pts.

Organizational Scan – Part I 50 pts.


TOTAL 200 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%



Late Work

No late work is accepted for this course. Inability to connect with your site mentor and technology

problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid

excuses for late or missing assignments. In the case of extreme emergency requiring late submission

of an assignment, students should contact the instructor prior to the assignment due date to determine

an alternate arrangement.

Written Assignments








access the CSUB library databases to find peer-reviewed journal articles and other scholarly

literature,






To request academic accommodations due to a disability, please contact the Office of Services for Students

with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at

661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office

8

documenting that you have a disability, please present the letter to me during my office hours as soon as

possible so we can discuss the specific accommodations that you might need in this class.



with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at

661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office

documenting that you have a disability, please present the letter to me during my office hours so we can

discuss the specific accommodations that you might need in this class.

Academic Honesty

There are certain forms of conduct that violate the university’s policy of academic integrity. Academic

dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or

obtain course credit. Academic dishonesty (cheating) is not


academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the

misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist

of handing in someone else’s work as one’s own, copying or purchasing a pre-written composition and

claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without

giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate

citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the

same paper or other assignment for credit in two different courses without receiving prior approval from the






EDAD 6710 – Leadership Development I

October 3 (Monday)

Due by 7 a.m.:

Reading Reflection #1 (Part Four of the Jossey-Bass Reader)

November 14 (Monday)

Due by 7 a.m.:

Reading Reflection #2 (Part One of the Jossey-Bass Reader)


Due by 7 a.m.:

Organizational Scan – Part I

December 2 (Friday)

Due by midnight:

End-of-Course Survey

December 5 (Monday)

Due by 7 a.m.:

Shadowing Log

9


Reading Reflections – 2 @ 50 points each

The purpose of the reading reflections is to keep track of the important ideas you glean from your course

readings in order to use them later to complete the Organizational Scan. Use the template found on

Blackboard to record and reflect on what you have read. The course text is divided into parts that are further

divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester.

You will complete one reading reflection template for each of the parts of the book, and you should have a

minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for

observations as needed.

The first reading reflection will include all of the chapters in Part Four: Leadership for Learning of The

Jossey-Bass Reader on Educational Leadership.

Chapter 18: Three Capabilities for Student-Centered Leadership, Robinson, V.

Chapter 19: The Leader’s Role in Developing Teacher Expertise, Fink, S., & Markholt, A.

Chapter 20: Managing School Leadership Teams, Bambrick-Santoyo, P.

Chapter 21: How to Harness Family and Community Energy, Gordon, M. F., & Seashore Louis, K.

Chapter 22: Leadership as Stewardship, Sergiovanni, T. J.

The second reading reflection will include all of the chapters in Part One: The Principles of Leadership of

The Jossey-Bass Reader on Educational Leadership.

Chapter 1: “Give Me a Lever Long Enough…and Single-Handed I Can Move the World,”

Senge, P. M.

Chapter 2: The Nature of Leadership, Gardner, J. W.

Chapter 3: The Unheroic Side of Leadership, Murphy, J. T.

Chapter 4: Becoming a Trustworthy Leader, Tschannen-Moran, M.

Chapter 5: Presence, Starratt, R. J.

Chapter 6: Educational Leadership Policy Standards: ISLLC 2008 (Please read this chapter but you

do not have to write a reading reflection for it, just for the other five chapters.)


Completes template for each chapter in the assigned part of the book 5

Includes a minimum of 5 important ideas from each chapter 5 pts.

Provides thoughtful analysis of each important idea 15 pts.

Relates each important idea to at least 1 school included in the Organizational Scan 15 pt.



TOTAL 50 pts.

10

Shadowing Log – 40 points

The purpose of the shadowing experience is to gain a broad understanding of the different challenges in the

daily life of a school leader and to help you collect data for your Organizational Scan. You will shadow two

different credentialed administrators for 5 hours each (for a total of 10 shadowing hours) at two different

school-level sites (e.g., one elementary site, one secondary site, or a district office). One of the administrators

you shadow may be your own site mentor or another administrator at your site.

You will record your shadowing experiences with the administrators you are shadowing in the Shadowing

Log, which is available on Blackboard. In the Shadowing Log, you will describe the activities you witnessed

or participated in during your shadowing experiences and how they relate to the CPSEL. When you have

finished each shadowing experience, make sure to get the respective administrator’s signature in the

Shadowing Log. Then scan the signed log and submit it on Blackboard.


Completion of 5 hours of shadowing at Site #1 10

Description of shadowing activities at Site #1 5 pts.

Relation of shadowing activities to CPSEL at Site #1 5 pts.

Completion of 5 hours of shadowing at Site #2 10

Description of shadowing activities at Site #2 5 pts.

Relation of shadowing activities to CPSEL at Site #2 5 pts.

TOTAL 40 pts.

11

Organizational Scan, Part I – 50 points

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual

organizational structures and processes of schools. Your final product will be a written analysis of

“comparative data” collected from four different schools. A highly proficient analysis will link important

course concepts and literature to the observations and data. You are required to compare data from four (4)

school settings—your own school, a school where you have shadowed the administrator, and two other

schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all

times. You will also attach photos and artifacts to your paper that make your narrative more vivid.

Part I of you Organizational Scan should include:

Context/School Data: Describe the local school neighborhood. Look for all the things you would

want to know about this site if you were the newly assigned administrator. Examine the

demographics of students, teachers, and parents; compare the neighborhood demographics with the

school’s demographics. Your data might include gender, race, educational and economic level, parent

employment, and mobility factors. You will find good information on the school, district, and state

web sites. Do not include all the data you see—be selective and consider developing charts and

graphs of the important factors you want to discuss. Any chart should have a narrative explanation

that tells the reader why the information is interesting.

School Climate: Enter each school as a “stranger.” How would you describe the personality of the

school? What do people notice first? Talk about the physical structure—how do children and their

parents experience the building itself? What are your first impressions when you walk in the door, the

main office, the principal’s office, the corridors, the teacher’s workroom/lounge? Think about the

experience of being in the school for the first time as a new teacher, a new student, or new parents.

Talk about the relationships among various groups connected to the school and the overall morale of

those groups.

Vision & Mission: What is the vision and mission of the school? How was the mission developed?

To what degree is the school’s vision and mission part of regular discussions among faculty? How is

the vision/mission communicated to the various stakeholders of the school? In what ways do school

goals connect to the vision/mission? What evidence can you find (symbolic or actual) of the vision

and mission in action?

All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have

one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages

devoted to each topic outlined above), not including cover page and references. All aspects of the paper must

adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the

points made in your paper.

The Organizational Scan will be graded as follows:

(A) 90 – 100 pts.

Clearly demonstrates all expected student outcomes.

Substantive data collected from each site for all categories.

Observations are connected to appropriate literature.

Literature connections show reading beyond required course literature.

12

Attention to producing the highest quality product is evident—carefully edited, quality layout, APA

standards followed, etc.

(B) 80 – 89 pts.

Clearly demonstrates most expected student outcomes.

Data are presented for each category, but not for all sites.

Syntheses and analyses meet/exceed standards.

Appropriate application of course literature.

Attention to quality evident.

(C) 70 – 79 pts.

Expected student outcomes are somewhat evident, but not as clearly demonstrated.

Data are presented but not adequately synthesized or analyzed.

Literature connections are missing or questionable.

Quality may be less evident.


An invitation to take this survey will come to your CSUB e-mail. After completing the survey, take a

screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit

the screenshot on Blackboard.

If you submit a screenshot showing that you completed the end-of-course survey by the due date, you will

earn 10 points. If you do not meet these requirements, you will be awarded zero points.

13

READING REFLECTIONS

The purpose of the reading reflections is to keep track of the important ideas you glean from your course readings in order to use them later to complete the Organizational Scan. Use this template to record and reflect on what you have read. The course text is divided into parts that are further divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester. You will complete one reading reflection template for each of the parts of the book, and you should have a minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for observations as needed.

EXAMPLE ENTRY

Source in APA Format

Sergiovanni, T. J. (2013). Leadership as stewardship: “Who’s serving who?”. In M. Grogan (Ed.), The Jossey-Bass Reader on Educational Leadership (pp. 372-389). San Francisco, CA: Jossey-Bass.

Page

#

Quote or Important Idea

Analysis and Significant Learning: How does this relate to your Organizational Scan?

383 Power over and power to:

Power over emphasizes controlling what people do, when they do it, and how they do it.

Power to views power as a source of energy for achieving shared goals and purposes.

Indeed, when empowerment is successfully practiced, administrators exchange power over for power to.

This is a way of describing leaders who work as micro-managing dictators versus leaders who believe in employees’ abilities to contribute their own ideas and ways of doing things. A power to leader is much more likely to get buy-in from her or his teachers. At the second school I studied for my organizational scan (School B), the principal mandates a dictated curriculum, so teachers feel that the administration does not trust their skills and judgment in their own classrooms. The teachers at this school do not feel empowered because they are not free to do what makes sense to them. Their principal is definitely a power over kind of leader, to the detriment of his faculty and, therefore, the school.


Page

#



14

SHADOWING LOG

The purpose of the shadowing experience is to gain a broad understanding of the different challenges in the daily life of a school leader. Use this form to plan and record your shadowing experiences with the administrators you are shadowing. This form will be used to list the activities you witnessed or participated in during your shadowing experiences. You may add or delete rows as needed. When you have finished each shadowing experience, make sure to get the respective administrator’s signature on this form. Then scan the signed form and submit it on Blackboard. You will shadow two different credentialed administrators for 5 hours each (for a total of 10 shadowing hours) at two different school-level sites (e.g., one elementary site, one secondary site, or a district office). One of the administrators you shadow may be your own site mentor or another administrator at your site.

EXAMPLE LOG

Name of Candidate: Olivia Shaw

Shadowing Site #1 (Name of school/district): McCloud Middle School Northwest School District

Date Completed: November 20, 2016

Name and Title of Shadowed Administrator: Michelle Ornales, Vice Principal

Administrator Phone Number: 661-837-6660

Administrator E-mail Address: [email protected]

Signature of Administrator Shadowed:

SHADOWING LOG

Activity

Date

Hours

Reflection on Activities: (Relate your learning to the CPSEL)

Program planning (Technology in education integration)

10/23/15 1.5 VP met with district technology coordinator to discuss computer-based intervention subscriptions. VP questioned subscription requisition process and possibility of switching to shorter subscriptions to save money with the intention to expand the program for more students. The principal was exemplifying CPSEL 3 (Management and Learning Environment), in which she showed that she was fiscally managing the programs offered at MMS while also looking to increase programs for all students who could benefit from them.

Observed VP running a 504 planning meeting for a student with a health condition

10/30/15 1 VP reviewed the process for writing a 504 medical plan. The VP, school nurse, parent, and general education teacher were all present. Reviewed medical reasons, discussed the modifications, and created a plan. This process exemplified CPSEL 4A-5 (facilitate a reciprocal relationship with families that encourages them to assist the school and to participate in opportunities that extend their capacity to support students), as the VP was engaging the parent in the process of helping the school set up a procedure to help the student function in the learning environment.

15

Name of Candidate:

Shadowing Site #1 (Name of school/district):

Date Completed:

Name of Shadowed Administrator:

Administrator Phone Number:

Administrator E-mail Address: Signature of Administrator Shadowed:

SHADOWING LOG

Activity

Date

Hours

Reflection on Activities: (Relate your learning to the CPSEL)

Name of Candidate:

Shadowing Site #2 (Name of school/district):

Date Completed:

Name of Shadowed Administrator:

Administrator Phone Number:

Administrator E-mail Address: Signature of Administrator Shadowed:

SHADOWING LOG

Activity Date Hours Reflection on Activities: (Relate your learning to the CPSEL)

16

ORGANIZATIONAL SCAN

Studying Educational Organizations for Leadership Development

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual organizational structures and processes of schools. Your final product will be a written analysis of “comparative data” collected from four different schools. A highly proficient analysis will link important course concepts and literature to the observations and data. You are required to compare data from four (4) school settings—your own school, a school where you have shadowed the administrator, and two other schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all times. You will also attach photos and artifacts to your paper that make your narrative more vivid. Note: The assignment requires you to shadow an administrator from a school site other than your own for one day, find data from web sites, and practice skills of observation, deep listening, provocative questioning, and sleuthing. Suggestion: Ask lots of unexpected questions in informal settings to gain insights. Do everything you can to protect the identity of people and schools at all times. Performance Outcome: Students will demonstrate proficiency in the application of theories and concepts to organizational structures and processes that lead to school environments conducive to student success and staff satisfaction. PART I (Draft due: Monday, November 28th, by 7 a.m.) Context/School Data: Describe the local school neighborhood. Look for all the things you would want to know about this site if you were the newly assigned administrator. Examine the demographics of students, teachers, and parents; compare the neighborhood demographics with the school’s demographics. Your data might include gender, race, educational and economic level, parent employment, and mobility factors. You will find good information on the school, district, and state web sites. Do not include all the data you see—be selective and consider developing charts and graphs of the important factors you want to discuss. Any chart should have a narrative explanation that tells the reader why the information is interesting. School Climate: Enter each school as a “stranger.” How would you describe the personality of the school? What do people notice first? Talk about the physical structure—how do children and their parents experience the building itself? What are your first impressions when you walk in the door, the main office, the principal’s office, the corridors, the teacher’s workroom/lounge? Think about the experience of being in the school for the first time as a new teacher, a new student, or new parents. Talk about the relationships among various groups connected to the school and the overall morale of those groups. Vision & Mission: What is the vision and mission of the school? How was the mission developed? To what degree is the school’s vision and mission part of regular discussions among faculty? How is the vision/mission communicated to the various stakeholders of the school? In what ways do school goals connect to the vision/mission? What evidence can you find (symbolic or actual) of the vision and mission in action? PART II (Draft due: Monday, April 17, by 7 a.m.) Power & Voice: How does “power” work at each site? For example, do administrators practice “power-over or power-with?” Are there individuals or subgroups that have informal power in the school? How does it show? Is there evidence of individuals or groups who try to have a voice but are ignored? What kind of access and inclusion do parents and community members have?

17

Motivation: How would you describe the motivation/efficacy of the individuals at each site? To what degree do you perceive commitment as opposed to compliance? Can you discern how the principal’s view of motivation is demonstrated in her/his relationship with the faculty? School Governance/Decision-Making Processes: How are important educational decisions made at each site? What evidence can you find of hierarchies, empowerment, shared decision-making, or teacher leadership? How do students and parents get involved? PART III (Due: Monday, May 1, by 7 a.m.) After completing Parts I and II of the Organizational Scan, make any revisions suggested by your instructor(s) to both parts. Then answer the questions below and add them to your paper. After completing both of the above tasks, post the entire assignment (Parts I and II [revised] and Part III) as a single paper on Blackboard. Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would you describe the leadership opportunities and challenges in each of these school settings? If you were assigned to be the principal of either setting, what would you value, what would you want to change, and why? Be sure to support your explanations with course literature and concepts. Instructions for the Written Assignment: All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages devoted to each topic outlined above), not including cover paper and references. All aspects of the paper must adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the points made in your paper. The Organizational Scan will be graded as follows:

(A) 90 – 100 pts. Clearly demonstrates all expected student outcomes. Substantive data collected from each site for all categories. Observations are connected to appropriate literature. Literature connections show reading beyond required course literature. Attention to producing the highest quality product is evident—carefully edited, quality layout, APA standards followed, etc.

(B) 80 – 89 pts. Clearly demonstrates most expected student outcomes. Data are presented for each category, but not for all sites. Syntheses and analyses meet/exceed standards. Appropriate application of course literature. Attention to quality evident.

(C) 70 – 79 pts. Expected student outcomes are somewhat evident, but not as clearly demonstrated. Data are presented but not adequately synthesized or analyzed. Literature connections are missing or questionable. Quality may be less evident.




EDAD 6720

Leadership Development II

3 Semester Units

Spring 2017

Independent Study

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is

based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve

the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the

syllabus in a timely manner. Students are responsible for being aware of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:

Course Description

Candidates will assess, create, implement, and evaluate an induction plan designed to meet their needs as

instructional leaders. The induction plan includes assessment of the candidate’s professional development

needs, interests, job responsibilities, learning and management styles, leadership dispositions, and career

goals. Students will determine their progress in relationship to the California Professional Standards for

Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL Performance

Expectations (CAPEs). Using the pre-assessments and analysis of standards, students will design their

individual plans, which include fieldwork components, to become school leaders. Students will participate in

seminars, case study analysis, and other types of activities that will help them implement their induction

plan’s goals. A post-assessment and reflection will evaluate the growth of each individual.


Student learning outcomes come from the CPSEL Content Expectations (CACEs) standards and are as

follows:

A-17. Network with other professionals to improve personal knowledge and skills necessary for the job of a school administrator

A-20. Understand how to identify and access resources to help address difficult or complex problems and issues that may arise


D-3. Model self-improvement and related professional growth activities, and demonstrate monitoring of improvement in one’s own performance

D-7. Understand strategies for building individual staff capacity through systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection and self-assessment

D-8. Model how to develop and implement a plan for self-improvement and continuous learning; use various types of activities and resources to engage in effective professional development; and reflect on personal leadership practices and their influence on others.

In addition, the educational administration program learning outcomes are based on the California

Professional Standards for Educational Leaders Performance Expectations (CAPEs) (edited for teacher-

leaders).

CAPE 1: Developing and articulating a vision of teaching and learning for the school consistent with the Local Education Agency’s (LEA) overall vision and goals

The school-leader is able to facilitate the development of a vision of teaching and learning specific to the school and its political, social, economic, and cultural context that is consistent with the local education agency’s vision and goals. The vision is student-centered and based in data from multiple sources. The school-leader facilitates the development of a mission statement to help guide the school community towards implementation of the vision. School program, plans and activities are integrated, articulated through the school, and consistent with the vision.




The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers. The teacher-leader holds him/herself and others

accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.

CAPE 4: Sharing leadership with others in the school community

The teacher-leader builds trust and provides opportunities for shared and distributed leadership among all members of the school community or project, and promotes opportunities for all members of the school community to engage in shared decision making and problem solving in support of the school’s vision and student learning.

CAPE 5: promoting implementation of K-12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction

The school-leader is knowledgeable about all of the K-12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K-12 students. As the instructional leader of the school, the school-leader promotes the use of the state-adopted K-12 standards as the primary basis for classroom instruction and for student assessments. The school-leader helps teachers, students, parents, and community members understand the K-12 standards and their relationship to accomplishing the school’s vision and goals. The school-leader understands and can articulate principles of effective instruction and appropriate student assessment processes. The school-leader is also knowledgeable about the state’s student assessment program and can explain the assessment program and its intended outcomes to staff, students, parents and the community. The school-leader identifies and takes action to mitigate potential and actual barriers to student learning.


The school-leader uses his/her knowledge of the K-12 student academic content standards and appropriate instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA policy and practices. As part of the evaluation process, the school-leader analyzes evidence of teacher effectiveness based on student work and student learning outcomes. The school-leader communicates evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices. The school-leader models self-reflection and use of evidence to help teachers develop these skills and practices as part of their daily planning, instruction, and assessment activities with students. The school-leader uses his/her knowledge of available instructional resources and technologies to help provide support for improvements in teaching and learning based on teacher and student needs. The school-leader is knowledgeable about valid student assessment processes and the development and use of appropriate classroom assessment measures within a multiple measures, data- driven decision making process.


The school leader understands the demographic of the school community, including socioeconomic context, students and family characteristics, cultural and linguistic diversity, and political issues and uses this knowledge to help improve teaching and learning. The school leader is knowledgeable about both culturally-relevant instructional practices and instructional practices grounded in first- and second-language acquisition

theories to support effective instruction for English learners, economically, culturally, and/or linguistically diverse students, students with special needs, and others. The school leader helps teachers and staff access community resources, including parents and other community members, to promote learning about students and families, and to promote culturally and linguistically inclusive instructional practices. The school leader helps teachers, staff, and others understand that political factors within the community that may affect the school’s instructional program, and is proactive in providing information about the schools, its needs, and its accomplishments within the larger political environment. The school leader understands how classroom structures, school and class scheduling, and grouping practices affect student learning.


The school-leader communicates the school’s improvement goals to students, teachers, parents, and the community and engages in ongoing dialogue with all members of the school community about progress towards meeting the goals. The school-leader identifies, collects, analyzes, and uses multiple sources of data to provide information for decision making in a variety of contexts, including but not limited to student achievement, teacher professional learning, the school climate, and the school’s progress in achieving its goals. The school-leader organizes data relating to achieving school-wide goals and outcomes in a manner understandable to students, teachers, parents and the community, and analyzes the data to indicate the degree of progress being made towards the school’s goals. The school-leader presents and discusses these data, including but not limited to standardized achievement data, classroom and other local assessments, with all members of the school community. The school-leader helps all members of the school community articulate revised school improvement goals based on continuous data analysis and reporting.

CAPE 9: Working with others to identify student and school needs and developing a data-based school growth plan




CAPE 11: Identifying and using available human, fiscal, and

The teacher-leader is knowledgeable about a wide range of resources to help implement the school growth plan, including

material resources to implement the school growth plan

but not limited to human, fiscal, and material resources. The teacher-leader identifies and seeks additional resources as needed from a variety of sources, both within and outside of the local community, to support the implementation of the school growth plan.



CAPE 13: Modeling life-long learning and job-related professional growth

The teacher-leader models his/her own self-improvement and professional learning and growth activities, and demonstrates monitoring of improvement in his/her own performance over time. The teacher-leader uses multiple sources of data to help inform his/her own job-related professional growth plan. The teacher-leader understands how to support, motivate, and provide recognition to staff at various stages in their professional careers.

CAPE 14: Helping teachers improve their individual professional practice through professional growth activities

The teacher-leader is knowledgeable about adult learning principles and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional growth activities for teachers. Professional growth activities are focused on authentic situations and problems and on improving student learning outcomes consistent with the school growth plan. The teacher-leader is knowledgeable about induction programs and support systems for beginning teachers, and about individualized teacher support processes such as mentoring and coaching. The teacher-leader uses data effectively to collaboratively design differentiated professional development to meet the needs of individual teachers as well as overall school improvement goals.

CAPE 16: Understanding and managing the complex interaction of all of the school’s systems to promote teaching and learning

The teacher-leader understands how to apply systems thinking to set priorities and manage organizational complexity. The principal applies research-based practices for establishing, monitoring, and evaluating organizational structures, processes, and systems that promote a culture of collaboration and respect.


The teacher-leader understands school finance in California, including relevant laws and regulations. The teacher-leader works collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and the school community.

CAPE 19: Representing and promoting the school’s accomplishments and needs to the LEA and the public

The teacher-leader serves as the spokesperson for the school, its accomplishments and its needs, and advocates for the school within the school community as well as to the external community and the public. The teacher-leader demonstrates public speaking, presentation, diplomacy, writing and advocacy skills necessary to represent and promote the school, its accomplishments and its needs to a wide variety of audiences and contexts.


The teacher-leader understands the multiple connections between the school, families and the community. The teacher-leader encourages the involvement of the entire school community in working towards achieving the school’s mission, vision and goals. The teacher-leader understands and addresses the diverse expectations, needs, aspirations, and goals of family and community groups and uses this knowledge as a basis for planning and decision making. The teacher-leader understands and uses communication strategies effectively to reach out to the broader community, including families, agencies, and community organizations, to promote educational and organizational improvement. The teacher-leader demonstrates skills and strategies for trust building, team building, consensus building, and conflict resolution and for promoting a sense of shared responsibility among all members of the educational community.


Grogan, M. (Ed.). (2013). The Jossey-Bass Reader on Educational Leadership (3rd ed.). San Francisco, CA:

Jossey-Bass.



Grading Criteria


Reading Reflections 2 @ 50 pts. each

Organizational Scan – Part II 50 pts.

Organizational Scan – Part III 40 pts.


TOTAL 200 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%


EDAD 6720 – Leadership Development II

February 27 (Monday)

Due by 7 a.m.:

Reading Reflection #1 (Part Three of the Jossey-Bass Reader)

April 3 (Monday)

Due by 7 a.m.:

Reading Reflection #2 (Part Two of the Jossey-Bass Reader)

April 17 (Monday)

Due by 7 a.m.:

Organizational Scan – Part II

May 1 (Monday)

Due by 7 a.m.:

Organizational Scan – Part III

May 5 (Friday)

Due by midnight:




Late Work

No late work is accepted for this course. Inability to connect with your site mentor and technology

problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid

excuses for late or missing assignments. In the case of extreme emergency requiring late submission

of an assignment, students should contact the instructor prior to the assignment due date to determine

an alternate arrangement.

Written Assignments








access the CSUB library databases to find peer-reviewed journal articles and other scholarly

literature,







with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at

661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office

documenting that you have a disability, please present the letter to me during my office hours as soon as

possible so we can discuss the specific accommodations that you might need in this class.



with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at

661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office

documenting that you have a disability, please present the letter to me during my office hours so we can

discuss the specific accommodations that you might need in this class.

Academic Honesty

There are certain forms of conduct that violate the university’s policy of academic integrity. Academic

dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or

obtain course credit. Academic dishonesty (cheating) is not


academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the

misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist

of handing in someone else’s work as one’s own, copying or purchasing a pre-written composition and

claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without

giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate

citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the

same paper or other assignment for credit in two different courses without receiving prior approval from the



Reading Reflections – 2 @ 50 points each

The purpose of the reading reflections is to keep track of the important ideas you glean from your course

readings in order to use them later to complete the Organizational Scan. Use the template found on

Blackboard to record and reflect on what you have read. The course text is divided into parts that are further

divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester.

You will complete one reading reflection template for each of the parts of the book, and you should have a

minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for

observations as needed.

Reading Reflection #1 will include all of the chapters in Part Three: Culture and Change of The Jossey-Bass

Reader on Educational Leadership.

Chapter 12: Culture in Question, Barth, R. S.

Chapter 13: Introduction, Fullan, M.

Chapter 14: Conclusion, Wagner, T., & Kegan, R.

Chapter 15: How to Reach High Performance, Leithwood, K., Harris, A., & Strauss, T.

Chapter 16: Eight Roles of Symbolic Leaders, Deal, T. E., & Peterson, K. D.

Chapter 17: Risk, Barth, R. S.

Reading Reflection #2 will include all of the chapters in Part Two: Leadership for Social Justice of The

Jossey-Bass Reader on Educational Leadership.

Chapter 7: Lessons Learned (Franco, C. S., Guiterrez Ott, M., & Robles, D. P.

Chapter 8: A New Way, Grogan, M., & Shakeshaft, C.

Chapter 9: Why G Quotient Leadership Works, Snyder, K.

Chapter 10: Engaging in Educational Leadership, Benham, M., & Murakami, E. T.

Chapter 11: The Role of Special Education Training in the Development of Socially Just Leaders,

Pazey, B. L., & Cole, H. A.


Completes template for each chapter in the assigned part of the book 5

Includes a minimum of 5 important ideas from each chapter 5 pts.

Provides thoughtful analysis of each important idea 15 pts.

Relates each important idea to at least 1 school included in the Organizational Scan 15 pt.



TOTAL 50 pts.

Organizational Scan Part II – 50 points

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual

organizational structures and processes of schools. Your final product will be a written analysis of

“comparative data” collected from four different schools. A highly proficient analysis will link important

course concepts and literature to the observations and data. You are required to compare data from four (4)

school settings—your own school, a school where you have shadowed the administrator, and two other

schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all

times. You will also attach photos and artifacts to your paper that make your narrative more vivid.

Part II of you Organizational Scan should include:

Power & Voice: How does “power” work at each site? For example, do administrators practice

“power-over or power-with?” Are there individuals or subgroups that have informal power in the

school? How does it show? Is there evidence of individuals or groups who try to have a voice but are

ignored? What kind of access and inclusion do parents and community members have?

Motivation: How would you describe the motivation/efficacy of the individuals at each site? To

what degree do you perceive commitment as opposed to compliance? Can you discern how the

principal’s view of motivation is demonstrated in her/his relationship with the faculty?

School Governance/Decision-Making Processes: How are important educational decisions made at

each site? What evidence can you find of hierarchies, empowerment, shared decision-making, or

teacher leadership? How do students and parents get involved?



devoted to each topic outlined above), not including cover page and references. All aspects of the paper must

adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the

points made in your paper.


(A) 90 – 100 pts.







(B) 80 – 89 pts.






(C) 70 – 79 pts.





Organizational Scan Part III – 40 points

After completing Parts I and II of the Organizational Scan, make any revisions suggested by your

instructor(s) to both parts. Then answer the questions below and add them to your paper. After completing

both of the above tasks, post the entire assignment (Parts I and II [revised] and Part III) as a single

paper on Blackboard.

Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would

you describe the leadership opportunities and challenges in each of these school settings? If you were

assigned to be the principal of either setting, what would you value, what would you want to change,

and why? Be sure to support your explanations with course literature and concepts.

Instructions for the Written Assignment:



devoted to each topic outlined above), not including cover paper and references. All aspects of the paper

must adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence

for the points made in your paper.


(A) 90 – 100 pts.







(B) 80 – 89 pts.






(C) 70 – 79 pts.






An invitation to take this survey will come to your CSUB e-mail. After completing the survey, take a

screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit

the screenshot on Blackboard.

If you submit a screenshot showing that you completed the end-of-course survey by the due date, you will

earn 10 points. If you do not meet these requirements, you will be awarded zero points.

READING REFLECTIONS

The purpose of the reading reflections is to keep track of the important ideas you glean from your course readings in order to use them later to complete the Organizational Scan. Use this template to record and reflect on what you have read. The course text is divided into parts that are further divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester. You will complete one reading reflection template for each of the parts of the book, and you should have a minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for observations as needed.

EXAMPLE ENTRY


Sergiovanni, T. J. (2013). Leadership as stewardship: “Who’s serving who?”. In M. Grogan (Ed.), The Jossey-Bass Reader on Educational Leadership (pp. 372-389). San Francisco, CA: Jossey-Bass.

Page

#



383 Power over and power to:

Power over emphasizes controlling what people do, when they do it, and how they do it.

Power to views power as a source of energy for achieving shared goals and purposes.

Indeed, when empowerment is successfully practiced, administrators exchange power over for power to.

This is a way of describing leaders who work as micro-managing dictators versus leaders who believe in employees’ abilities to contribute their own ideas and ways of doing things. A power to leader is much more likely to get buy-in from her or his teachers. At the second school I studied for my organizational scan (School B), the principal mandates a dictated curriculum, so teachers feel that the administration does not trust their skills and judgment in their own classrooms. The teachers at this school do not feel empowered because they are not free to do what makes sense to them. Their principal is definitely a power over kind of leader, to the detriment of his faculty and, therefore, the school.


Page

#



ORGANIZATIONAL SCAN

Studying Educational Organizations for Leadership Development

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual organizational structures and processes of schools. Your final product will be a written analysis of “comparative data” collected from four different schools. A highly proficient analysis will link important course concepts and literature to the observations and data. You are required to compare data from four (4) school settings—your own school, a school where you have shadowed the administrator, and two other schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all times. You will also attach photos and artifacts to your paper that make your narrative more vivid. Note: The assignment requires you to shadow an administrator from a school site other than your own for one day, find data from web sites, and practice skills of observation, deep listening, provocative questioning, and sleuthing. Suggestion: Ask lots of unexpected questions in informal settings to gain insights. Do everything you can to protect the identity of people and schools at all times. Performance Outcome: Students will demonstrate proficiency in the application of theories and concepts to organizational structures and processes that lead to school environments conducive to student success and staff satisfaction. PART I (Draft due: Monday, November 28, by 7 a.m.) Context/School Data: Describe the local school neighborhood. Look for all the things you would want to know about this site if you were the newly assigned administrator. Examine the demographics of students, teachers, and parents; compare the neighborhood demographics with the school’s demographics. Your data might include gender, race, educational and economic level, parent employment, and mobility factors. You will find good information on the school, district, and state web sites. Do not include all the data you see—be selective and consider developing charts and graphs of the important factors you want to discuss. Any chart should have a narrative explanation that tells the reader why the information is interesting. School Climate: Enter each school as a “stranger.” How would you describe the personality of the school? What do people notice first? Talk about the physical structure—how do children and their parents experience the building itself? What are your first impressions when you walk in the door, the main office, the principal’s office, the corridors, the teacher’s workroom/lounge? Think about the experience of being in the school for the first time as a new teacher, a new student, or new parents. Talk about the relationships among various groups connected to the school and the overall morale of those groups. Vision & Mission: What is the vision and mission of the school? How was the mission developed? To what degree is the school’s vision and mission part of regular discussions among faculty? How is the vision/mission communicated to the various stakeholders of the school? In what ways do school goals connect to the vision/mission? What evidence can you find (symbolic or actual) of the vision and mission in action? PART II (Draft due: Monday, April 17, by 7 a.m.) Power & Voice: How does “power” work at each site? For example, do administrators practice “power-over or power-with?” Are there individuals or subgroups that have informal power in the school? How does it show? Is there evidence of individuals or groups who try to have a voice but are ignored? What kind of access and inclusion do parents and community members have?

Motivation: How would you describe the motivation/efficacy of the individuals at each site? To what degree do you perceive commitment as opposed to compliance? Can you discern how the principal’s view of motivation is demonstrated in her/his relationship with the faculty? School Governance/Decision-Making Processes: How are important educational decisions made at each site? What evidence can you find of hierarchies, empowerment, shared decision-making, or teacher leadership? How do students and parents get involved? PART III (Due: Monday, May 1, by 7 a.m.) After completing Parts I and II of the Organizational Scan, make any revisions suggested by your instructor(s) to both parts. Then answer the questions below and add them to your paper. After completing both of the above tasks, post the entire assignment (Parts I and II [revised] and Part III) as a single paper on Blackboard. Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would you describe the leadership opportunities and challenges in each of these school settings? If you were assigned to be the principal of either setting, what would you value, what would you want to change, and why? Be sure to support your explanations with course literature and concepts. Instructions for the Written Assignment: All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages devoted to each topic outlined above), not including cover paper and references. All aspects of the paper must adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the points made in your paper. The Organizational Scan will be graded as follows:

(D) 90 – 100 pts. Clearly demonstrates all expected student outcomes. Substantive data collected from each site for all categories. Observations are connected to appropriate literature. Literature connections show reading beyond required course literature. Attention to producing the highest quality product is evident—carefully edited, quality layout, APA standards followed, etc.

(E) 80 – 89 pts. Clearly demonstrates most expected student outcomes. Data are presented for each category, but not for all sites. Syntheses and analyses meet/exceed standards. Appropriate application of course literature. Attention to quality evident.

(F) 70 – 79 pts. Expected student outcomes are somewhat evident, but not as clearly demonstrated. Data are presented but not adequately synthesized or analyzed. Literature connections are missing or questionable. Quality may be less evident.

1




EDAD 6810

Fieldwork I

3 Semester Units

Fall 2016

Independent Study

Syllabus Disclaimer





of these changes.


Office: EDUC 233

Office Hours: Mondays, 3:15 – 4:15 p.m.

Tuesdays, 5:30 – 7:30 p.m.

Wednesdays, 5:30 – 7:30 p.m.

or by appointment


Phone: 661-654-3080


The mission of the School of Social Sciences and Education is to address local, regional, and

state needs by providing high quality undergraduate and graduate programs in the social sciences

and education. We are committed to advancing human development knowledge, encouraging

healthy and productive lifestyles, and enhancing the quality of life for all people, particularly

those with emotional, learning, and physical disabilities. We pledge to prepare future leaders,

professionals, and community advocates. Together, we will work toward increasing the

community’s understanding and acceptance of complex social, racial, and gender issues and

toward creating positive social change. We will provide students with excellent classroom

instruction, faculty-guided research experiences, and experiential learning opportunities to

prepare them for career success and for lifelong learning to meet the changing demands of

society. The faculty and staff of the School of Social Sciences and Education are committed to

supporting quality measures identified in the CSUB vision statement featuring faculty academic

excellence and diversity, the student experience, community engagement, staff excellence and

diversity, and organizational “best practices.” Candidate Dispositions

Candidates preparing to work in schools as administrators or other professional school

personnel know and demonstrate the content, pedagogical, and professional knowledge, skills,

and dispositions necessary to help all students learn.


2

Professional Collaboration: Candidates will participate in action-oriented collaboration

that will enable them to learn from others and provide leadership in partnerships with all

stakeholders.

Reflective Practitioner: Candidates are reflective, life-long learners who apply

problem solving and critical thinking strategies and the respectful appreciation of

differing points of view.

Ethical Professional: Candidates’ actions are based on accepted professional

standards of conduct and reflect insight and awareness with respect to diverse

perspectives, opinions, obligations, and ethical responsibilities of the profession.

Student/Client Centered: Candidates, throughout their programs, will prioritize the

needs of the students/clients they serve by maintaining trusting relationships built upon

caring, nurturing (respectful), and meaningful interactions.


professional leaders with a clear instructional focus using effective communication skills

and a willingness to take risks to ensure the advancement, safety, and welfare of all

students in our communities.

Professional Competence: Candidates will maintain high programmatic outcomes that

reflect research-based practices, principles of learning differentiation, and standards

based instruction.

Course Description

This course prepares candidates at the school level for actual job performance in both

supervision and administrative work. Students will have exposure to the essential themes,

concepts, and skills related to the performance of administrative services. Each student will

develop a professional perspective by examining contemporary administrative practices and

schooling policies in relation to fundamental issues, theories, and research in education. Students

will determine their progress in relationship to the California Professional Standards for

Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL

Performance Expectations (CAPEs) as they research, plan, implement, and evaluate their action

research project and other fieldwork activities. Fieldwork activities will be conducted with an

instructional leadership focus. Field experiences include intensive experiences both in the day-to-

day functions of school leaders or administrators and in longer-term policy design and

implementation that address state and national policy standards for educational leaders.



theories and concepts outlined in the following six CPSEL.

3

STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.

Element 1A: Student-Centered Vision Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.

Element 1B: Developing Shared Vision Leaders engage others in a collaborative process to develop a vision of teaching and learning that is shared and supported by all stakeholders.

Element 1C: Vision Planning and Implementation Leaders guide and monitor decisions, actions, and outcomes using the shared vision and goals.




Element 2C: Assessment and Accountability Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes, and student learning.





Element 3D: Fiscal and Human Resources Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.


Element 4B: Community Partnerships Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready for college and career.

Element 4C: Community Resources and Services

4

Leaders leverage and integrate community resources and services to meet the varied needs of all students.




Element 5C: Ethical Action Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decision on behalf of all students.

STANDARD 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal, and cultural contexts affecting education policies and practices.

Element 6A: Understanding and Communicating Policy Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment.

Element 6B: Professional Influence Leaders use their understanding of social, cultural, economic, legal, and political contexts to shape policies that lead all students to graduate ready for college and career.



California Professional Standards for Educational Leaders Performance Expectations (CAPEs)





The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome

5

barriers. The teacher-leader holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.







6




Grading Criteria


Site Mentor Agreement 10 pts.

Site Visit 30 pts.

Action Research Project Proposal 40 pts.

Communication Log 10 pts.


TOTAL 100 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%



Late Work






Written Assignments











7


















Academic Honesty

















8


EDAD 6810 – Fieldwork I

September 6 (Tuesday)

Due by 7 a.m.:

Site Mentor Agreement


Due by 7 a.m.:

Action Research Project Proposal


Due by 7 a.m.:

Communication Log

December 2 (Friday)

Due by midnight:


SITE VISIT

Arrange a date and time to meet with the instructor and your site

mentor, at your school site, within the first two weeks of October.

9


Site Mentor Agreement – 10 points

You will select a mentor at your school site who holds a valid California Administrative License.

You must complete the Site Mentor Information Form found on Blackboard and have your site

mentor sign it. You will scan the signed form and submit it on Blackboard.

If you submit the signed, completed form by the due date, you will earn 10 points. If you do not

meet these requirements, you will be awarded zero points.

Site Visit – 30 points

You will arrange a time for your instructor to meet with you at your school site to discuss your

Action Research Project. This meeting should occur with your site mentor. Please arrange to

hold this visit within the first two weeks of October.

If you arrange to meet with the instructor and your site mentor by the due date, you will earn 30

points. If you do not meet these requirements, you will be awarded zero points.

Action Research Project Proposal – 40 points

Action Research Project Proposal

You will submit an action research project proposal specifying how the need for your project

emerged from school data, how the project is focused on leading adults to improve student

learning, and which evaluations are in place in order to monitor teaching processes and student

outcomes.

Your plan should include:

a statement of the problem which highlights the need for your project (this should emerge

from an examination of school data),

the purpose of the project,

the site where your project will take place and the participants in your project,

the action steps of your project (what you will do for your project), and

the evaluation instruments you will use to measure outcomes for adults and for students

(e.g., survey, focus group or interview questions).


4 3 2 1

Organization Information presented is complete and in logical order. Includes all required components of the project. Easy to follow.

Information presented is nearly complete and presented in logical sequence. Includes all required components.

Some information presented out of sequence or illogically. Missing some required components.

Poor sequence or illogical presentation of information. Missing some or all required components.

10

Planning for Instructional Leadership

Articulates a clear and solid approach in organizing and planning the leadership of adults in a way that impacts student learning. Illustrates how standards and guidelines will be used to drive instruction based on the unique needs of learners. Includes supporting data and complete description of intervention to be used.

Articulates a general and basic approach in organizing and planning the leadership of adults in a way that impacts student learning. Some illustration of how standards and guidelines will be used to drive instruction based on the unique needs of learners. Includes few examples of supporting data and a description of intervention to be used.

States a vague approach in organizing and planning the leadership of adults in a way that impacts student learning. Includes little illustration of how standards and guidelines will be used to drive instruction based on the unique needs of learners. Limited use of supporting data and limited description of intervention to be used.

Lacks an approach in organizing and planning leadership of adults in a way that impacts student learning. Illustration of how standards and guidelines will be used to drive instruction based on the unique needs of learners is missing. Lacks supporting data and provides an incomplete description of the intervention to be used.

Linking Assessment

to Instruction

Reflects a deep understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Proposed assessments are to be used for formative and summative purposes such as screening, diagnosis, placement, and progress monitoring. Provides examples of methods to be used that use grade level or school-wide data to implement and revise instructional programs.

Reflects a general understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Some proposed assessments to be used for formative and summative purposes. Provides few examples of methods to be used that use grade level or school-wide data to implement and revise instructional programs.

Reflects a limited understanding of how assessment drives instructions, including the place of informal and curriculum-embedded assessments. Proposes few assessments to be used for either formative or summative purposes. Hardly provides any examples of methods to be used that use grade level or school-wide planning data to implement and revise instructional programs.

Reflects lack of understanding of how assessment drives instruction, including informal and curriculum-based assessments. Proposed assessments are to be used for either formal or summative purposes, but not both. No examples of methods to be used that use grade level or school-wide assessment data to implement and revise instructional programs.

Evaluating Instructional Interventions

Clearly and effectively proposes how to collect data and analyze results of the instructional intervention. Provides complete examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Clearly proposes how to collect data and analyze results of the instructional intervention. Provides partial examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Vaguely proposes how to collect data and analyze results of the instructional intervention. Provides unclear examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Lacks proposal of how to use data and analyze results of instructional intervention. Provides no or unclear examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Form and Mechanics

Abides consistently by the basic principles of effective writing and APA documentation guidelines.

Abides generally by the basic principles of effective writing and APA documentation guidelines, with low level errors.

Does not abide generally by the basic principles of effective writing and APA documentation guidelines, with several low and high level errors.

Does not adhere by the basic principles of effective writing and APA documentation guidelines, with serious low and high level errors.

11

Communication Log – 10 points

You will keep a comprehensive log of the communication you had, the meetings you conducted

or attended, and the time you spent this semester on your action research project. The form to

complete this assignment can be found on Blackboard. Please have your site mentor sign the

form in order to verify your communication and work, then scan the signed document and submit

it on Blackboard.









12

SITE MENTOR AGREEMENT Thank you for your willingness to assist our candidate with her or his fieldwork. Your guidance and support will be essential to the candidate’s success in the CSUB educational administration program and in the quality of his or her action research. Name of CSUB Fieldwork Candidate: Site Mentor Name: Site Mentor Position: Site Mentor E-mail Address: Site Mentor Phone Number: Name of School Site: Address of School Site: (please include city and zip code) Phone Number of School Site: I have discussed the CSUB Action Research Project requirements with the fieldwork candidate, whom I have committed to support and mentor. I verify that I hold a valid California Administrative Services Credential. I agree to meet with this candidate when needed, submit input on this candidate’s competencies in each of the CPSEL standards throughout the program, and help to evaluate the candidate’s action research project upon its completion. Site Mentor Signature: ____________________________________________ Date: _______________

13

ACTION RESEARCH PROJECT

The Action Research Project simulates the role of the administrator to influence adult behavior in order to improve student outcomes. It is the same process a leader might use to make decisions in order to change student achievement outcomes. Steps in this process include identifying a problem, determining a strategy to deal with the problem, collecting and analyzing data, setting measurable outcomes, training adults, and monitoring student achievement. The Action Research Project also affords candidates the opportunity to practice behaviors consistent with the leadership dispositions of successful school leaders. All students will present their Action Research Project to colleagues and a panel of sitting school leaders in May. Project Requirements Your final Action Research Project must include the following criteria:

1. You must choose a project that will showcase how you exhibited leadership of adults in a way that influenced student learning.

2. You must discuss each of the following elements of your project:

Statement of the Problem

Purpose of the Project

Review of the Literature

Site and Participants

Project Action Steps

Evaluation Instruments

Outcomes/Findings of the Project

Implications for CPSEL

3. You must demonstrate effective presentation skills. Your final paper and presentation are worth 100 points and will be graded as follows:

4 3 2 1

Organization Information presented was complete and in logical order. Included all required components of the project. Easy to follow. Very well-timed and well-paced.

Information presented was nearly complete and presented in logical sequence. Included all required components. Pace and timing appropriate.

Some information presented out of sequence or illogically. Missing some required components. Some pacing and timing problems.

Poor sequence or illogical presentation of information. Missing some or all required components. Presentation not well timed.

Planning for instructional leadership

Articulates a clear and solid approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a research-

Articulates a general and basic approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a rationale for

States a vague approach in organizing and planning the leadership of adults in a way that impacts student learning. Reflects a general rationale for

Lacks an approach in organizing and planning leadership of adults in a way that impacts student learning. Vague rationale for

14

based rationale for instructional choices and decisions. Illustrates how standards and guidelines drive instruction based on the unique needs of learners. Includes supporting data and complete description of intervention.

instructional decisions. Some illustration of how standards and guidelines drive instruction based on the unique needs of learners. Includes few examples of supporting data and a description of intervention.

instructional decisions. Includes little illustration of how standards and guidelines drive instruction based on the unique needs of learners. Limited use of supporting data and limited description of intervention.

instructional decisions. Missing illustration of how standards and guidelines drive instruction based on the unique needs of learners. Lacks supporting data and provides an incomplete description of the intervention.

Linking assessment

to instruction

Reflects a deep understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Assessments are used for formative and summative purposes such as screening, diagnosis, placement, and progress monitoring. Provides examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a general understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Some assessments are used for formative and summative purposes. Provides few examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a limited understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Few assessments are used for either formative or summative purposes. Hardly provides examples of methods that use grade level or school-wide planning data to implement and revise instructional programs.

Reflects lack of understanding of how assessment drives instruction, including informal and curriculum-based assessments. Assessments are used for either formal or summative purposes, but not both. No examples of methods that use grade level or school-wide assessment data to implement and revise instructional programs.

Evaluating instructional interventions

Clearly and effectively presents data and results of the instructional intervention. Provides complete examples of methods and data used to evaluate professional development regarding instructional interventions.

Clearly presents data and results of the instructional intervention. Provides partial examples of methods and data used to evaluate professional development regarding instructional interventions.

Vaguely presents data and results of the instructional intervention. Provides unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Lacks data and results of instructional intervention. Provides no or unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Delivery Expresses ideas fluently, in own words, with little reliance on notes. Genuinely interested and enthusiastic. Exceptional voice mannerisms, body language, and communication skills. Exceptional quality of presentation materials.

Relied little on notes. Displayed interest and enthusiasm. Good voice mannerisms, body language, and communication skills. Good quality of presentation materials.

Read small parts of material. Occasionally struggled to find words. Displayed interest and enthusiasm. Sometimes used inappropriate voice mannerisms, body language, and communication skills. Moderate quality of presentation materials.

Relied extensively on notes. Unenthused and monotonous. Poor voice mannerisms, body language, and communication skills. Poor quality of presentation materials.

Total Score:

15

Part I – Needs Assessment – to be collected Fall Semester Objective: To collect data about your school in order to determine which needs your project might address.

Steps:

Collect relevant school data (e.g., demographic data, assessment data, etc.). Be sure to disaggregate the data and be as specific as possible.

Analyze the data you collected and begin to identify patterns and/or trends in order to determine a problem or an area of need on which you can concentrate for your ARP.

Meet with your site mentor and your course instructor and present your findings and your idea for a project.

Part II – Project Plan – due Fall Semester Objective: To identify the outcomes, measurement instruments, and steps to meet your project goal.

Steps:

Determine who will participate in your project (i.e., which adults and which students).

Identify what the targeted adults will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for adults (e.g., survey, observation, etc.).

As a result of the changes the adults made, student outcomes should also change positively.

Identify what the targeted students will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for students (e.g., district benchmark, text assessment, teacher-made assessment, etc.).

Identify what impact you believe your ARP will have on the state assessment.

Write an Action Research Project Proposal for your project based on the information you gathered in Parts I and II and submit it on Blackboard.

Part III – Project Implementation – due Spring Semester Objective: To collect the post-data and reflect on the changes in the adults and students who participated in the project.

Steps:

Complete an Action Research Project Goal Report and submit it on Blackboard.

Implement each of the steps in your plan.

Deploy your measurement instruments to discover how the project influenced student learning, as well as how it influenced changes in practice in the adults you led.

Have your site mentor review the activities you have completed to accomplish your project and sign the Site Mentor Verification form. Scan the form with your mentor’s signature and submit it on Blackboard.

Part IV – Written and Visual Presentation of Results – due Spring Semester Prepare a written report and visual presentation describing your project and its results, then present them.

COMMUNICATION LOG The purpose of the communication log is to capture your communication with your mentor, your field-based project group, your course instructor, or anyone else who helps you to implement your Action Research Project. Log relevant communication such as meetings, phone calls, e-mail messages, etc. You may insert additional rows as needed. After completing the communication log, have it verified and signed by your site mentor. Then scan the signed document and submit it on Blackboard. Name of Candidate: Semester: Fall/Spring

Date Person/Group Title Communication Summary

Site Mentor Signature _______________________________________________________________________________ Date ______________________

1




EDAD 6820

Fieldwork II

3 Semester Units

Spring 2017

Independent Study

Syllabus Disclaimer





of these changes.


Office: EDUC 233

Office Hours: Tuesday, 10:30 a.m. to 12 p.m.

Wednesday, 10 a.m. to 12 p.m.

Thursday, 10:30 a.m. to 12 p.m.

or by appointment


Phone: 661-654-3080

Course Description

This course prepares candidates at the school level for actual job performance in both

supervision and administrative work. Students will have exposure to the essential themes,

concepts, and skills related to the performance of administrative services. Each student will

develop a professional perspective by examining contemporary administrative practices and

schooling policies in relation to fundamental issues, theories, and research in education. Students

will determine their progress in relationship to the California Professional Standards for

Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL

Performance Expectations (CAPEs) as they research, plan, implement, and evaluate their action

research project and other fieldwork activities. Fieldwork activities will be conducted with an

instructional leadership focus. Field experiences include intensive experiences both in the day-to-

day functions of school leaders or administrators and in longer-term policy design and

implementation that address state and national policy standards for educational leaders.



theories and concepts outlined in the following six CPSEL.


2

STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.

Element 1A: Student-Centered Vision Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.

Element 1B: Developing Shared Vision Leaders engage others in a collaborative process to develop a vision of teaching and learning that is shared and supported by all stakeholders.

Element 1C: Vision Planning and Implementation Leaders guide and monitor decisions, actions, and outcomes using the shared vision and goals.




Element 2C: Assessment and Accountability Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes, and student learning.





Element 3D: Fiscal and Human Resources Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.


Element 4B: Community Partnerships Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready for college and career.

Element 4C: Community Resources and Services

3

Leaders leverage and integrate community resources and services to meet the varied needs of all students.




Element 5C: Ethical Action Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decision on behalf of all students.

STANDARD 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal, and cultural contexts affecting education policies and practices.

Element 6A: Understanding and Communicating Policy Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment.

Element 6B: Professional Influence Leaders use their understanding of social, cultural, economic, legal, and political contexts to shape policies that lead all students to graduate ready for college and career.



California Professional Standards for Educational Leaders Performance Expectations (CAPEs)





The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome

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barriers. The teacher-leader holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.







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Grading Criteria


Action Research Goal Report 10 pts.

Site Visit 20 pts.

Action Research Project Paper and Presentation 100 pts.

Communication Log 10 pts.


TOTAL 150 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%


EDAD 6820 – Fieldwork II

January 30 (Monday)

Due by 7 a.m.:

Action Research Goal Report

May 5 (Friday)

Due by midnight:


*May 6 (SATURDAY)*

Presentations will begin at 9 a.m.

Action Research Project Paper and Presentation

May 8 (Monday)

Due by 7 a.m.:

Communication Log

SITE VISIT

Arrange a date and time to meet with the instructor and your site

mentor, at your school site, within the last two weeks of March.

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Late Work






Written Assignments




























Academic Honesty




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Action Research Goal Report – 10 points

In order to keep on track with the completion of your Action Research Project, you will submit

the goals you want to accomplish this semester in relation to your project, as well as the dates

when you would like to have them accomplished. Using the template located under Course

Documents on the EDAD 6820 Blackboard site, you will:

List the goals you plan to accomplish this quarter in relation to your Action Research

Project (at least 3 for adults and 2 for students).

Describe the processes you will undertake to complete each goal.

List the dates you plan to implement and complete each goal.

List the data you plan to collect and when you plan to collect it.

Describe how you will involve other adults in your project, such as your mentor or the

teachers you are leading as part of your project.


Includes 3 goals for adults 6 pts.

Includes 2 goals for students 2 pts.

Includes all other required information on template 2

TOTAL 10 pts.

Site Visit – 20 points

You will arrange a time for your instructor to meet with you at your school site to discuss your

Action Research Project. This meeting should occur with your site mentor. Please arrange to

hold this visit within the first two weeks of March.

If you arrange to meet with the instructor and your site mentor by the due date, you will earn 20

pints. If you do not meet these requirements, you will be awarded zero points.

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Action Research Project Paper and Presentation – 100 points

You will submit a paper detailing your Action Research Project and present your completed

project, showcasing how you exhibited leadership of adults in a way that influenced student

learning.

Your paper and presentation should include:



Review of the Literature (abbreviated, approximately 2-3 pages)






A rubric showing how this assignment will be graded can be found on pages 10-11 of this

syllabus.

Communication Log – 10 points

You will keep a comprehensive log of the communication you had, the meetings you conducted

or attended, and the time you spent this quarter on your action research project. The form to

complete this assignment can be found on Blackboard. Please have your site mentor sign the

form in order to verify your communication and work, then scan the signed document and submit

it on Blackboard.









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ACTION RESEARCH PROJECT

The Action Research Project simulates the role of the administrator to influence adult behavior in order to improve student outcomes. It is the same process a leader might use to make decisions in order to change student achievement outcomes. Steps in this process include identifying a problem, determining a strategy to deal with the problem, collecting and analyzing data, setting measurable outcomes, training adults, and monitoring student achievement. The Action Research Project also affords candidates the opportunity to practice behaviors consistent with the leadership dispositions of successful school leaders. All students will present their Action Research Project to colleagues and a panel of sitting school leaders in May. Project Requirements Your final Action Research Project must include the following criteria:

1. You must choose a project that will showcase how you exhibited leadership of adults in a way that influenced student learning.

2. You must discuss each of the following elements of your project:



Review of the Literature






3. You must demonstrate effective presentation skills. Your final paper and presentation are worth 100 points and will be graded as follows:

4 3 2 1

Organization Information presented was complete and in logical order. Included all required components of the project. Easy to follow. Very well-timed and well-paced.

Information presented was nearly complete and presented in logical sequence. Included all required components. Pace and timing appropriate.

Some information presented out of sequence or illogically. Missing some required components. Some pacing and timing problems.

Poor sequence or illogical presentation of information. Missing some or all required components. Presentation not well timed.

Planning for instructional leadership

Articulates a clear and solid approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a research-

Articulates a general and basic approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a rationale for

States a vague approach in organizing and planning the leadership of adults in a way that impacts student learning. Reflects a general rationale for

Lacks an approach in organizing and planning leadership of adults in a way that impacts student learning. Vague rationale for

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based rationale for instructional choices and decisions. Illustrates how standards and guidelines drive instruction based on the unique needs of learners. Includes supporting data and complete description of intervention.

instructional decisions. Some illustration of how standards and guidelines drive instruction based on the unique needs of learners. Includes few examples of supporting data and a description of intervention.

instructional decisions. Includes little illustration of how standards and guidelines drive instruction based on the unique needs of learners. Limited use of supporting data and limited description of intervention.

instructional decisions. Missing illustration of how standards and guidelines drive instruction based on the unique needs of learners. Lacks supporting data and provides an incomplete description of the intervention.

Linking assessment

to instruction

Reflects a deep understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Assessments are used for formative and summative purposes such as screening, diagnosis, placement, and progress monitoring. Provides examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a general understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Some assessments are used for formative and summative purposes. Provides few examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a limited understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Few assessments are used for either formative or summative purposes. Hardly provides examples of methods that use grade level or school-wide planning data to implement and revise instructional programs.

Reflects lack of understanding of how assessment drives instruction, including informal and curriculum-based assessments. Assessments are used for either formal or summative purposes, but not both. No examples of methods that use grade level or school-wide assessment data to implement and revise instructional programs.

Evaluating instructional interventions

Clearly and effectively presents data and results of the instructional intervention. Provides complete examples of methods and data used to evaluate professional development regarding instructional interventions.

Clearly presents data and results of the instructional intervention. Provides partial examples of methods and data used to evaluate professional development regarding instructional interventions.

Vaguely presents data and results of the instructional intervention. Provides unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Lacks data and results of instructional intervention. Provides no or unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Delivery Expresses ideas fluently, in own words, with little reliance on notes. Genuinely interested and enthusiastic. Exceptional voice mannerisms, body language, and communication skills. Exceptional quality of presentation materials.

Relied little on notes. Displayed interest and enthusiasm. Good voice mannerisms, body language, and communication skills. Good quality of presentation materials.

Read small parts of material. Occasionally struggled to find words. Displayed interest and enthusiasm. Sometimes used inappropriate voice mannerisms, body language, and communication skills. Moderate quality of presentation materials.

Relied extensively on notes. Unenthused and monotonous. Poor voice mannerisms, body language, and communication skills. Poor quality of presentation materials.

Total Score:

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Part I – Needs Assessment – to be collected Fall Semester Objective: To collect data about your school in order to determine which needs your project might address.

Steps:

Collect relevant school data (e.g., demographic data, assessment data, etc.). Be sure to disaggregate the data and be as specific as possible.

Analyze the data you collected and begin to identify patterns and/or trends in order to determine a problem or an area of need on which you can concentrate for your ARP.

Meet with your site mentor and your course instructor and present your findings and your idea for a project.

Part II – Project Plan – due Fall Semester Objective: To identify the outcomes, measurement instruments, and steps to meet your project goal.

Steps:

Determine who will participate in your project (i.e., which adults and which students).

Identify what the targeted adults will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for adults (e.g., survey, observation, etc.).

As a result of the changes the adults made, student outcomes should also change positively.

Identify what the targeted students will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for students (e.g., district benchmark, text assessment, teacher-made assessment, etc.).

Identify what impact you believe your ARP will have on the state assessment.

Write an Action Research Project Proposal for your project based on the information you gathered in Parts I and II and submit it on Blackboard.

Part III – Project Implementation – due Spring Semester Objective: To collect the post-data and reflect on the changes in the adults and students who participated in the project.

Steps:

Complete an Action Research Project Goal Report and submit it on Blackboard.

Implement each of the steps in your plan.

Deploy your measurement instruments to discover how the project influenced student learning, as well as how it influenced changes in practice in the adults you led.

Have your site mentor review the activities you have completed to accomplish your project and sign the Site Mentor Verification form. Scan the form with your mentor’s signature and submit it on Blackboard.

Part IV – Written and Visual Presentation of Results – due Spring Semester Prepare a written report and visual presentation describing your project and its results, then present them.

ACTION RESEARCH GOAL REPORT

Instructions:

List the goals you plan to accomplish this quarter in relation to your Action Research Project (at least 3 for adults and 2 for students). Add lines to the template as necessary.

Describe the processes you will undertake to complete each goal.

List the dates you plan to implement and complete each goal.

List the data you plan to collect and when you plan to collect it.

Describe how you will involve other adults in your project, such as your mentor or the teachers you are leading as part of your project.

Adult Goals

Goal

Processes to Undertake

Implementation & Completion Dates

Data to Collect

How can I involve

other adults?

Student Goals

Goal

Processes to Undertake

Implementation & Completion Dates

Data to Collect

How can I involve

other adults?

COMMUNICATION LOG The purpose of the communication log is to capture your communication with your mentor, your field-based project group, your course instructor, or anyone else who helps you to implement your Action Research Project. Log relevant communication such as meetings, phone calls, e-mail messages, etc. You may insert additional rows as needed. After completing the communication log, have it verified and signed by your site mentor. Then scan the signed document and submit it on Blackboard. Name of Candidate: Semester: Fall/Spring

Date Person/Group Title Communication Summary

Site Mentor Signature _______________________________________________________________________________ Date ______________________

Table 3.2. Faculty in the PASC Educational Administration ... · Racial/ethnic minority student...

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