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Clear Administrative Services Credential Induction Program

Program Handbook 2018-2019

SDCOE Clear Administrative Services Credential Induction Program

Developing system leaders who build high-performing schools to ensure powerful learning for each and every student.

Table of Contents

Tab 1: Program Description…………………………………………………………………………………4

Tab 2: Program Overview…………….……………………………………………………………………..8

Timeline for Year 1 and 2…………….……………………………………………………………………… 9

Coaches Expectations…………………………………………………………………………………………12

Program Reflection.……………………………………………………………………..…………………….15

Professional Learning Opportunities…………………………………………………………………….16

Tab 3:Portfolio and Exit Presentation Requirements………………………………………… 18

Portfolio Requirements………………………………………………………………………………………. 19

Exit Presentation Requirements…………………………………………………………………………. 20

Tab 4: Program Requirements and Resources…………………………..………………………..23

Candidates Dashboard…………………………………………………………………………….25

IGP Samples…………………………………………………………………………………………….27

IGP Goal Worksheet………………………………………………………………………………….49

Coaching Log…………………………………………………………………………………………..26

Professional Learning Log………………………………………………………………………..45

Mid-Year Coaching Check………………………………………………………………………..46

Program Reflection………………………………………………………………………………....47

Coaching Plan…………………………………………………………………………………………..48

Verification of Employment Sample Letter………………………………………………..51

Program Contact Information………………………………………………………………………………..52

Tab 1 Program Description

Clear Administrative Services Credential Induction Program

Program Overview The San Diego County Office of Education offers a job-embedded, site-based, individualized coaching program as an approved pathway for clearing the Preliminary Administrative Services Credential. The California Commission on Teacher Credentialing (CTC) authorizes the completion of an approved Clear Administrative Services Credential Induction Program as the only option for completing the Professional Administrative Services Credential, effective July 1, 2015.

Certification of the completion of all administrative credential requirements is accomplished through a two year program that includes one-on-one coaching with a skilled administrator, an individualized induction growth plan, professional learning, as well as a culminating portfolio representing two years of leadership development as an instructional leader based upon the California Professional Standards for Educational Leaders (CPSEL).

Program Requirements The Commission on Teacher Credentialing requires that first-time administrators enter a Clear Administrative Services Credential Induction Program no later than one year of being placed into their first administrative assignment. Once enrolled, the candidate will be assigned an SDCOE approved administrator coach within 30 days. A cohort format is utilized to allow candidates to enroll in the program throughout the year. Depending on the time of entry into the Clear Induction program, candidates will be assigned to either a Fall Cohort (July 1–June 30) or Spring Cohort (January 1 – December 30).

Year 1 During the first year of the program, participants will focus on three CPSEL areas. Candidates are responsible for completing:

• Administrative Program AssessmentCandidates complete the Clear Administrative Induction Program Self-Assessment with theiradministrator coach. The assessment asks the candidate to reflect upon their current state ofleadership development in each of the 6 CPSEL areas. The results of the assessment inform thedevelopment of the Individualized Induction Growth Plan (IGP). In addition, the ProgramAssessment is used to evaluate candidate’s progress at mid-program and end-of-program benchmarks.

• The Individualized Induction Growth PlanEach year, candidates complete an Individualized Induction Growth Plan (IGP) comprised of threecustomized goals with action plans based upon three of the six CPSEL. For each CPSEL selected, thecandidate develops a customized goal connected to the Elements of Practice. The IGP requirescandidates to think through what will need to be done, how success toward reaching the goal can bemeasured, and the anticipated impact on teaching and learning. Throughout the year, candidatesimplement the IGP and collect 2-3 artifacts per goal that provide evidence of activities and actionstaken, as well as the growth made in pursuit of achieving each goal.

• Professional LearningCandidates are responsible for completing and documenting evidence of 40 hours of professionaldevelopment that support the customized goals in the IGP as well as growth in all six CPSELareas. These hours may include workshops, trainings, readings, and similar activities. (See p. 16 forSDCOE CLS professional learning opportunities.)

• Administrative CoachingCandidates meet with an SDCOE assigned administrator coach for a minimum of 40 hours andcomplete a Coaching Log, and Mid-year Coaching Check that reflect the work accomplishedthroughout the year. (Additional hours may be scheduled based on need, up to 60 hours.) Coachingsessions are intended to provide candidates job-embedded support for the purpose of buildingleadership practice in the six CPSEL areas for the improvement of teaching and learning.

• Reflective AssessmentThe candidate is required to write a reflection at the end of year one, and a culminating reflection atthe end of the 2-year program. The reflection is designed to embody the candidate’s thinking andexperience regarding their vision of instructional leadership as well as what has been learned, whatworked, challenges faced, and the impact of their leadership as a result of participating in the ClearInduction Program.

Year 2 During the second year in the program, the Candidate will develop an IGP for the remaining 3 CPSEL as well as prepare a culminating Portfolio. Candidates are responsible for completing:

• Administrative Program Assessment (Mid and end-of-program benchmarks)

• Individualized Induction Growth Plan

• Mid-year Check

• Professional Learning Hours (40 hours)

• Administrative Coaching (40-60 hours)

• End-of Program Reflective Assessment

• Portfolio & Exit Panel Presentation

The portfolio provides evidence of the candidate’s development in the six CPSEL areas as an instructional leader over the two-year period. Candidates participate in an exit interview before a committee of educators including the administrator coach. Upon approval of the committee, SDCOE validates the completion of the Clear ASC Induction Program and assists the candidate in obtaining the Clear Administrative Services Credential from CTC.

SDCOE Support SDCOE will provide support to the Clear ASC Induction candidates through technical assistance and guidance during the 2-year program. The Program Director will receive a copy of the IGP and act as a consultant to assist candidates and coaches. For general questions about the program, email [email protected] or call 858-292-3552.

Lack of Progress The program director is available for coaching when a need is identified by the coach and/or candidate. When a candidate fails to meet standards or expectations of any component of the program, the director will review progress and determine corrective action. If a candidate is still deemed unsuccessful following corrective action, the candidate is counseled for next steps, which may include dismissal from the program.

mailto:[email protected]

Program Extension Request Candidates who are unable to complete the program in the 2-year timeline may request an extension. The coach and candidate will meet with the director to agree on a plan for completion of the program within the new timelines. Requests for program extension will only be considered for:

• Personal or family illness• Maternity or family leave• Death in the family• Relocation due to job transfer• Family or person crisis• Temporary loss of administrative status with the 2-year program

Attendance/Participation It is required to meet for a minimum of 40 coaching hours per year. It is critical to maintain scheduled coaching sessions to ensure consistent support is taking place in order to address the IGP goals. The coaching may consist of discussions, reflection, walkthroughs, observations of candidate in presentations, and addressing on the job expectations. The intent of the job-embedded coaching is for learning to occur through ongoing sessions between candidate and coach. In addition, the quality of the learning is enhanced by full and active participation in the CASC Leadership Seminars for which you must attend a minimum of two seminars per year. If a candidate does not maintain required attendance hours for coaching sessions or CASC Leadership Seminars, the candidate will not be allowed to complete the program as originally scheduled.

Program Cost & Application The SDCOE Clear ASC Induction Program costs $3,300 per year for two years. Interested administrators may contact 858-292-3552 (or email to [email protected]) for more information. Tuition payment is due at the beginning of each year. Payments can be made by check or credit card.


Tab 2 Program Overview

Year I Program Timeline

☐ Fall CohortJuly 1–June 30

☐ Spring CohortJan. 1 – Dec. 1

ACTIVITY

Throughout Year

Throughout Year

• Candidate completes and submits program application to SDCOE forapproval into program.

First Month in Program

First Month in Program

• Candidate participates in SDCOE ASC Clear Induction Credential Programorientation meeting. The purpose of the meeting is to clarify programexpectations.

• Candidate is assigned an administrator coach.• Candidate begins coaching (minimum of 40 hours per year).• All contracts for candidates signed and returned with payment.

First 2 Months in Program

First 2 Months in Program

• The program assessment is to be completed by the candidate and theadministrator coach at the beginning of the program to provide baseline dataand to inform the Individual Growth Plan for the candidate.

• Working with the administrator coach, candidate develops an IndividualizedGrowth Plan (IGP) based on the CPSEL areas and the strengths, needs, andinterests from the online survey.

• The candidate will select 3 CPSEL areas per year to focus on for the IGP.Customized goals, action plan, and performance indicators are required foreach of the three selected CPSEL areas.

• Candidate begins implementation of IGP.• Candidate and administrator coach develop a plan to focus year-long

coaching work.

Throughout Year

Throughout Year

• Candidate participates in 40 hours of professional learning in support of theIGP goals and all six CPSEL areas. Professional learning may include:professional reading with application, conferences, district staffdevelopment or SDCOE professional learning offerings.

• Artifacts (2-3 per goal) will be gathered into candidate’s portal during theyear to demonstrate evidence and impact of goals.

January -

February May-July

• Mid-Year Coaching Check with candidate and administrator coach.• On-going dialogue and communication between administrator coach and

candidate to monitor progress of the IGP goals and action plans, and adjustplan as needed.

April October • Candidate works with coach to review progress of artifact collection for

portfolio.

May November • Portfolio artifacts (2-3 per goal) for Year 1 collected.• Candidate and coach reviews and complete the IGP.• Candidate drafts reflection for feedback from coach.

June December

• Professional Development Log & Coaching Log due.• Reflection is revised and finalized.• Coach evaluation survey due from candidate.

Year 2 Program Timeline

☐ Fall CohortJuly 1–June 30

☐ Spring CohortJan. 1 – Dec. 1

ACTIVITY

September January • Candidate reviews program expectations for Year 2.• Candidate reviews growth in the six CPSEL areas with Administrator

Coach and completes the Program Assessment (Mid-ProgramBenchmark).

• Candidate begins coaching.

October February • Working with the administrator coach, candidate develops an

Individualized Induction Growth Plan (IGP) based on the threeremaining CPSEL areas.

• Customized goals, action plan, and performance indicators arerequired for each of the three selected CPSEL areas.

• Candidate begins implementation of IGP.• Candidate and administrator coach develop a coaching plan.

Throughout Year

Throughout Year

• Candidate participates in 40 hours of professional development insupport of the IGP goals and all six CPSEL areas. Professionaldevelopment may include: professional reading with application,conferences, district staff development or SDCOE professionaldevelopment.

• Artifacts (2-3 per goal) will be gathered into candidate’s portfolioduring the year to demonstrate evidence and impact of goals.

January –

February

May - July • Mid-Year Coaching Check with candidate and administrator coach.

On-going dialogue, and communication between administrator coachand candidate to monitor progress of the IGP goals and action plans,and adjust plan as needed.

March September • Candidates and coaches attend meeting to review program exitrequirements including the portfolio and Exit Panel Presentation.

May November • Portfolio artifacts (2-3 per goal) for Year 2 collected.• Candidate and coach review and complete IGP.• Program Assessment (End-of-Program Benchmark).• Professional Development Log & Coaching Log due.• Candidate completes Portfolio (see pg 19 Checklist of Required

Portfolio Elements) including End-of Program Reflection.

June December • Candidate refers to End of Program Guide• Candidate submits Portfolio electronically.• Candidate participates in Exit Panel Presentation.• Program evaluation survey due from candidate.• All fees must be paid prior to recommendation to CTC.• SDCOE recommends candidate to CTC for credential.• Candidate completes online CTC application.

Requirements At-A-Glance

Year 1 1. Self-Assessment 12. 3 Individual Induction Growth Plan Goals - 3 Goals from 6 CPSEL Standards3. Coaching Log (40 hours/year)4. Professional Development Log (40 hours/year)5. Mid-Year Coaching Check6. Year 1 Artifacts Collected7. Year 1 key Artifacts summarized and uploaded8. Year 1 Reflection

Year 2 1. Self-Assessment 22. 3 Individual Induction Growth Plan Goals3. Coaching Log (40 hours /year)4. Professional Development Log (40 hours /year)5. Mid-Year Coaching Check6. Year 2 Artifacts Collected7. Year 2 key Artifacts summarized and uploaded8. End of Program Culminating Reflection9. Final Self-Assessment10. Portfolio- (submit portfolio through portal)11. Exit Presentation12. Verification of Employment Letter

Administrator Coach Expectations

Requirements • Provide 40-60 hours of face-to-face coaching annually (4-6 hours per month average).• Be accessible to Candidate for just-in-time assistance.• Attend orientation and professional learning meetings as required (Coaching Academy).

Program Work • Collaboratively complete with candidate the Program Assessments (Pre, Mid, End-of-Program

Benchmarks).• Assist in development of the Individualized Induction Growth Plan (IGP).• Develop a coaching plan with candidate to guide year-long coaching sessions.• Provide ongoing coaching to facilitate leadership development according to the IGP.• Complete the Mid-Year Coaching Check with candidate.• On-going communication with candidate to monitor progress of the IGP goals and action plans, and adjust

plan as needed.• Work with candidate to review progress and identification of key artifacts for Portfolio.• Review and document completion of IGP goals.• Serve on Portfolio Exit Presentation Panel for candidate.

Coaching Essentials for the CASC Program • Develop trust & build rapport.• Be fully present in the coaching relationship.• Demonstrate reliability (Keep your commitments to the candidate).• Be available.• Listening/Observing/Questioning/Providing Feedback.

Coaching Skills • Facilitate: Engage candidate to reflect and think to develop clarity about purpose and rationale.• Collaborate: Thinking together to develop goals, options, or solutions.• Instructive: Modeling, guiding, demonstrating, showing, or teaching.• Directive: Recommending direction or actions.

Examples of Coaching Activities • Facilitate development of IGP goals and implementation of action plans based upon selected CPSEL

standards.• Facilitate problem solving, reflection, and communication.• Assist in developing a leadership voice and shared vision.• Facilitate thinking around the development of school culture.• Model learning walks and instructional coaching.• Collaborate on monitoring systems.• Facilitate thinking around professional learning supports for staff.• Facilitate problem solving in aligning resources to support teaching and learning.• Facilitate thinking regarding issues across systems.• Facilitate thinking on technology tools and resources.

Performance Expectations for Leaders

California Professional Standards for Educational Leaders (CPSEL) Induction programs support candidate development and growth in the following areas of educational leadership, requiring documentation in at least one area of each CPSEL, for a minimum of six areas of competence.

CPSEL 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.

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

CPSEL 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 3D: Fiscal and Human Resources Leaders align fiscal and human resources and manage policies and contractual agreement that build a productive learning environment.

CPSEL 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 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 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.

CPSEL 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.

CPSEL 6. 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. 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.

Program Reflection

The candidate is required to write a reflection at the end of year one and a culminating reflection atthe end of the 2-year program. The reflection is designed to embody the candidate’s thinking andexperience regarding their vision of instructional leadership and theory of action as well as whathas been learned, what worked, challenges faced, and the impact of their leadership as a result ofparticipating in the Clear ASC Induction Program.

YEAR 1 Reflection

Write a 2-page reflection on your experience in achieving the goal and action plan for the threeCPSEL areas identified in your IGP. Discuss what has been learned and how your leadershippractice has impacted teaching, learning, and culture in your school or district.

1. Discuss your growth in leadership practice and the resulting impact you believe itmade on teaching and student learning for each of the 3 CPSEL areas identified inyour IGP.

2. Summarize your overall growth and development as a school leader in the past yearand discuss the areas of leadership practice that you plan to focus on in the next year.

End of Program Culminating Reflection

Expand on the Year 1 reflective essay on how your experiences in the Clear ASC Induction Programhave improved your practice as a school leader, and as a result, influenced student learning forbetter results. The reflection must address the following areas:

1. Clearly articulate your vision for school leadership that builds a learning-centeredculture focused on the improvement of instructional practice and student learning.

2. Discuss your growth in leadership practice and the resulting impact you believe itmade on teaching and student learning for each of the three remaining CPSELstandards.

3. Your reflection of the past two years discussing your overall development as aschool leader and how you believe that you have influenced teaching practice andstudent learning for better results.

SDCOE Clear Administrative Services Credential Program Professional Learning

In order to develop learning leaders with a focus on evidence-based leadership practices, SDCOEoffers a series of CASC Leadership Seminars during the two-year induction program. Our goal is todevelop systems-thinking leaders who strategically build capacity in their organizations to ensureequity and access for each and every student. SDCOE CASC participants are required to attend a minimum of two seminars per year of their two-year program.

2018-2019 CASC Leadership Seminars

Seminar Essential Question Leadership Practice Focus CPSEL Advancing a Shared How does the shared vision focus Engage stakeholders in a processVision for the on equitable access, that leads to a co-created vision Success of Each and opportunities, and outcomes for focused on student learning. 1, 5, 6 Every Student all students?

SDCOE-Friday, September 21, 2018 Creating a Learning In what ways do you model and Understand tenets of trust,Centered Culture promote equity, fairness, and

respect among all members of communication and how to develop a collaborative culture 1, 2, 4

SDCOE-Thursday, October 18, 2018

the organization? focused on continuous improvement.

ICOE- Tuesday, October 23, 2018 Ensuring High Quality Teaching and Learning

SDCOE-Friday, November 30, 2018

How do you ensure a shared understanding of high quality instruction?

Develop a shared understandingof high quality teaching using aninstructional framework as well as how to provide focusedfeedback to teachers.

2, 3

Leading Data- How are you focusing on results Learn to utilize an inquiryInformed in student learning? approach to leverage data to 1, 2, 5 Improvement for monitor and ensure progress forStudent Learning each and every student.

SDCOE- Thursday, January 17, 2019

ICOE-Wednesday, January 23, 2019 *Developing Systems Leadership

SDCOE-Tuesday, February 5, 2019

How does leading through high-leverage actions of a systems leader create a healthy organization?

Deepen understanding ofsystems-thinking leadership andengage in self-assessment toidentify strengths and next stepsfor leadership.

1-6

Text books used for seminar: Becoming a School Principal (Sarah E. Fiarman), Leading for Instructional Improvement (Stephen Fink and Anneke Markholt)

2019-2020 Series (Dates will be provided on a separate flyer.)

Seminar Leading a

Essential Question How and to what extent do the

Leadership Practice Focus Develop knowledge and skills to

CPSEL 1, 2, 4

Learning systems and routines of your be an equity-focused leader thatCentered Culture school reflect values of builds capacity of staff to ensurefor Student Equity community, inclusivity, equity

and accountability for learning? equity is the foundation for alldecisions and actions.

Ensure High How do you practice a consistent Develop a system of observation 2, 3 Quality Teaching routine of classroom and feedback centered on a and Learning II observations and provide

subsequent feedback to teachers?

shared understanding of highquality teaching and learning.

Cultivating How do you continuously Build staff capacity through 2, 4 Learning and improve knowledge and skills of relevant professional learningLeadership self and staff to meet the

learning needs of each and every student?

experiences that result inimproved student learning.

Data Use for Equity

How are you using data to identify and address opportunity gaps?

Lead staff through root causeanalysis to identify areas of needand plan high leverage actions toaccelerate student learning.

2, 5

*Developing How does leading through high- Participants will deepen 1-6 Systems leverage actions of a systems understanding of systems-Leadership leader create a healthy

organization? thinking leadership and engagein self-assessment to identifystrengths and next steps forleadership.

*The Developing Systems Leadership session is offered each spring and recommended forparticipants after they have attended at least 3 previous sessions.

Tab 3 Portal and

Exit Presentation Requirements

Checklist of Required Portfolio Elements

Participation Documentation • Administrative Program Assessment (Pre, Mid, End-of-Program Benchmarks)

• Individualized Induction Growth Plan (IGP)

• Year 1 IGP

• Year 2 IGP

• 2-3 artifacts per CPSEL (see below)

• Log of Coaching Hours

• Year 1 Log (40 hours total)


• Mid-year Coaching Check from Year 1 and Year 2

• Log of Professional Learning



• Program Reflection from Year 1 and Year 2

Goals and CPSEL Standard Documentation

• For each goal (CPSEL standard) collect 2-3 artifacts that provide evidence of application and growth. Artifacts may include:

• Staff/SSC/SGT/Board meeting agendas • Professional development meeting agendas/handouts/presentations • Community communications • Learning Walk observation notes/documentation • PLC planning documents/handouts/learning targets • Student monitoring system • Professional learning supports (Lesson study, coaching, schedules) • Single Plan for Student Achievement (section that relates to goal) • Utilization of technology tools & resources (online surveys, screen shots and samples of

web sites, social media tools, web-based resources)

Please do not include any identifying information for students, staff, and families in your artifacts. Block out names, addresses, ID numbers, etc. in any artifacts you submit in your portfolio.

Organization of the Portfolio

Portfolio should be submitted electronically one week prior to your panel presentation. Organizationof the portfolio should include a Table of Contents and a Title Page for each new tab section in thefollowing sequence:

1. Title Page

2. Table of Contents

3. Program Assessments: Include all three assessments taken during the 2-year program.

4. Tab: Individualized Induction Growth Plan: Place copy of Goal Completion Forms firstfollowed by copy of each CPSEL goal along with 2-3 key pieces of evidence to substantiateimplementation and achievement for corresponding goal. A summary table for each CPSELshould list the order of the artifacts and contain a brief statement describing the artifact and impact. The order for this tab section is shown below:

• Tab page titled: Individualized Induction Growth Plan • Goal Completion Forms from Year 1 and Year 2 • CPSEL 1 IGP • Table summarizing artifacts and impact for CPSEL 1 • CPSEL 1 Artifacts with label • CPSEL 2 IGP • Table summarizing artifacts and impact for CPSEL 2 • CPSEL 2 Artifacts with label • CPSEL 3 IGP • Table summarizing artifacts and impact for CPSEL 3 • CPSEL 3 Artifacts with label • CPSEL 4 IGP • Table summarizing artifacts and impact for CPSEL 4 • CPSEL 4 Artifacts with label • CPSEL 5 IGP • Table summarizing artifacts and impact for CPSEL 5 • CPSEL 5 Artifacts with label • CPSEL 6 IGP • Table summarizing artifacts and impact for CPSEL 6 • CPSEL 6 Artifacts with label

5. Tab: Professional Development Log: Professional Development Logs from each year (2 logs).

6. Tab: Coaching Log: Include for each year: 1) Coaching Log each year and 2) Mid-Year Coaching Check.

7. Tab: End-of-Year One Reflection: Include a tab for the End-of-Year One Reflection.

8. End-of Program Culminating Reflection: Include a tab for the Culminating Reflection

Exit Panel Presentation

Candidates participate in an Exit Panel Presentation before a committee of educators including the administrator coach. The purpose of the presentation is to summarize your growth as a school leader and demonstrated degree of accomplishment and impact. A rubric will be utilized to assess the candidate’s presentation and articulation of their development as an instructional leader. Upon approval of the committee, SDCOE validates the completion of the Clear ASC Induction Program and assists the Candidate in obtaining the Clear Administrative Services Credential from CTC.

The format is a 30-minute session with a 20-minute presentation by the candidate followed by 10 minutes of follow-up discussion and feedback. PowerPoint or a similar presentation application (notmore than 11 slides) should be used to address the following key elements:

• Title

• Provide information on your current position and school or district (1 slide)

• Present your vision for school leadership that you believe builds a learning-centered culture that

results in the improvement of instruction and student learning (1 slide)

• Briefly highlight each of your 6 CPSEL goals and what was accomplished, and the resulting

impact on culture, teaching, and learning (6 slides)

• Overall reflection of the leadership areas that you experienced the most growth in over the past 2

years and the resulting impact you believe it had on student learning, teaching practice, and

school community (1-2 slides)

SDCOE Administrative Service Credential Clear Administrative Services Credential (CASC)

Program Completion Verification

Candidate Name District School

Program Requirement Complete Program Application

Verification of Eligibility Criteria for Enrollment

Verification-Coaching Hours (40-60 hours per year) Year 1-Hours Year 2-Hours

Verification-Professional Learning (80 hours total) Year 1-Hours Year 2-Hours

Verification of Completion-Year 1 CASC Induction Plan

Verification of Completion-Year 2 CASC Induction Plan

Copy of Pre (#1), Mid (#2), and Post (#3) CASC Program Assessments

Induction Growth Plan CPSEL Standards Documentation

Copy of IGP Completion Forms documenting completion of goals and artifacts for each CPSEL.

For each goal/standard in the Individualized Induction Growth Plan have at least 2-3 artifacts that provide evidence of application and growth.

CPSEL 1

CPSEL 2

CPSEL 3

CPSEL 4

CPSEL 5

CPSEL 6

CASC Personal/Professional Reflection Year 1: 2 page reflection Year 2: 3-4 page culminating reflection

Year 1

Year 2

CASC Program TUITION Paid (Zero Balance)

SDCOE CASC Recommendation Checklist Date Completed

Person Responsible

Verification of Experience-Form CL-41

SDCOE Exit Panel Recommendation

Recommendation to CTC Online System

Notification of Completion of CASC Program

Exit Panel Presentation Rubric

Key ImpactPrompts

Notes Rating 1-5

Vision/theory of action for school leadership that you believe buildsa learning-centered culture that results in the improvement ofinstruction and student learning.

Briefly highlight eachof the 6 CPSEL goalsand what was accomplished, and theresulting impact onculture, teaching, andlearning.

Accomplished Growth/Impact

Overall reflection of the leadership areasthat you experience themost growth in overthe past 2 years and theresulting impact youbelieve it had on yourstudent learning,teaching practice, and school community.

OVERALL RATING

RatingScale 1 2 3 4 5

LITTLE OR NO evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

LIMITED evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

SOME Degree of evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

EVIDENCE of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

SIGNIFICANT evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

End of Program CulminatingReflection Rubric

Key ImpactPrompts

Notes Rating 1-5

Clearly articulate yourvision and theory-of-action for school leadership that builds alearning-centered culture focused on the improvement ofinstructional practiceand student learning.

Discuss your growth in leadership practice and the resulting impact you believe it made on teaching and student learning for each of the 6 CPSEL standards (refer to your goals from the IGP).

Accomplished Growth/Impact

Your reflection of the past two years discussing your overall development as a school leader and how you believe that you have influenced teaching practice and student learning for better results.

OVERALL RATING

RatingScale 1 2 3 4 5

LITTLE OR NO evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

LIMITED evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

SOME Degree of evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

EVIDENCE of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

SIGNIFICANT evidence of accomplishment and leadership growth linked to impact on programs, teaching, & learning at site or district level.

Tab 4 Program Resources

Program Requirements & Resources

Candidates Dashboard

Coaching Log

Individualized Induction Growth Plan (IGP) CPSEL 1-6

Sample IGP forms

Professional Development Log

Mid-Year Coaching Check

Reflection

Optional Support Tools

Coaching Planning Tool

IGP Worksheet

(All forms available electronically from CASC Portal Website)

http://www.sdcoe.net/lls/Pages/tier-ii.aspx

http://www.sdcoe.net/lls/Pages/tier-ii.aspx

CoachingPlan (Optional Support Tool)

This planning tool requires the Candidate and the Administrator Coach to collaboratively plan how tostructure the face-to-face coaching time after completion of the IGP during the first 6 weeks. Please list the activities/focus for the selected areas below.

This is a flexible plan and should be adjusted as needed throughout the year.

Candidate: _____________________________________ Administrator Coach: _________________________________

• Year 1 • Year 2

Supporting the Individual Growth Plan

Just-in-Time Coaching (Based upon needs/situation)

Building Vision, Leadership Voice & Expertise for Teaching &

Learning

Supporting Building Capacity with Teachers

Supporting the Use of Data to Inform and Monitor Instruction &

Student Supports

Other Coaching based upon CPSEL Areas

CoachingPlan Sample

This planning tool requires the Candidate and the Administrator Coach to collaboratively plan how tostructure the face-to-face coaching time after completion of the IGP during the first 6 weeks. Please list theactivities/focus for the selected areas below (Not all areas need to be selected).

This is a flexible plan and should be adjusted as needed throughout the year.

Candidate: _____________________________________ Administrator Coach: _________________________________

• Year 1 • Year 2

Supporting the Individual Growth Plan

Coaching to support goal for CPSEL 4- developing opportunities to engage parents through the use of digital media and mobile technology.

Just-in-Time Coaching (Based upon needs/situation)

Allow time during each coaching session for just-in-time coaching based upon needs or issues at that point in time.

Building Vision, Leadership Voice & Expertise of Teaching &

Learning

Walk classrooms with a focus on how students demonstrate their understanding. Work on collecting & analyzing descriptive evidence. (3-4 coaching hours)

Supporting Building Capacity with Teachers

Based upon the work of analyzing student learning, model and try-on how to have coaching conversations with teachers. Coach provides feedback to administrator from authentic coaching with teacher (2 coaching hours).

Supporting the Use of Data to Inform and Monitor Instruction &

Student Supports

Review monitoring system and figure out best way to use Data Director to report out data for Common Formative Assessments that have been developed and used in PLCs. (1-2 coaching hours)

Other Coaching based upon CPSEL Areas

Coaching to support utilization of FRISK process (CPSEL 3).

Coaching to support implementation on new school discipline PBIS plan (CPSEL 3).

IGP Customized Goal-Setting Worksheet (Optional Support Tool)

CPSEL Area

What is the “current reality”? (Areas of strength and potential areas of focus based upon data and needs)

Based upon our current reality, we have identified the following area of focus to improve student learning.

We have collectively created the following customized goal to address this area of focus:

To achieve this goal Action Steps: What steps or activities will be initiated to achieve this goal?

Outcomes/Evidence: What impact on student learning do we expect? What evidence will we have to show that I am improving practice in the CPSEL area?

IGP Goal Completion Form

Candidate Name:

District or School Site:

CPSEL Standard Please circle one: 1 2 3 4 5 6

Goal Completed Yes • No •If you selected “no”, what is your plan to finish?

List Artifacts Below:

Artifact 1 Collected Yes • No •















__________________________________ ___________________ Candidate Signature Date

_____________________________________ ____________________ Coach Signature Date

CPSEL 1 Artifact Summary Table

Artifact Number

CPSEL Standards

Description of Artifact Impact on Learning

1

2

3

San Diego County Office of Education • Clear Administrative Services Credential Induction Program

Professional Learning Log Clear Administrative Services Credential Induction Program

• Year 1 (40 hours) • Year 2 (40 hours)

Professional Development Activity

Date Number Of Hours

Connection to CPSEL List EOP that apply

(e.g. 1A, 2B)

Brief Summary of Learning

Total 40 Hours

Clear ASC Induction Candidate: __________________________________________Administrator Coach: ____________________________________________

CoachingLog Clear Administrative Services Credential Induction Program

• Year 1 (40 hours)• Year 2 (40 hours)

Coaching Meeting Date

Number of Hours

Topics Reviewed Collaborative Activities (e.g., Learning Walk, Meetings, IGP Development, Mid-year Check,

Portfolio)

Connection to CPSEL List EOP that apply

(e.g. 1A, 2B)

Total 40Hours

Clear ASC Induction Candidate: __________________________________________Administrator Coach: ____________________________________________

MID-YEAR COLLABORATIVE COACHING CHECK

• Year 1• Year 2This mid-year coaching check is designed to assess progress and identify next steps for the coaching process and the IndividualizedInduction Growth Plan. The Candidate and Coach complete this document in collaboration during January/February.

• What’s Working? • Current Focus, Challenges, Concerns

• Individualized Induction Growth Plan (IGP)Progress

• Next Steps for IGP

• Candidate’s Next Steps • Coach’s Next Steps

Candidate____________________________________ Administrator Coach___________________________________________ DATE________

______________________________ ________________________________

Individualized Induction Growth Plan (IGP)

CPSEL Standard 1: Development & Implementation of Shared Vision Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.

CPSEL Elements of Practice for Standard 1 Element 1A: Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access,

opportunities, and outcomes for all students Element 1B: 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: Leaders guide and monitor decisions, actions and outcomes using the shared vision and goals.

My Customized Leadership Goal: The Leadership Goal should represent a significant effort to enhance a key aspect of the organization. The goal must be associated with the selected CPSEL standard, described in terms of specific results to be realized, and a means by which progress and attainment will be determined, all in-service of improving student learning.) Write Customized Leadership Goal below:

Action Steps/Benchmarks to Accomplish Leadership Goal

What will you do as a leader? What are your leadership actions that will lead to meeting the goal?

CPSEL Elements

List the appropriate Element for each

Action Step

Evidence/Artifact Result of Action Step/Expected Impact

What is the intended outcome? What impact on adult/student learning? Why is this important?

CPSEL 1 Signatures

Candidate Coach

Sample


CPSEL Standard 1: Development & Implementation of Shared Vision Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.

CPSEL Elements of Practice for Standard 1 Element 1A: Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access,

opportunities, and outcomes for all students Element 1B: 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: Leaders guide and monitor decisions, actions and outcomes using the shared vision and goals.

My Customized Leadership Goal: The Leadership Goal should represent a significant effort to enhance a key aspect of the organization. The goal must be associated with the selected CPSEL standard, described in terms of specific results to be realized, and a means by which progress and attainment will be determined.) Write Customized Leadership Goal below: By March 2016, I will develop a shared vision around expectations for student behavior and implement a Positive Behavior Support Plan (PBSP) at D------- Elementary. The PBSP will support our site’s mission in ensuring that all students acquire the knowledge, skills, and positive attitudes to be successful in school and in life.

Action Steps/Benchmarks to CPSEL Evidence/Artifact Result of Action Accomplish Leadership Goal Elements


Action Step

Step/Expected Impact

I will lead the PBS leadership team in 1A, 1B Draft vision/ideal state PBS Leadership team will have developing a shared vision of the PBS PBS document a shared vision for PBS and school-wide expectations. I will will work with me to lead the collaborate with teacher leaders and way in implementing the plan gather input from all stakeholders. at our site. As a result, teachers

will have a greater ownership over student behavior.

I will develop and build the leadership capacity of key staff members by training the PBS leadership team. By building their capacity they can facilitate professional learning for the staff and develop shared understanding and ownership.

1A, 1B PowerPoint from Staff training Reflections from teacher leaders

All staff members will have a shared understanding of PBS. Staff will implement the PBSP with fidelity leading to increased positive student behavior.

Throughout the 2015-2016 school year, I will monitor and provide feedback to the PBS leadership team and teachers regarding next steps to ensure the successful implementation of the PBSP. I will bring data to the leadership team for review and collaborative planning of next steps toward our ideal state.

1B, 1C Meeting agendas Focus questions based on monitoring Next steps

Staff will remain consistent in enforcing the school-wide expectations and students will continue to develop their understanding of the new expectations for their behavior.

_____________________________ ________________________________

Throughout the 2015-2016 school 1C Copy of emails sent to Staff will reinforce the behavior year, I will use my leadership voice to staff expectations throughout the frame messages with purpose and Communications year. Staff will also review and rationale for PBS to the staff in order model specific behavior to reinforce the actions needed to expectations as needed based support the implementation of the upon the behaviors that PBSP. students are demonstrating.

CPSEL 1 Signatures

Candidate Coach

Sample


CPSEL 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.

CPSEL Elements of Practice for Standard 2 Element 2A: 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: Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments

that address student expectations and outcomes. Element 2C: Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator

practice, program outcomes and student learning.

My Customized Leadership Goal: The Leadership Goal should represent a significant effort to enhance a key aspect of the organization. The goal must be associated with the selected CPSEL standard, described in terms of specific results to be realized, and a means by which progress and attainment will be determined.) Write Customized Leadership Goal below: By June 2016, I will lead the implementation of a RTI2 system that includes progress monitoring through the facilitation of on-going professional learning which will build teacher capacity and knowledge to enable teachers to meet the academic and social-emotional needs of all students.



Action Step


I will plan and facilitate staff development on what RTI2 is and the system that will be used to address student needs at D---. I will use leadership voice to provide clarity, purpose and actions.

2A, 2B, 2C PowerPoint from staff training

Feedback forms from staff regarding their

understanding

Staff will have a shared understanding of RTI2 and the system that will be implemented to address the needs of students at Discovery.

I will use my leadership voice to provide on-going feedback to staff on the RTI2 process in order to monitor and improve the RTI2 process for student achievement.

2B, 2C Staff Email Staff will use the feedback to make decisions regarding their instructional practices that will better support student learning.

In order to support the implementation of the RTI2 system, I will organize resources for all teachers that can be accessed to meet student needs. These may include a common assessment plan TK-5 with achievement benchmarks included, the documents needed to initiate the SIT process, and the site’s Positive Behavior Support Plan.

2B Feedback from teachers on how they use the

resources and impact on student learning

Teachers will have a resource that they can access with information on assessments, interventions that can be implemented for students with a wide variety of needs, and the necessary documents they will need to initiate the SIT process for a student. This will lead to increased teacher ownership in the RTI2 process. Teachers will have a clear understanding of the data collection needed to adequately monitor student progress and the effectiveness

_____________________________ ________________________________

of interventions. I will collaborate and lead a group of teacher leaders in the creation and facilitation of a Student Intervention Team (SIT). The team will collaboratively create action plans to address the needs of at-risk students, setting target achievement benchmarks for the student to attain, and engaging in progress monitoring by reconvening every 6 weeks to analyze the student’s progress towards goals.

2C System and process in place for SIT.

Process document

General education students will take greater ownership for the progress of their at-risk students. Teachers will use student data to drive their instructional decisions and will engage in on-going progress monitoring. Students will receive the support they require and ultimately, student achievement will increase.

CPSEL 2 Signatures

Candidate Coach

Sample Individualized Induction Growth Plan (IGP)

CPSEL Standard 3: Management & Learning Environment Education leaders manage the organization to cultivate a safe and productive learning and working environment.

CPSEL Elements of Practice for Standard 3 Element 3A: Leaders provide and oversee a functional, safe, and clean learning environment. Element 3B: Leaders establish structures and employ policies and processes that support students to graduate ready for

college and career. Element 3C: Leaders facilitate safe, fair, and respectful environments that meet the intellectual, linguistic, cultural,

social-emotional, and physical needs of each learner. Element 3D: Leaders align fiscal and human resources and manage policies and contractual agreements that build a

productive learning environment.

My Customized Leadership Goal: The Leadership Goal should represent a significant effort to enhance a key aspect of the organization. The goal must be associated with the selected CPSEL standard, described in terms of specific results to be realized, and a means by which progress and attainment will be determined.) Write Customized Leadership Goal below: By June 2016, in order to cultivate a safe and productive learning and working environment, I will lead the Special Education team in their work to create a successful inclusion model at D----- that embraces collaboration and fosters co-teaching models among general education and special education staff.



Action Step


I will use my leadership voice to communicate urgency, purpose and rationale for ongoing collaboration between co-teaching partners (Specialized Academic Instructors and general ed. teachers)

My written message Teachers will value the opportunity to collaborate and engage in collaboration regularly.

I will organize a structure that supports co-teaching by providing release time to the Specialized Academic Instructors and general education teachers one time per month. During their release time the teachers will collaborate around student progress, student needs, and determine their next instructional steps for the next month.

3B Collaboration Schedule

Email to Teachers

SPED and Gen. Ed. Teachers will build a stronger more cohesive relationship. Instructional practices will be strengthened as a result of the planning and student focused collaboration that has taken place.

In order to ensure a productive learning environment, I will support the District’s inclusion model by sending my Specialized Academic Instructors and my General Education Teachers to professional learning focused on co-teaching.

3A, 3D Materials from training

List of the names of teachers who attended

the training

Gen. Ed. And SPED teachers will deepen their understanding of co-teaching. Teachers will use common language and will have a shared understanding of the components of an effective co-teaching model.

I will establish a PLC structure that allows the SPED team members to

3B, 3D PLC Calendar A productive learning environment will be created as

meet with their grade level general education teachers and time to meet with the SPED team on PLC days.

PLC Agenda general education and SPED teachers work collaboratively for the benefit of all students. Staff will take greater ownership for the learning of all students.

CPSEL 3 Signatures

___________________________ ________________________________ Candidate Coach

Sample Individualized Induction Growth Plan (IGP)

CPSEL Standard 4: Family & Community Engagement Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.

CPSEL Elements of Practice for Standard 4 Element 4A: Leaders meaningfully involve all parents and families, including underrepresented communities, in student

learning and support programs. Element 4B: Leaders establish community partnerships that promote and support students to meet performance and

content expectations and graduate ready for college and career. Element 4C: Leaders leverage and integrate community resources and services to meet the varied needs of all students.

My Customized Leadership Goal: The Leadership Goal should represent a significant effort to enhance a key aspect of the organization. The goal must be associated with the selected CPSEL standard, described in terms of specific results to be realized, and a means by which progress and attainment will be determined.) Write Customized Leadership Goal below: Build the collective capacity of the B…. Elementary English Learner Advisory Committee as a meaningful stakeholder organization to inform decision-making around the needs and services of English Learners.



Action Step


Use leadership voice to engage parents 4A, 4B Sample ELAC agenda, ELAC members have at ELAC meetings in discussion LCAP report knowledge of the services around B. Elementary’s vision for provided to their children at B. educating ELLs. Explained the Elementary. ELAC members alignment of resources and supports to have a heightened awareness of goals articulated on the LCAP. their value as members of the Facilitate discussion regarding roles team and their power to and responsibilities of school, home, collaborate around decision-and child working collaboratively. making for support and services

for their children. Engaged parents as active stakeholders in decision making for the EL Summer Learning Program.

4A, 4B, 4C Sample ELC agenda, Sample flyer and parent communications on EL Summer Learning Program

ELAC members have an increased participation in the decision making and are affirmed in their value as members of the B. school community.

Engage ELAC members in a 4A, 4B, 4C Sample ELAC agenda, Continued active participation celebration of their contributions and Sample of contributions as advocates for their child's accomplishments and impact on and accomplishments education. improving student learning.

CPSEL 4 Signatures

_______________________ ________________________________ Candidate Coach

Individualized Induction Growth Plan (IGP) Sample CPSEL Standard 5: Ethics & 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.

CPSEL Elements of Practice for Standard 5 Element 5A: Leaders act upon a personal code of ethics that requires continuous reflection and learning. Element 5B: Leaders guide and support personal and collective actions that use relevant evidence and available research

to make fair and ethical decisions. Element 5C: 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.

My Customized Leadership Goal: The Leadership Goal should represent a significant effort to enhance a key aspect of the organization. The goal must be associated with the selected CPSEL standard, described in terms of specific results to be realized, and a means by which progress and attainment will be determined.) Write Customized Leadership Goal below: Promote the success of all students by developing my instructional leader knowledge and skills as an expert notice of high quality teaching and learning to support teachers in growing their practice to improve student achievement.



Action Step


Build my capacity to strengthen my understand and expertise of high quality teaching and learning

• Professional learning and study of the Five Dimensions of Teaching and Learning

5B Highlights/notes/reflection from readings.

Increased knowledge will inform what I look for when observing teaching and learning.

Develop my Instructional Noticing Skills

• Conduct regular classroom visits

• Collect and analyze descriptive evidence

5A, 5B, 5C Documentation of classroom visits Analysis of descriptive evidence using 5D Model

Analysis of descriptive evidence and possible next steps for “open to learning conversations” and/or possible professional learning.

Develop systems for classroom visits and monitoring student learning and instructional practice.

5A, 5B, 5C Copy of scheduling of classroom visits

Daily visits to classrooms become routine. Classroom visitation schedule created and implemented.

Build my leadership voice to communicate the purpose and rationale for classroom visits and feedback.

5A, 5B, 5C Written messages to staff Notes from coaching

Clear and consistent message delivered to staff. On-going feedback to teachers.

CPSEL 5 Signatures ________________________ ________________________________ Candidate Coach


Sample CPSEL Standard 6: External Context & Policy Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices.

CPSEL Elements of Practice for Standard 6 Element 6A: Leaders actively structure and participate in opportunities that develop greater public understanding of the

education policy environment.Element 6B: 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: Leaders engage with policymakers and stakeholders to collaborate on education policies focused on

improving education for all students.

My Customized Leadership Goal: The Leadership Goal should represent a significant effort to enhance a key aspect of the organization. The goal must be associated with the selected CPSEL standard, described in terms of specific results to be realized, and a means by which progress and attainment will be determined.) Write Customized Leadership Goal below: By June 2016, I will have been an active member of the District’s L. Cluster Committee in order to represent, be a liaison, for the XYZ School community and will have shared information presented at the monthly meetings to parents, staff, and community in order to provide our student and parents with every opportunity to increase students’ learning.



Action Step


I will attend every planning meeting Elements: Sample of Cluster YXZ School community was and Cluster Meeting for the L. Cluster 6A, 6B, 6C Meeting Agenda, represented at the cluster for the purpose of gathering and Yearly Cluster Meeting meetings. There was a voice sharing of relevant information for Schedule for the XYZ community in improving student learning at my site problem solving issues facing and all the sites of the cluster and to students and families in the problem solve issues facing schools community. Parents and and community. The committee students felt represented and consists of educators, parents, heard. There was an increase in community members, district parent’s knowledge of issues representatives, community leaders, and increased trust in the school and students in the L. Cluster. as a valued partner in their

child’s education. I will prepare for every meeting and Elements: Sample of PPT XYZ School has a voice in the share XYZ School’s and cluster 6A, 6B, 6C Presentation; Sample of community and is part of perspectives and concerns on all issues Cluster Minutes problem solving issues related discussed in order to improve to better serving students and students’ opportunities to learn. families of the school. I will use my leadership voice to Elements: Sample Agenda from XYZ School had a voice in the gather input from parents and families 6A, 6B, 6C Planning Committee greater community and and share information discussed at the Meeting opportunities to be heard and cluster planning and monthly problem solve issues relating to community meetings with parents and their students’ educational community for increased involvement experience. Parents felt valued in the greater community focused on and informed about issues

____________________________ ________________________________

improving our students educational experience.

relating to their students educational experience and community. Parents felt their voice was heard and valued. There was an increase in parent, school, and greater community partnership around serving the children of this cluster.

I will use my leadership voice to Elements: Sample Flyer for Site XYZ School had a voice in the gather input from staff of XYZ School 6A, 6B, 6C Parent Meeting; Sample greater community from all and share information discussed at the Agenda for Parent stakeholders, with a staff focus cluster planning and monthly Meeting as well as parent focus, and community meetings with staff for opportunities to be heard and increased involvement in the greater problem solve issues relating to community focused on improving our their students’ educational students educational experience. experience. There was an

increase in parent, school, and greater community partnership around serving the children of this cluster.

CPSEL 6 Signatures

Candidate Coach

Program Contact Information

Program Secretary

Noemi Garcia

[email protected]

858-292-3552

858-514-4214 (fax)

Program Director

Joan Nelson, Ed.D.

[email protected]

Program Co-Director

Alex Cortes

[email protected]

Learning & Leadership Services

San Diego County Office of Education

6401 Linda Vista Road, Room 321N

San Diego, CA 92111

Program Websitehttps://www.sdcoe.net/lls/aic/Pages/tier-ii.aspx

CASC Portal Website https://casccoach.sdcoe.net/

https://casccoach.sdcoe.net




https://www.sdcoe.net/lls/aic/Pages/tier-ii.aspx

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