Program Review
- March 2024 CTC Review
- March 2021 CTC Review
- Program Description
- Organizational Structure
- Faculty Qualifications
- Course Sequence
- Course Matrix
- Fieldwork and Clinical Practice
- Credential Recommendation
- Common Standards
March 2024 CTC Review
March 2021 CTC Review
Program Description
Program Description
This brief description provides the context for the review team. A clear description allows the reviewer to understand the remaining evidence submitted during Program Review but is not repetitive for exhibits that can stand on their own. For example, it is not necessary to describe the order in which courses occur because the submission of a Course Sequence is required. It might, however, be important to provide the reviewer with information as to whether courses are taken as a cohort, can be taken out of order, or other pertinent information that provides a clear picture of how the program is designed. The guiding philosophies for the program or specific mission should be included to help reviewers better understand the program. The program description should also include a table showing delivery models (online, in-person, hybrid) and other options/pathways (intern, traditional, etc.) available for each location (if more than one).
1.1 Narrative Description no longer than 500 words.
Shasta County Office of Education’s Preliminary Administrative Services Program was designed to systematically address Content Knowledge Expectations and the California Administrator Performance Expectations. The program is based on the concept that leadership is taught as a defined set of skills and attitudes. Program planners studied and utilized the work of West Ed, University of Washington’s Center for Educational Leadership and other current research on administrator preparation programs. Candidates are informed at the orientation session of the program’s mission and design, learning outcomes, course work, online experiences, field work and performance assessments based on the CACE’s and the CAPE’s.
Throughout the preliminary program candidates will apply theoretical learning to real situations specifically selected to help candidates integrate concepts and competencies, and practice new leadership skills in the context of a leadership project. Courses are designed for candidates to experience instructional practices modeled after adult learning theory. Instructional strategies used by the instructors will both facilitate learning and model best practices for new leaders.
The design and delivery of the program forms a cohesive set of learning experiences that are informed by adult learning theories and are designed to address the emerging needs of prospective administrators enrolled in the program.
The Shasta Leadership Academy provides candidates with an authentic collaborative learning experience using a cohort model. Each cohort consists of approximately twenty students and each candidate is assigned a faculty advisor whose role is to provide support and assistance to the candidate during the course of their program. Support includes maintaining ongoing communication regarding program requirements and serving as liaison between the program director, the faculty, and the students. Candidates complete six courses, attending 22 monthly face-to-face sessions over the course of 11 months. Each course is presented in a blended learning format and includes bi-weekly face-to-face sessions, course content, embedded fieldwork, online chats, and formative assessments. The program culminates with an end of program symposium. During this time candidates are provided an opportunity to highlight their learning and receive constructive feedback with district leaders.
1.1 Table depicting location, delivery models, and pathways
Shasta County Office of Education Delivery Model: Blended Learning Pathway
Organizational Structure
Organizational Structure
Provide a graphic to show how the program leadership, and faculty/staff are organized within the program and how the program fits into the education unit, including faculty serving in non-teaching rolls, including the rolls and responsibilities of those involved in field placement aspects of the program. The graphic should depict the chain of authority and include individuals up to the dean or superintendent level.
2.1 Organizational Chart/Graphic
Shasta County Office of Education
Artifacts:
Faculty Qualifications
Faculty Qualifications
1) Submit a table that provides an overview of faculty. The table should include numbers of full-time, part-time, and adjunct faculty. Vacancies should also be noted.
2) Programs must also submit a current annotated faulty list denoting with which courses are taught by which faculty, including part-time faculty unless they are the only instructor for a particular course. The annotated list should include the faculty member's name, degree, status (full-time, part-time, adjunct), and list of the courses he/she teaches. The faculty member's name should link to his/her vita. The courses should link to his/her most recent syllabus for the courses noted. See example below:
John Smith, Ph.D. Fulltime Tenure Track
CURR131 Educational Foundations
CURR140 Classroom Management
EDADM220 Schooling in a Democratic Society
3) Provide links to published documentation regarding the experience and qualifications used to select adjunct faculty.
3.1 Faculty Distribution Table
3.2 Annotated Faculty List
Faculty Name
Kim McKenzie
Degree
Ed. D
Status
part-time
Course Taught
|
EDA 631 Visionary Leadership EDA 635 Professional Development and Ethical Leadership |
MS
part-time
EDA 632 Instructional Leadership
MS
part-time
EDA 633
Organizational and Systems Leadership
MS
part-time
EDA 634 Community Leadership
MS
part-time
EDA 636 School Improvement Leadership
3.3 Published Adjunct Experience and Qualifications Requirements
Part-time Faculty Experience and Qualifications
JOB DESCRIPTION
Faculty within the Shasta Learning Academy program hold a California Clear Administrative Services Credential and a Master’s Degree or higher from an accredited institution. All faculty must have demonstrated proven success in a school site or district level educational leadership position. Leaders must have demonstrated exemplary leadership and school improvement practices for the purpose of fostering equity and access for all students. Course instructors must have knowledge of research-based strategies for effective instructional leadership; knowledge of coherent systems reflected in high achieving districts and schools that support improvement. Faculty must be familiar with successful coaching strategies; understand and support adult learning theory; knowledge and experience of successful programs and strategies for students of poverty populations; knowledge of college and career preparation and counseling; the role of content standards (CCSS, NGSS, etc.) in a high quality teaching and learning system; competency of standards for educational leaders/administrators ( CACEs,CAPEs & CPSELs).
Course Sequence
Course Sequence
Clear information about the sequence in which candidates take courses should be submitted. If the program is offered via more than one pathway or model, a course sequence should be provided for each pathway or model.
4.1 Published Course Descriptions
Program Sequence
Face-to-Face Classroom Instruction: Candidates will spend 122 hours in a face-to-face, classroom setting. The Program will include 22 face-to-face sessions, including 1 program orientation session, 18 days of instruction, practice day for symposium and an end-of-program symposium.
Online Chats: Candidates complete online chat assignments to support and deepen learning between class sessions; and to front-load reading content in preparation for upcoming class sessions.
Fieldwork: A total of 52 hours of CAPE-based experiences including , 32 CAPE-connected experiences (41 hours), and 20 hours in the action research project. The fieldwork is designed to facilitate the application of theoretical concepts in a practical setting to build understanding of how school leaders work to improve teaching and student learning.
End of Course Assessment: Candidates complete end of course assessments throughout the Shasta Learning Academy program in order to demonstrate proficiency of knowledge and skills of successful school leaders. Course paper assessments are aligned with CAPE standards and major learning frameworks and provide summative data regarding candidate proficiency, as well as opportunities to refine or supplement program curriculum.
Electronic Portfolio: The Electronic Portfolio houses and showcases all program fieldwork chats, course papers and symposium project. Candidates present their leadership assignments and experiences, and reflect on them in order to demonstrate and share thinking and learning about the leadership practices that influence improvement of teaching and learning.
Shasta Learning Academy Course Syllabi
EDA 632 Instructional Leadership
EDA 633 Organizational and Systems Leadership
Course Matrix
Course Matrix
Each program must provide a matrix denoting the candidates’ opportunity to learn and master the competencies for that credential. Required course matrix templates for each program can be found at the Commission’s Program Review webpage. These templates provide the candidate competencies for each program and must be used. The required courses for the program (course names not just course numbers) should go across the top of the matrix; the candidate competencies are listed in the first column. Programs may add additional competencies specific to the institution’s program if needed. For each competency it should be noted when the candidate is introduced (I), practices (P), and is assessed for (A) the competency. These notations may occur under more than one course heading. Each notation should link to a specific place in the syllabus within that course that demonstrates that this is occurring.
5.1 Course matrix with links to specific activities within the syllabi that provide documentation of Introduction (I), Practice (P), and Assessment (A) of candidate competencies. Assessment (A) should link to the assessments used to determine competence.
Preliminary Administrative Services Program Standards Course Matrix
In the matrix below denote the candidates’ opportunity to learn and master the competencies listed. The required course names and numbers should go across the top of the matrix, replacing the “Course Title and Number” text below. For each competency note when the candidate is introduced (I), practices (P), and assesses (A) the competency. Mastery must link to the assessments used to determine mastery. These notations may occur under more than one course heading. Each notation should link to a specific place in the syllabus within that course that demonstrates that this is occurring.
Course Matrix Links
Fieldwork and Clinical Practice
Fieldwork & Clinical Practice
Programs must provide specific evidence of meeting the requirements of clinical practice as described in the Commission standards for that program. The required documentation is:
1) A Table that denotes the number of hours that each candidate is required to participate in early fieldwork and supervised clinical practice and how those hours are broken out across fieldwork/clinical experiences.
2) Memorandum of Understanding (MOU),Partnership Agreement, or link to published supporting document that clearly delineates the requirements of each candidate placement in alignment with the requirements of the Commission Program Standards for that program; expectations and criteria for veteran practitioner selection, training and evaluation; and support and assessment roles and responsibilities for the program and the district.
3) Training Materials used to train Veteran Practitioners (for example, master teachers) serving in support and/or supervisory roles.
4) Documentation such as a spreadsheet or table verifying appropriate placements for all candidates that aligns with the particular Program Standards. For example, in a multiple subjects program the spreadsheet would show that each candidate was placed in two different grade ranges.
5) Published Manuals or Handbooks or Advising Materials (links) that provide information to the district and candidates about expectations within the clinical experience including appropriate placements, veteran practitioner support, and information about clinical practice assessment.
6) Syllabi for supervised clinical experiences. The syllabi should include information regarding how the candidate is assessed during clinical practice. Copies of blank assessment instruments should be included.
Required Exhibits and links:
6.1 Table denoting number of hours of fieldwork, clinical practice
Shasta Learning Academy Fieldwork Experience Hours
Fieldwork 25
End of program project symposium 20
Total Hours 45
6.4 Documentation of Candidate Placements
6.5 Clinical Practice Handbook/Manual
Credential Recommendation
Credential Recommendation
Provide a brief description (200 words or less) of the program’s process to ensure that only qualified candidates are recommended for the credential. The description should include a link to the program’s candidate progress monitoring document or other tracking tool used to verify that candidate has met all requirements for the program prior to recommendation.
7.1 Description of process ensuring appropriate recommendation
Shasta County Office of Education’s Leadership Academy’s Executive Director, Program Director and faculty monitor candidate progress through regular review of candidate coursework, fieldwork, online chats, end of course papers and end of program project symposium. Candidates who have completed all program requirements and assignments are approved for recommendation to CTC. A Process Map depicting the review processes is shown below.