Elements Meets Standards for Initial
Administrator License Activities to Meet the Standards 1. Visionary
Leadership
(
a) Collaboratively develop and implement a shared vision and mission;(b) Collect and use data to identify goals, assess
organizational effectiveness, and promote organizational learning;
(c) Create and implement plans to achieve goals;
(d) Promote continuous and sustainable improvement; and (e) Monitor and evaluate progress and revise plans.
• Educational leaders demonstrate ability to collaboratively develop and communicate a shared vision to school and community. (Assessment: ELP, Parts I & II Scoring Guide, Journal reflection of Focus Group Activity).
Educational leaders develop a personal Educational Platform which conveys their vision, beliefs, and values about: the leadership and school culture. (Assessment: Scoring Guides & Professional Portfolio).
• Educational leaders analyze data from an equity audit to develop an action plan with specific goals, strategies, and resources. (Assessment: ELP – Part III Scoring Guide).
• Educational leaders present their data driven action plan to the school community. (Assessment: ELP – Part III Scoring Guide)
• Educational leaders review documents relating to school and district goals, i.e., vision, mission, and belief statements; school improvement plans;
curriculum frameworks, state standards, etc. (Assessment: Journal reflections on their school vision and improvement plan)
• Educational leaders conduct school and program evaluation. (Assessment:
Educational Leadership Project [ELP] Scoring Guide Parts I, II, and III)
• Educational leaders work with colleagues, families, and community members through discussion, collaboration, and the use of data based decision making to determine where the school is now and where it wants to be in the future. (Assessment: Journal reflection on vision development and ELP Parts I, II, and III Scoring Guide).
• Educational leaders demonstrate ability to communicate vision to school and community. (Assessment: ELP, Parts I & II Scoring Guide, Journal reflection of Focus Group Activity).
• Educational leaders begin application process for administrative positions identifying their vision. (Assessment: completed application including
Elements Meets Standards for Initial
Administrator License Activities to Meet the Standards
resume, cover letter, letters of recommendation, etc.) 2. Instructional
Improvement
(
a) Nurture and sustain a culture of collaboration, trust, learning and high expectations;(f) Develop the instructional and leadership capacity of staff;
• Educational leaders nurture, sustain and assess school culture by
conducting a focus group with diverse community members (Assessment:
Focus group participation and effectiveness form).
• Educational leaders develop a personal Educational Platform which conveys their vision, beliefs, and values regarding the nurture and
sustainment of school culture. (Assessment: Scoring Guides & Presentation Portfolio).
•
Educational leaders analyze the culture of a school through the lens of a cultural anthropologist. Through their research they assess the culture of the school using multiple methods and strategies. (Assessment: Oral Presentation of findings to class and school staff and written report following Scoring Guide specifications).• Educational leaders develop the instructional leadership capacity of staff by identifying teacher performance activities that meet and do not meet performance standards and develop enrichment and corrective measures.
(Assessment: Comprehensive Observation Project Scoring Guide Fall/Winter)
• Educational leaders develop leadership capacity of staff by seeking input and assistance from school decision-making groups and school staff to the design and implementation of ELP. (Assessment: ELP Scoring Guide)
• Educational leaders identify staff development needs required to embed strategies in daily teacher practice. (Assessment: Educational Platform, Online discussion, Comprehensive Observation Project Scoring Guides Fall/Winter)
3. Effective Management
(d) Develop the capacity for adaptive leadership; and (e) Ensure teacher and
organizational time is focused to support quality instruction and student learning.
• Educational leaders develop the capacity for adaptive learning by applying best practice for student learning, focusing on effective organization and management of fiscal, human, time, and material resources. (Assessment:
ELP Scoring guide)
• Educational leaders work collaboratively where they apply data driven organizational models and then develop action plans for implementing change in a school environment. (Assessment: ELP Scoring guide)
• Through practicum experience, Educational leaders will demonstrate time management skills and understanding of effective resource deployment to ensure that time is organized to support instruction and learning.
(Assessment: Conference with University and site supervisor, log, and Online discussion)
4. Inclusive Practice
(a) Collect and analyze data
pertinent to equitable outcomes • Educational leaders collect and analyze data to assess equitable practice by conducting a focus group with diverse community members and analyzing the data (Assessment: Focus group participation and effectiveness form).
• Educational leaders use an equity audit to collect and analyze date pertinent to equitable outcomes and use the information to inform their ELP. (Assessment: ELP Scoring Guide)
5. Ethical Leadership
(c) Safeguard the values of democracy, equity and diversity;
(e) Promote social justice and ensure that individual student needs inform all aspects of schooling.
• Educational leaders safeguard the values of democracy, equity and diversity by applying knowledge of district finance structures and models to ensure adequate and equitable resource allocation
• Educational leaders apply knowledge of local, state, and federal policies, laws, and regulations related to school administration (e.g., open meetings laws, liability, reporting requirements) and student and staff rights, protections, and responsibilities (e.g., due process, free speech, sexual harassment)
• Educational leaders demonstrate understanding of essential ethical issues and demonstrate due-diligence (Assessment: TSPC Rubric)
• Educational leaders promote social justice and ensure that individual student needs inform schooling by identify school practices that reflect
Elements Meets Standards for Initial
Administrator License Activities to Meet the Standards
cultural biases and present recommendations for ways to improve or change those processes (Assessment: Activity related to marginalization such as racism, classism, ableism, anti-Semitism, sexism, gender bias, and others as appropriate)
6. Socio-political Context
(a) Advocate for children, families and caregivers;
(b) Act to influence local, district, state and national decisions affecting student learning; and
(c) Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies.
• Educational leaders advocate for children by collaborating with family and community members to determine ELP goals (Assessment: ELP Scoring Guide).
• Educational leaders inform constituency groups regarding how national and/or state reforms are being carried out in district or school. Groups include diverse perspectives and community involvement. (Assessment:
Student Online discussion, presentation to class)
• Educational leaders act to influence local, district and state decisions by attend School Site Council and School Board meetings and observe and reflect on the meetings and the environment in which decisions are made at a micro and macro level. (Assessment: written observations of meetings and class discussions).
• Educational leaders assess, analyze and anticipate emerging trends and initiatives by organizing and facilitating parent and teacher focus groups and/or informational meetings on community and educational needs.
Groups will represent diversity – cultural, ethnic, social class, etc., in the community. (Assessment: Focus group participation and effectiveness form)
• Educational leaders adapt leadership strategies to meet community needs by collaborating with community agencies through initiation of a
Community Service Learning Project. This project engages the candidate and community in new ways not yet experienced by the candidate. The project work will focus on the relationship of district and school goals and community needs and strategies for bringing the two together.
(Assessment: CSLA Scoring Guide, Professional Portfolio, log, Online discussion)
• Educational leaders organize and facilitate parent and teacher focus groups and/or informational meetings on community and educational needs.
Groups will include diversity from the community – cultural, ethnic, social class, etc. (Assessment: Presentation to class and written documentation of process and findings)
• Educational leaders meet with elected officials including school board members and state legislature members to inform and understand the political process and adapt leadership strategies accordingly. (Assessment:
Participation in event and class discussions and Online discussion).
• Educational leaders interview state legislators and/or lobbyists on emerging trends and initiatives and present a report about the state’s strategies used to influence change. (Assessment: Participation in Legislative Awareness Day and Reflection Journal)
• Educational leaders participate in legislative awareness day at the state capitol. (Assessment: Class Debrief and Online discussion)
• Educational leaders develop an Educational Platform addressing political, social, economic, legal, and cultural and educational processes
(Assessment: Educational Platform Scoring Guide)
• Educational leaders develop understanding of community context including recent history, culture, and demographics (Assessment: ELP Scoring Guide)
• Educational leaders increase capacity to adapt leadership strategies by identifying school practices that reflect cultural biases and present recommendations for ways to improve or change those processes
Elements Meets Standards for Initial
Administrator License Activities to Meet the Standards
(Assessment: Activity related to marginalization such as racism, classism, ableism, anti-Semitism, sexism, gender bias, and others as appropriate)
Across All Three Quarters
7. Practicum Experience
The practicum will be substantial. Educational leaders:
(A) Demonstrate the ability to accept genuine
responsibility for leading, facilitating, and making decisions typical of those made by educational leaders.
The experience(s) should provide Educational leaders with substantial
responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders.
• The practicum experience will be at least 360 hours and will be fully integrated with the IAL curriculum and coursework. (Assessment:
Practicum log)
• Educational leaders will maintain a comprehensive log detailing hours spent, nature of activities, and relationship of activities to standard.
(Assessment: Professional Portfolio and TSPC Scoring
Guide)Educational leaders will maintain a daily Online discussion through out the practicum experience (Assessment: Comprehensive Log)
• Educational leaders will meet weekly with their site supervisors and at least monthly with their university supervisors. (Assessment: evidence of meetings)
• Educational leaders are required to complete a self-inventory based on state or national standards, and develop a self-improvement plan based on the results, which serves as the basis for activities during the practicum. (Assessment: Candidate completes self inventory and shares and receives feedback from practicum colleagues, university and site supervisors)
(B) Each candidate should have a minimum of six months or equivalent of full-time practicum experience in at least two non-congruent authorization levels (e.g., ECE/ELE and ML or HS).
(b) The practicum will be sustained. Educational leaders: Participate in planned practicum activities during the entire course of the program, including an extended period of time near the conclusion of the program to allow for candidate application of knowledge and skills on a full-time basis.
• Educational leaders conduct practicum experiences in at least two different levels (elementary, middle, and high school) and demonstrate knowledge and understanding of schooling at different levels.
(Assessment: Practicum Log; Practicum groups, and University Supervisor Quarterly TSPC Scoring Guide)
• Educational leaders will maintain a daily Online discussion throughout the practicum experience (Assessment: Comprehensive Log)
• Educational leaders complete pre-program self assessment of their skills and knowledge related to the standards and will complete a summative review of their competency with each standard in collaboration with their site and university supervisors. (Assessment: TSPC Scoring Guide)
• Educational leaders meet on a regular basis throughout the practicum with a team of "critical friends" to discuss the achievement of the goals in their self-improvement plan. (Assessment: Reporting to their practicum groups)
• Educational leaders meet at least weekly with their site supervisors and quarterly with their university supervisors (mentors) as well as with their instructors on a regular basis. (Assessment TSPC Competencies & PSU Dispositions Scoring Guide)
• Educational leaders demonstrate knowledge of how to develop and implement plans and procedures for ensuring student and staff safety and building security
Educational leaders demonstrate an understanding of crisis planning and emergency management
• Educational leaders complete the program, demonstrate proficiency in their practicum work and receive practicum credit. (Assessment: TSPC Scoring Guide; ELP Scoring Guide, Professional Portfolio, TSPC Scoring Guide; Recommendations for licensure)
The administrative intern documents practicum experiences in the above areas in a log and professional portfolio.
Expectations for maintaining a practicum log and assembling a professional portfolio are described in a subsequent section and will be discussed in detail with cohort members during practicum group meetings. Students are expected to achieve at least a proficient level in all seven areas.
Oregon’s TSPC requirement is consistent with other states’ requirements, national standards such as those of the National Council for Accreditation of Teacher Education (NCATE)/Educational Leadership Constituent Council (ELCC) and the Interstate School Leaders Licensure Consortium (ISLLC), as well as other professional organizations’
recommendations for educational administration preparation programs.