Educational Leadership‐ Master’s & Principal Certification ... · 1) M.Ed.‐Specialization in...

EducationalLeadership‐Master’s&PrincipalCertification

PROGRAMHANDBOOK

2018‐2019

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SulRossStateUniversityAMemberoftheTexasStateUniversitySystem

Welcome to the Sul Ross State University Educational Leadership‐Master’s Degree andPrincipalCertificationProgram.Thishandbookwillserveasaguideforyouthroughoutyourprogram.Informationcontainedinthishandbookdoesnotreplaceinformationfromyouradvisor. Whenindoubt,pleasecontactyouradvisorwithquestionsorconcernsyoumayhavealongtheway.Iamalwayshappytovisitwithyouanytime.Bestoflucktoyouinthisendeavor.RebeccaSchlosser,J.D.,Ed.D.ProgramCoordinatorBoxC‐115Alpine,TX79832432‐386‐3830(cell)[email protected]

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AcknowledgmentandAgreement

ThisistoacknowledgethatIhavereceived,readandunderstoodtheSulRossStateUniversityEducationalLeadership/PrincipalCertificationProgramManual.Iunderstandthatitismyresponsibilitytoabidebystandards,guidelinesandpoliciessetforthintheEducationalLeadership/PrincipalCertificationProgramManual.

StudentSignature:________________________________________________

Date:___________________________________________________________

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PROGRAMOVERVIEW

ProgramOptionsExceptforthePracticumcoursework(whichisarranged),thisisanentirelyonlineprogramwithclassmeetingsconductedviavirtualclassroom.Therearethreeoptionsforstudentsinthe Educational Leadership Program. Option 1‐Studentsmaywork towards obtaining aMaster’s of Education with a specialization in Educational Leadership with PrincipalCertification.Bytheendoftheirfirstsemester,studentsmustobtainpermissionfromtheirdistrict and campus leadership to complete the practicum coursework in order to seekcertification. Option 2‐Those unable to obtain such permission, however, may seek aMaster’sofEducationwithaspecializationinEducationalLeadership(withoutcertification).Option 3‐Students with a Master’s of Education with a specialization in EducationalLeadership may return at any time to complete their certification once permission tocompletethecertificationpracticumcourseworkisreceivedfromthestudent’sdistrictandcampusleadership.Seebelowforabriefdescriptionoftherequirementsforeachoption.

1) M.Ed.‐SpecializationinEducationalLeadershipwithPrincipalCertificationThis is a 30‐hour graduate program resulting in a Master’s of Education with Principalcertification. By the end of the first semester of the Educational Leadership Program, astudentmust obtain permission from their district and campus leadership (CertificationForm–AppendixA)tocompletethecertificationpracticumcourseworkorthestudentmaynot seek certification. (They may still obtain the M.Ed.‐Specialization in EducationalLeadership without Principal Certification, as outlined below.) Prospective students willfollowtheadmissionproceduresoutlinedinthesubsequentsectionofthismanual.Studentswill be responsible for completing all required coursework, including 160‐hours ofpracticum coursework, successful portfolio defense, university required practice andpracticeexamination,state‐mandatedcertificationexamination(theTExESPrincipalExam)andstate‐mandatedcertificationperformancemeasures (thePASL)once implemented inFall2019.Studentsmustscoreaminimumof80%or260,whicheverishigher,onaTExESpractice examination (CertifyTeacher) and provide appropriate evidence. Students mustobtainaminimumofa3.0(“B”)foreachcoursecompletedintheprogram.Creditwillnotbeaccepted for any course in the program for which students did not receive a 3.0 (“B”).StudentsmustcompletetheAELandT‐TESStrainingsandprovidethecompletioncertificatetotheiradvisor.StudentswhodelayintheirinitialtestingoftheTExESmorethan2monthsfrom completion of all program requirements,may be asked to do additional studies asprescribedby the ProgramCoordinator before being recommendedby SRSU to take theTExES Principal Examination. Students who fail an attempt to pass the TExES PrincipalExaminationwillbeaskedtocompleteadditionalstudies.

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2) M.Ed.‐SpecializationinEducationalLeadershipwithoutPrincipalCertificationThis option is a 30‐hour program designed for individualswho do not hold aMaster ofEducationdegreeorrelatedmaster’sdegree,andmaybetakenentirelyonline.Prospectivestudentswill follow the admissionproceduresoutlined in the subsequent sectionof thismanual.Studentswillberesponsibleforcompletingallrequiredcoursework,including160‐hours of practicum coursework and successful portfolio defense. Studentsmust obtain aminimumofa3.0(“B”)foreachcoursecompletedintheprogram.Creditwillnotbeacceptedforanycourseintheprogramforwhichstudentsdidnotreceivea3.0(“B”).Thisoptionisdesignedforstudentswhoareseekingadministrativepositionsotherthantheprincipal or assistant principal positions. Students with a Master’s in Education withSpecialization in Educational Leadership obtained from Sul Ross State University afterSpring2019mayreturn(subjecttotimedeadlines)andobtainthePrincipalCertificationbycompletingtheCertificationPracticumsI,II,andIII(3sch).AdditionalcourseworkmayberequirediftheCertificationProgramhasundergonesubstantivecurriculachanges.Nocreditwillbegivenforcoursesolderthanfive(5)years.‐OR‐

3) PrincipalCertificationOnly/Non‐DegreeSeekingThisoptionisforstudentsalreadyholdingaMaster’sdegreeineducationorrelatedfieldfromanaccrediteduniversity.ThetypicalCertification‐Onlystudentcanexpecttocompleteaminimumof27hourstowardscertification.Thestudentmustapplytotheuniversityandmeettheadmissioncriteria.Uponacceptance,atranscriptreviewwillbeperformedbythemajoradvisortodetermineproficiency.Additionalcourseworkmayberequiredifanacceptablelevelofproficiencyisnotdemonstratedbypreviouscourseworkandexperience.StudentswhohavecompletedaMaster’sinEducationwithspecializationinEducationalLeadershipmaytransfercoursesintothiscertificationprogramthataretheequivalent(asdeterminedbytheEducationalLeadershipCoordinatorandEducationDepartment)ifpreviouslyobtainedwithintherequiredtimelimits.Astudentmustobtainpermissionfromtheirdistrictandcampusleadershiptocompletethecertificationpracticumcourseworkandprovidetheattachedform(AppendixA)beforestudentswillbeacceptedintothecertificationprogram.Prospectivestudentswillfollowtheadmissionproceduresoutlinedinthesubsequentsectionofthismanual.Studentswillberesponsibleforcompletingallrequiredcoursework,including160‐hoursofpracticumcoursework,successfulportfoliodefense,universityrequiredpracticeandpracticeexamination,state‐mandatedcertificationexamination(theTExESPrincipalExam)andstate‐mandatedcertificationperformancemeasures(thePASL)onceimplementedinFall2019.Studentsmustscoreaminimumof80%,or260whicheverishigher,onaTExESpracticeexamination(CertifyTeacher)andprovideappropriateevidence.Studentsmustobtainaminimumofa3.0(“B”)foreachcoursecompletedintheprogram.Creditwillnotbeacceptedforanycourseintheprogramforwhichstudentsdidnotreceivea3.0(“B”).StudentsmustcompletetheAELandT‐TESStrainingsandprovidethecompletioncertificatetotheiradvisor.StudentswhodelayintheirinitialtestingoftheTExESmorethan2monthsfromcompletionofallprogramrequirements,maybeaskedtodoadditional

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studiesasprescribedbytheProgramCoordinatorbeforebeingrecommendedbySRSUtotaketheTExESPrincipalExamination.StudentswhofailanattempttopasstheTExESPrincipalExaminationwillbeaskedtocompleteadditionalstudies.

ADMISSIONApplicationProcessApplicants should visit the Graduate Students webpage on the Sul Ross website athttp://www.sulross.edu/pages/3620.asp Here you can access the Apply Texas onlineapplicationandsubmityourapplication.IfyouhaveanyquestionregardingapplyingtoSulRoss please contact the Graduate Department at (432) 837-8052 or e-mail [email protected] RefertotheGraduateStudentswebsiteortheuniversitycatalogforspecificadmissioncriteriatotheuniversity.Non‐enrollmentforaperiodlongerthanasemesterwillresultinhavingtoreapplytotheuniversity.Ifyouhavetowithdrawfromtheprogram,itisadvisabletonotifytheRegistrar,atthattime,ifyouplantoreturnlatertotheprogram.Once you are accepted into theGraduateProgramat SulRoss, youwill receive an emailcontaininginformationoutliningyourspecificprogramandanyadditionalrequirementsyouwillneedtocomplete.Anypaperworkyoureceiverequestingfurtherinformationand/orsignaturesmustbereturnedpromptlytothespecifieddepartment.AdmissiontoSulRossStateUniversitydoesnotguaranteeadmissiontoanyprogramintheSulRossStateUniversityDepartmentofEducation. The finaldecisionofadmissionrestswiththeSRSUDepartmentofEducation.

PROGRAMREQUIREMENTSCertificationIn order to be certified as a principal in Texas, students must complete three majorperformancemeasuresortasks(thePASL)andsubmitthemforgradingtoTEA(fortest‐takersbeginninginFall2019).Thesetasksrequirestudentstoworkwithleadershipteamsontheircampusandnotonlyplanbutalsoimplementandmonitoranimprovementplan.Inaddition,studentsmustpassaprincipalcertificationexam.ThenewTExESPrincipal268exam(whichbeginsinJanuary2019).ThenewTExES268includesessayquestions,videoprompts, and long scenarios. In addition, there is a rigorous certification process thatrequires students seeking certification to serve in a leadership role on their campus.

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Examples of a “leadership role” include the following: serving as a curriculum specialist,departmentchair,campusimprovementplancommitteemember,orleadershipcommitteemember.StudentswhoareservingasanAssistantPrincipalorPrincipal(onaProbationaryCertificate)arequalifiedtoseekcertification.OnceastudenthassubmittedtheformletterwithsignaturestotheCoordinatoroftheEducationalLeadershipProgram,afinaldecisionaboutadmissionintotheCertificationProgramwillbemade.Whetherornotthe“leadershiprole” is sufficient to allow a student into the Certification Program is a decision for theProgramCoordinatoroftheEducationalLeadershipProgramandtheSRSUDepartmentofEducation. A form letter is attached to this Handbook (in Appendix A) which must besubmittedtotheCoordinatoroftheEducationalLeadershipProgramnolaterthantheendofthestudent’sfirstsemesteroftheprograminordertobeconsideredforadmissiontotheCertificationProgram.StudentswillnotbeallowedtoregisterforthecertificationpracticumcoursesED7100,ED7101,andED7102withoutadmissiontotheCertificationProgram.Ifastudentchangestheircampusordistrictemploymentduringtheprogram,thestudentwill be required to immediately notify the Coordinator of the Educational LeadershipProgramandprovide anewCertificationLetter from the campusanddistrict leadershipusingtheforminAppendixA.OnceastudenthassubmittedtheformletterwithsignaturestotheCoordinatoroftheEducationalLeadershipProgram,afinaldecisionaboutcontinuedparticipationintheCertificationProgramwillbemade.Whetherornotthe“leadershiprole”issufficienttoallowastudenttoremaininthecertificationprogramisadecisionfortheProgramCoordinatoroftheEducationalLeadershipProgramandtheSRSUDepartmentofEducation.Students who sign up for the Master’s in Education with specialization in EducationalLeadershipWITHCertificationinitiallywillbeprobationallyadmitted.Oncethestudenthasprovidedthecertificationformletter(attachedasAppendixA)withsignatures,adecisionwillmadeaboutadmissionintotheCertificationProgram.IfastudentisnotadmittedintotheCertificationProgram,thestudentwillbeadmittedfullyintotheMaster’sinEducationwithspecializationinEducationalLeadershipWITHOUTcertification.Astudentmayreapplyto the Certification Program at any time by resubmitting a new Certification form letter(Appendix A). Students admitted in the Certification Program after the first semester ofcoursework may have additional course requirements and will have to complete thecertificationpracticumcoursework(ED7100,ED7101,andED7102).Advisor/StudentInterviewThestudentandmajoradvisorwillcompleteaninterviewregardinghis/herpotentialcareerasacampus‐basedadministrator.Thisinformalinterviewwillallowtheadvisorandstudentto develop a degree plan and discuss any questions regarding the course of study. Theinterviewcanbeheldviatelephone,Skype,orothersynchronouscommunication.CourseRequirements

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TheEducationalLeadership‐PrincipalCertificationProgramstrives tomeet theneedsofstudentswhomaintainfull‐timeemploymentandfulfillotherdutiesoutsidetheclassroom.Manystudentshavefoundentirelyonlineprogramtobetheanswertojugglingtheircareersandcontinuingtheireducation.SulRossutilizesacoursemanagementsystem,Blackboard,andvirtual classroom todeliverhighquality instructiononline. Studentsare required tohaveacomputer,microphoneandcamerainthisonlineprogram.PaperworkforEducationalLeadershipmaycontainelectronicsignaturesduetotheonlinenatureofthisprogramwhichshallbeconsideredassubstitutesfororiginalsignatures.

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ThefollowingcoursesarerequiredforaMaster’sDegreewithCertificationinEducationalLeadership(30sch):ED 5330 Introduction to School Administration+ ED 5332 Educational Research I+ ED 5333 Educational Research II++ ED 7304 Educational Leadership for Principals - Must be taken with ED7100 ED7100 Practicum I - Must be taken with ED7304 ED6312 Curriculum, Instruction & Assessment ED7309 Special Populations and Programs ED 5319 School Law ED 6320 School Support Services - Must be taken with ED7101 ED7101 Practicum II - Must be taken with ED6320 ED6315 Instructional Leadership: Planning, Implementation & Monitoring of the Instructional Program - Prerequisite: ED6312. Must be taken with ED7102 ED7102 Practicum III- Must be taken with ED6315 (See below description of field-based experience.) +Must be taken within first 6 hours ++Must be taken within first 9 hours

ThefollowingcoursesarerequiredforaMaster’sinEducationwithspecializationinEducationalLeadership(withoutcertification)(30sch):ED 5330 Introduction to School Administration+ ED 5332 Educational Research I+ ED 5333 Educational Research II++ ED 7304 Educational Leadership for Principals ED6312 Curriculum, Instruction & Assessment ED7309 Special Populations and Programs ED 5319 School Law ED 6320 School Support Services ED6315 Instructional Leadership: Planning, Implementation & Monitoring of the Instructional Program - Prerequisite: ED6312. ED 7313 Practicum in School Administration* - Advisor Approval Required. (See below description of field-based experience.) +Must be taken within first 6 hours ++Must be taken within first 9 hours * Must be taken during last semester at Sul Ross

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ThefollowingcoursesarerequiredforPrincipalCertificationOnly(27sch):ED 5330 Introduction to School Administration+ ED 5333 Educational Research II+ ED 7304 Educational Leadership for Principals - Must be taken with ED7100. ED7100 Practicum I - Advisor Approval Required. Must be taken with ED7304. ED6312 Curriculum, Instruction & Assessment ED7309 Special Populations and Programs ED 5319 School Law ED 6320 School Support Services - Must be taken with ED7101. ED7101 Practicum - Advisor Approval Required. Must be taken with ED6320. ED6315 Instructional Leadership: Planning, Implementation & Monitoring of the Instructional Program - Prerequisite: ED6312. Must be taken with ED7102. ED7102 Practicum III – Advisor Approval Required. Must be taken with ED6315. (see below description of field-based experience) +Must be taken within first 6 hours DegreePlans/CertificationPlansAdegreeplanwillbedevelopedoncethestudentandadvisormeetanddiscussprogramrequirements.Pleasekeepacopyofyoursigneddegreeplanforyourrecords.StudentsseekingaMaster’sdegreewillhaveadegreeplan,whilestudentsseekingcertificationonlywillhaveacertificationplan.Botharedevelopedearlyinenteringtheprogrambecausetheyserve as the primary tool for advisement. It is the student’s responsibility to keep thedegree/certificationplanupdatedaftereachsemester.StudentsseekingcertificationmustprovidetheCertificationForm(AppendixA)withsignaturestobeconsideredforadmissionintotheCertificationProgram.PROGRAMEVALUATIONPROCESSStudentswillbemonitoredastheyprogressthroughtheEducationalLeadershipProgram.Therearesixmajorprogrambenchmarks.

1. After completion of ED5330, Introduction to School Administration, ED5332EducationalResearchI,andED5333EducationalResearchII,ED7304,EducationalLeadership, and ED6312 Curriculum, Instruction and Assessment, students willcomplete a comprehensive assessment on the change process. This assessmentincludes multiple choice and essay questions that ask students to demonstratemastery of the elements of a targeted improvement plan for both Domain I and

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DomainIIproblemstatements.Studentsmustscorean80%ontheChangeProcesstesttodemonstratemastery.

2. Aspart of theED7304Educational Leadership course, studentswill create a planoutliningthestepstocreateaProfessionalLearningCommitteeorLeadershipTeamthatincludesplanning,implementation,andmonitoringsteps.

3. AspartoftheED6315course,studentswillcreateatargetedimprovementplanthataddresses an identified need thatwill impact student achievement. This planwillincludeaplanfortheimplementationandmonitoringsteps.

4. As part of the ED6320 School Support Services course, students will create aProfessional Development Plan tailored to a targeted improvement plan thataddresses a prioritized problem, root cause(s) and a solution. Students will alsoprepareabudgetandensure in theplan thatresourcesare inplace forsuccessfulimplementation.ThisplanwillincludeaplanfortheimplementationandmonitoringoftheProfessionalDevelopment.

5. AttheconclusionofthePracticum,studentswillcreateandpresentacomprehensivePortfoliowithworkfromallcoursesthatdemonstratesamasteryofeachDomainandCompetency.StudentswillbeevaluatedbyacommitteeofEducationalLeadershipprofessors.AcopyofthePortfolioRubricisattachedasAppendixE.

6. Aspart of thePracticum, students seekingCertificationwill take aCertifyTeacherpractice examination and a Representative Practice Examination. Students mustscorean80%ontheRepresentativeTestanda260ontheCertifyTeacherpracticeexaminationtodemonstratemastery.

Practicum/Field‐BasedExperience‐Certification

Studentsmustcomplete160clockhoursofobservationinaTEAaccreditedschool.StudentswillregisterforPracticumI,II,andIII‐Certification(ED7100,ED7101,andED7102),afterapprovalbytheirprogramadvisoriftheyseekcertification.IfthestudentisinaMaster’sOnlyProgram,thestudentwillcompleteED7313Practicum–seebelow.Thepurposeofthisstructuredexperience is toplacethepracticumstudent inactualsituationsthat theywillencounterintheprofessionandtocompletethreeprojectswhileservinginaleadershiproleoncampus.Studentswillberequiredtosubmitarequestoutliningthespecificsregardingthementor principal or superintendent and the campus/district atwhich the practicumhourswillbecompleted.Itisthepracticumstudent’sresponsibilitytosecureamentorandadistrict,butfinalapprovalwillbemadebytheprogramadvisor.Thepracticumstudentwillmaintain a detailed log of approved activities throughout the practicum andwill beverifiedbythementorprincipal/superintendent.Observationhoursmustbeverifiedbyamentor teacher or campus principal/director and completed in an acceptableinstructional/educationalsetting.

Thepracticumstudentcanexpectthreeobservationseachyearinthepracticumcourses.Theobservationswillbeconductedbyacertifiedfieldsupervisorassignedasthepracticumsupervisor. Communications will be maintained between the field supervisor, sitesupervisor,andintern.Itisthepracticumstudent’sresponsibilitytoarrangeallmeetings.

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Additionalinformationregardingdocumentationoffield‐basedexperiencewillbeprovidedinBlackboarduponenrollmentinthepracticum.

BackgroundChecksManyschooldistrictsrequireacriminalhistorycheckbeforegrantingaccesstothecampus. It istheresponsibilityofthestudenttoprovidethehostingschooldistrictwith the information required and pay any fees associatedwith the backgroundchecks.Practicum/Field‐BasedExperience–Master’sOnly(nocertification)

Studentsmustcomplete160clockhoursofobservationinaTEAaccreditedschool.StudentswillregisterforED7313,PracticuminSchoolAdministration,afterapprovalbytheprogramadvisor, during either the last Fall or Spring semester. The purpose of this structuredexperienceistoplacethepracticumstudentinactualsituationsthattheywillencounterinthe profession. Students will be required to submit a request outlining the specificsregarding thementor principal or superintendent and the campus/district at which thepracticumhourswillbecompleted.Itisthepracticumstudent’sresponsibilitytosecureamentorandadistrict,butfinalapprovalwillbemadebytheprogramadvisor.Thepracticumstudentwillmaintainadetailedlogofapprovedactivitiesthroughoutthepracticumandwillbeverifiedbythementorprincipal/superintendent.Observationhoursmustbeverifiedbya mentor teacher or campus principal/director and completed in an acceptableinstructional/educationalsetting.

The practicum student can expect three observations and compliance throughout thepracticum.Theobservationswillbeconductedbyacertifiedfieldsupervisorassignedasthepracticumsupervisor.Communicationswillbemaintainedbetweenthefieldsupervisor,sitesupervisor,andintern.Itisthepracticumstudent’sresponsibilitytoarrangeallmeetings.Additionalinformationregardingdocumentationoffield‐basedexperiencewillbeprovidedinBlackboarduponenrollmentinED7313.

BackgroundChecksManyschooldistrictsrequireacriminalhistorycheckbeforegrantingaccesstothecampus. It istheresponsibilityofthestudenttoprovidethehostingschooldistrictwith the information required and pay any fees associatedwith the backgroundchecks.PortfolioDefenseStudentsintheEducationalLeadershipProgramwillberequiredtocompleteadefenseofthe student‐created portfolio during the last semester of coursework. This defensewillassessthegraduatestudent’sknowledgegainedthroughouttheprogramandthequalityofwork submitted to the portfolio. Applications can be accessed through the EducationalLeadership webpage and submitted to the Coordinator of the Educational LeadershipProgramduringthesemesterbeforeanticipatedgraduation.

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Graduation(Master’sStudentsOnly)Studentsshouldbeawareofthedeadlinesforgraduationandsubmitthenecessaryformsand paperwork. Graduation applications can be found on the Educational Leadershipwebpage.

TESTINGANDCERTIFICATIONUpon approval, all students will be required to take and pass the state certificationexamination,referredtoasTExESand(beginninginfall2019)thePASL.Priortocompletingthe examination and PASL, the student must fulfill departmental testing requirements.Informationisprovidedbelowregardingtestingrequirementsforstudents.StudentswhodelayintheirinitialtestingoftheTExESmorethan2monthsfromcompletionofallprogramrequirements, may be asked to do additional studies as prescribed by the ProgramCoordinatorbeforebeingrecommendedbySRSUtotaketheTExESPrincipalExamination.CertifyTeacherPracticeExamAllstudentsintheprogramarerequiredtopurchaseandcompletetheonlinedepartmentalpractice examination to determine the level of preparedness prior to the TExES exam.FurtherinformationregardingtheonlineexamcanbefoundontheCertifyTeacherwebsiteatwww.certifyteacher.comThemajoradvisorwillonlyacceptthefirsttwoattemptsandresultsshouldbeemaileddirectlytothestudent’sprogramadvisor.ApassingscoreontheCertifyTeacherQualifyingExamis80%or260,whicheverishigher.AEL/T‐TESSCertificationInordertobecomeeligibleforfinalcertificationtestapproval(TExES068),andthePASL,studentsmustprovidethedepartmentwithproofofAELandT‐TESScertification.Thiscanbeobtainedthroughthelocalregionaleducationservicecenters.ContacttheRESCearlyinyour program tomake arrangements to complete the requirements! Please contact youradvisorformoreinformation.TExESCertificationExamandPASLStudentsintheprogramareadvisedtotaketheTExESexamattheendofthelastsemesterof their coursework. Beforeapproval to test is given toany student, theymustpass theCertifyTeacherpracticeexaminationwith80%or260whicheverishigheronnotmorethan2attempts.Finaltestapprovalwillrestwiththemajoradvisorandthedirector.Registrationinformation as well as registration deadlines and test dates can be found online athttp://www.texes.ets.org/ The test preparation manual can be downloaded athttp://cms.texes‐ets.org/files/1413/2949/6303/068_principal.pdf

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If the TExES examor PASL is not passed, a remediation planwill be developed prior toapprovaltoretest.Thismayincludeadditionalcourseworkorindividualizedstudysessions.Remember that effective 1 September 2015 the Texas Administrative Code waschangedsoapersonmaynotre‐takeanyTExESexammorethanfourtimes.IfyoushouldnotpassaTExESexambythe fifthattemptyouwillnotbeabletocontinuetowardsthatparticularcertification.Certification

TobeeligibletoreceivethestandardTexasPrincipalcertificate,acandidatemust:

1. ProvideCertificateofCompletionofAEL&T‐TESScertificationsfromaRESCorotherapprovedinstitution.

2. PurchaseandcompleteCertifyTeacherPrincipalTestPreparation&ReviewsoftwareorotherapprovedTExESReview.

3. ProvideCertificateshowingcompletionof6hoursofstudyinCertifyTeacherPrincipalTestPreparationorotherapprovedTExESReview.

4. ProvideCertificateshowingascoreof260or80%(whicheverishigher)ontheCertifyTeacherPrincipalPracticeExamorotherapprovedTExESPracticeTest.

5. ApplyforCertificationandpayappropriatefees.6. PasstheTExESPrincipalExamination.Studentswhodelayintheirinitialtestingofthe

TExESmorethan2monthsfromcompletionofallprogramrequirements,maybeaskedtodoadditionalstudiesasprescribedbytheProgramCoordinatorbeforebeingrecommendedbySRSUtotaketheTExESPrincipalExamination.StudentswhofailanattempttopasstheTExESPrincipalExaminationwillbeaskedtocompleteadditionalstudies.

7. MaintainaLeadershipRoleonacampussufficienttoallowthestudenttocompletethepracticumcourserequirementsand provide necessary permission forms to allow students to complete the PASL requirements.

8. SubmitPerformanceMeasuresandpassthe3PASLtasks(onceimplementedinFall2019).

Upon successful completion of all program requirements you will apply and berecommended for your certificate by Sul Ross State University.At this point, you maybecomeafullycertifiedprincipalandcanaccessyourcertificatefromtheTexasEducationAgency website athttp://www.tea.state.tx.us/index2.aspx?id=506&menu_id=865&menu_id2=794Formore informationabout theTExES268whichwill replace theTExES068 in January2019,andthePASLwhichbecomeseffectiveinFall2019,studentsshouldvisitthefollowingwebsites:TEA guidance on the TExES 268 and PASL: http://cms.texes‐ets.org/epp/principal‐and‐pasl‐assessments/PASLTasks:https://www.ets.org/ppa/test‐takers/school‐leaders/requirements/

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CertificationChecklistThechecklistbelowoutlinestheprocedureforapplyingforthePrincipalcertificate 1. Certification(degree/certificationplan)completed Programrequirementsarecomplete Transcripts/service record (if applicable) provided to SRSU‐Education

Certificationoffice CertifyTeachertestpassedandscoressenttomajoradvisor

2. TExEScertificationexamandPASLcompletedasrequired3. ApplicationonfilewiththeTexasEducationAgency(TEA) GototheTEAwebsite(http://www.tea.state.tx.us)anduseyourEducator

logoninformationtoyourTEALaccount. OntheMAINMENUonthe leftsideof thescreen,chooseAPPLICATIONS,

whichhasadrop‐downselectionlist.ChoosePROFESSIONALCERTIFICATETEXASPROGRAM.

FollowinstructionstoAPPLY. NOTE: After the affidavit, youmust indicate the “recommending entity”

ChooseSulRossStateUniversity–Alpine–UniversityBased. The next line asks what you are applying for. Type in the name of the

certificateyouareseeking;i.e.,Principal. Certification fee paid. The fee is $77 per application. If you have not

previouslyappliedforcertification(i.e.,educationalaideorprobationary),youwillberequiredtocompletethefingerprintprocess.

Ifyouhaveproblemsorquestionsabouttheonlineapplication,youmaycallTEAat1‐888‐863‐5880.

STUDENTRESPONSIBILITIESConfidentialityConfidentiality is of utmost importance for the students enrolled in the EducationalLeadershipprogramat SulRoss StateUniversity. We take the issueof confidentialityofstudentand familiesveryseriously; therefore,violationsofconfidentialitycouldresult indismissaloftheprogramwithoutrefundoftuitionandfees.Responsibilityinmaintainingconfidentiality extend to discussions posted in Blackboard, Therewill be nomention ofspecificnamesofstudents,schooldistricts,orfamilies. Allinformationdiscussedwillbestrictlyamongstudentsinthecourseandtheinstructorandwillbeonastrictneed‐to‐knowbasis.ClassAttendance

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Studentsarerequiredtoattendallclasses. Studentswillbedroppedforexcessiveabsencesdefinedbytheuniversityabsencepolicy.StudentsshouldalsoreviewtheOnlineAbsencePolicypostedineachcoursesyllabus.DressCodePracticumstudentsshouldpresentthemselvesasprofessionaleducators.Asaminimum,studentswillfollowtheirschooldistrict’sdresscodepoliciesforfacultyandstaff.Specificquestions/concernsshouldbeaddressedtoyourmajoradvisor.

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APPENDIXA–CERTIFICATIONFORM

CERTIFICATION FORM

This section to be completed by student seeking Principal Certification at SRSU: Student Name: ______________________________________ Student A#: _________________________________________ Student Contact # (Cell):________________________________ Student SRSU email address:_____________________________

__________________________________________________________________ This section to be completed by Principal and Superintendent (or his/her designee) where the student is employed. By signing below, the principal and superintendent or his/her designee do hereby acknowledge that this student ______________________________________ (name of student) will serve in a leadership role, as defined, on the campus _____________________________________(name of campus) during the student’s enrollment in the Educational Leadership Program at SRSU. A leadership role, for purposes of this certification, means that the student will serve:

・ As an Assistant Principal or Principal (with a Probationary Certificate)

・ On a Leadership Committee

・ On a CIP Committee

・ As Department Chair

・ As a Curriculum Specialist

・ Other (with permission of the Educational Leadership Coordinator at SRSU)

Please specify the leadership position that this student currently holds: _____________________________________________________________________________________________ _____________________________________________________________________________________________ By signing below, the principal and superintendent or his/her designee do also acknowledge and agree to assist the student in completing the following tasks during the Certificate Program (as part of the student’s Practicum coursework): 1) work with a collaborative committee or PLC to explore an identified campus problem that is data-driven, 2) participate in the creation, implementation, and monitoring of a professional development that is selected based on an identified campus need that is data-driven, and 3) participate in the creation, implementation, and monitoring of a campus improvement plan for one identified campus need that is data-driven. ________________________________________ ____________________________ Superintendent, or designee Date ________________________________________ _____________________________ Principal Date --------------------------------------------------------------------------------------------------------------------- For SRSU USE ONLY Full Admission to Certification Program – in Educational Leadership Program at SRSU ____________ (Yes) _________________(No) ______________________________________________ __________________ Coordinator of Educational Leadership Program Date _______________________________________________ ___________________ Director/Chair - Education Date

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APPENDIXB‐PRINCIPALSTANDARDS/DOMAINS&COMPETENCIESPrincipalStandards:

Programcurriculumwilladdressthefollowingprincipalcertificationstandardsset

forthinTACRULE§241.15:

(a)PrincipalCertificateStandards.Theknowledgeand skills identified in this sectionmustbeusedbyaneducatorpreparationprogram in thedevelopmentofcurriculaandcourseworkandbytheStateBoard forEducatorCertificationasthebasisfordevelopingtheexaminationsrequiredtoobtainthestandardPrincipalCertificate.Thestandardsalsoserveasthefoundationfortheindividualassessment,professionalgrowthplan,andcontinuingprofessionaleducationactivitiesrequiredby§241.30ofthistitle(relatingtoRequirementstoRenewtheStandardPrincipalCertificate).(b)SchoolCulture.Theprincipal:(1)ensures that a positive, collaborative, and collegial school culture facilitates and enhances theimplementationofcampusinitiativesandtheachievementofcampusgoals;(2)uses emerging issues, recent research, demographic data, knowledge of systems, campus climateinventories,studentlearningdata,andotherinformationtocollaborativelydevelopasharedcampusvision;(3)facilitates thecollaborativedevelopmentofaplan inwhichobjectivesandstrategies to implement thecampusvisionareclearlyarticulated;(4)supportstheimplementationofthecampusvisionbyaligningfinancial,human,andmaterialresources;(5)establishes processes to assess andmodify the plan of implementation to ensure achievement of thecampusvision;(6)acknowledges, recognizes, and celebrates the contributions of students, staff, parents, and communitymemberstowardtherealizationofthecampusvision;(7)modelsandpromotesthecontinuousandappropriatedevelopmentofalllearners,includingfacultyandstaff,inthecampuscommunity;(8)usesstrategiestoensurethedevelopmentofcollegialrelationshipsandeffectivecollaborationofcampusstaff;(9)developsanduseseffectiveconflict‐managementandconsensus‐buildingskills;(10)establishes and communicates consistent expectations for staff and students, providing supportivefeedbacktoensureapositivecampusenvironment;(11)implementseffectivestrategiestosystematicallygatherinputfromallcampusstakeholders,supportinginnovativethinkingandaninclusiveculture;(12)createsanatmosphereofsafetythatencouragesthesocial,emotional,andphysicalwell‐beingofstaffandstudents;and(13)ensuresthatparentsandothermembersofthecommunityareanintegralpartofthecampusculture.(c)LeadingLearning.Theprincipal:(1)creates a campus culture that sets high expectations, promotes learning, and provides intellectualstimulationforself,students,andstaff;(2)prioritizes instruction and student achievement by understanding, sharing, and promoting a cleardefinitionofhigh‐qualityinstructionbasedonbestpracticesfromrecentresearch;(3)routinelymonitorsandimprovesinstructionbyvisitingclassrooms,engaginginformative,evidence‐basedappraisalprocessesandconferenceswithteachers,andattendinggradeorteammeetings;(4)facilitates theuseofsoundresearch‐basedpractice in thedevelopmentand implementationofcampuscurricular,co‐curricular,andextracurricularprogramstofulfillacademic,developmental,social,andculturalneeds;(5)facilitatescampusparticipationincollaborativeschooldistrictplanning,implementation,monitoring,andcurriculumrevisiontoensureappropriatescope,sequence,content,andalignment;(6)implementsa rigorouscurriculumalignedwithstate standards, includingcollegeandcareer readinessstandards;(7)analyzesthecurriculumtoensurethatteachersaligncontentacrossgradesandthatcurricularscopesandsequencesmeettheparticularneedsoftheirdiversestudentpopulations;

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(8)monitors and ensures staff usesmultiple formsof studentdata to inform instruction and interventiondecisionstomaximizeinstructionaleffectivenessandstudentachievement;(9)ensuresthateffectiveinstructionmaximizesgrowthofindividualstudentsandstudentgroups,supportsequity,andeliminatestheachievementgap;(10)ensuresstaffhavethecapacityandtimetocollaborativelyandindividuallyuseclassroomformativeandsummativeassessmentdatatoinformeffectiveinstructionalpracticesandinterventions;and(11)facilitates the use and integration of technology, telecommunications, and information systems thatenhancelearning.(d)HumanCapital.Theprincipal:(1)investsandmanagestimetoprioritizethedevelopment,support,andsupervisionofthestafftoenhancestudentoutcomes;(2)ensuresallstaffhaveclearexpectationsthatguidethemandbywhichtheyareassessed,includingtheuseofandfamiliaritywithevidence‐basedappraisalrubrics,whereapplicable;(3)usesdatafrommultiplepointsoftheyeartocompleteaccurateappraisalsofallstaff,usingevidencefromregularobservations,studentdata,andothersourcestoevaluatetheeffectivenessofteachersandstaff;(4)coachesanddevelopseducatorsbyconductingconferences,givingindividualizedfeedback,andsupportingindividualizedprofessionalgrowthopportunities;(5)facilitatesthecampus'sprofessionallearningcommunitytoreviewdata,processes,andpoliciesinordertoimproveteachingandlearningintheschool;(6)createsopportunitiesforeffectivestafftotakeonavarietyofleadershiprolesandappropriatelydelegatesresponsibilitiestostaffandadministratorsontheleadershipteam;(7)collaboratively develops, implements, and revises a comprehensive and on‐going plan for professionaldevelopmentof campusstaff thataddresses staffneedsbasedon staff appraisal trends, goals, andstudentinformation;(8)ensures the effective implementation of a continuum of professional development by the appropriateallocationoftime,funding,andotherneededresources;(9)implements effective, legal, and appropriate strategies for the recruitment, selection, assignment, andinductionofcampusstaff;and(10)plansforandadoptsearlyhiringpractices.(e)ExecutiveLeadership.Theprincipal:(1)reflectsonhisorherpractice,seeksandactsonfeedback,andstrivestocontinuallyimprove,learn,andgrow;(2)engagesinongoingandmeaningfulprofessionalgrowthactivitiestofurtherdevelopknowledgeandskillsandtomodellifelonglearning;(3)usesstrongcommunicationskills,understandshowtocommunicateamessageindifferentwaystomeettheneedsofvariousaudiences, anddevelopsand implements strategies foreffective internalandexternalcommunications;(4)developsandimplementsacomprehensiveprogramofcommunityrelations,whichusesstrategiesthatwilleffectivelyinvolveandinformmultipleconstituencies;(5)establishes partnerships with parents, businesses, and other groups in the community to strengthenprogramsandsupportcampusgoals;(6)demonstratesawarenessofsocialandeconomicissuesthatexistwithintheschoolandcommunitythatcouldimpactcampusoperationsandstudentlearning;(7)gathers and organizes information from a variety of sources for use in creative and effective campusdecisionmaking;(8)frames,analyzes,andcreativelyresolvescampusproblemsusingeffectiveproblem‐solvingtechniquestomaketimely,high‐qualitydecisions;(9)develops,implements,andevaluateschangeprocessesfororganizationaleffectiveness;(10)useseffectiveplanning,timemanagement,andorganizationofworktomaximizeattainmentofschooldistrictandcampusgoals;and(11)keepsstaffinspiredandfocusedonthecampusvisionwhilesupportingeffectivechangemanagement.(f)StrategicOperations.Theprincipal:(1)assessescurrentcampusneeds,reviewingawidesetofevidencetodeterminethecampus'spriorities,andsetsambitiousandmeasurableschoolgoals,targets,andstrategiesthatformthecampus'sstrategicplan;

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(2)outlinesandtracksmeaningfulgoals,targets,andstrategiesalignedtoaschoolvisionthatcontinuouslyimprovesteachereffectivenessandstudentoutcomes;(3)allocatesresourceseffectively(e.g.,stafftime,dollars,andtools),aligningthemtotheschoolprioritiesandgoals,andworkstoaccessadditionalresourcesasneededtosupportlearning;(4)establishesstructurestoregularlymonitormultipledatapointswithleadershipteamstoevaluateprogresstowardgoals,adjustingstrategiestoimproveeffectiveness;(5)implementsappropriatemanagementtechniquesandgroupprocesses todefineroles,assignfunctions,delegateauthority,anddetermineaccountabilityforcampusgoalattainment;(6)implementsstrategiesthatenablethephysicalplant,equipment,andsupportsystemstooperatesafely,efficiently,andeffectivelytomaintainaconducivelearningenvironment;(7)applieslocal,state,andfederallawsandpoliciestosupportsounddecisionswhileconsideringimplicationsrelatedtoallschooloperationsandprograms;(8)collaborativelyplansandeffectivelymanagesthecampusbudget;(9)usestechnologytoenhanceschoolmanagement;(10)facilitatestheeffectivecoordinationofcampuscurricular,co‐curricular,andextracurricularprogramsinrelationtoeachotherandotherschooldistrictprograms;and(11)collaborates with district staff to implement district policies and advocates for the needs of districtstudentsandstaff.(g)Ethics,Equity,andDiversity.Theprincipal:(1)implementspoliciesandproceduresthatencourageallcampuspersonneltocomplywithChapter247ofthistitle(relatingtoEducators'CodeofEthics);(2)modelsandpromotesthehigheststandardofconduct,ethicalprinciples,andintegrityindecisionmaking,actions,andbehaviors;(3)ensuresthatreportsofeducatormisconduct,includinginappropriaterelationshipsbetweeneducatorsandstudents,areproperlyreportedsoappropriateinvestigationscanbeconducted;(4)models and promotes the continuous and appropriate development of all learners in the campuscommunity;(5)ensuresallstudentshaveaccesstoeffectiveeducatorsandcontinuouslearningopportunities;(6)promotesawarenessandappreciationofdiversitythroughoutthecampuscommunity;(7)implementsspecialcampusprogramstoensurethatallstudentsareprovidedquality,flexibleinstructionalprogramsandservicestomeetindividualstudentneeds;(8)articulatestheimportanceofeducationincreatingengagedcitizensinafreedemocraticsociety;(9)communicatesproductivelywithallaudiencesthroughstrongcommunicationskillsandunderstandshowtocommunicateamessageindifferentwaystomeettheneedsofvariousaudiences;and(10)treatsallmembersofthecommunitywithrespectanddevelopsstrong,positiverelationshipswiththem.Statutory Authority: The provisions of this §241.15 issued under the Texas Education Code, §§21.003(a),21.041(b)(4),and21.046(b)‐(d).Source:Theprovisionsofthis§241.15adoptedtobeeffectiveAugust28,2016,41TexReg6202.Principal(268)TestFramework*AsterisknotesTEAPriorityStatementsforbeginningPrincipalsDOMAINI—SCHOOLCULTURE(SchoolandCommunityLeadership)(Approximatedomainweightis22‐23%.Domainincludesconstructed‐responsequestions.)Competency001Thebeginningprincipalknowshowtoestablishandimplementasharedvisionandcultureofhighexpectationsforallstakeholders(students,staff,parents,andcommunity).A.*Createsapositive,collaborative,andcollegialcampusculturethatsetshighexpectationsandfacilitatestheimplementationandachievementofcampusinitiativesandgoalsB.Usesemergingissues,recentresearch,knowledgeofsystems(e.g.,schoolimprovementprocess,strategicplanning,etc.),andvarioustypesofdata(e.g.,demographic,perceptive,student learning,andprocesses)tocollaborativelydevelopasharedcampusvisionandaplanforimplementingthevisionC. Facilitates the collaborative development of a plan that clearly articulates objectives and strategies forimplementingacampusvision

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D.Alignsfinancial,human,andmaterialresourcestosupportimplementationofacampusvisionandmissionE.EstablishesprocedurestoassessandmodifyimplementationplanstopromoteachievementofthecampusvisionF. Models and promotes the continuous and appropriate development of all stakeholders in the schoolcommunity,toshapethecampuscultureG.*Establishesandcommunicatesconsistentexpectationsforallstakeholders,providingsupportivefeedbacktopromoteapositivecampusenvironmentH.*Implementseffectivestrategiestosystematicallygatherinputfromallcampusstakeholders,supportinginnovativethinkingandaninclusivecultureI.*Createsanatmosphereofsafetythatencouragesthesocial,emotional,andphysicalwell‐beingofstaffandstudentsJ.Facilitatestheimplementationofresearch‐basedtheoriesandtechniquestopromoteacampusenvironmentandculturethatisconducivetoeffectiveteachingandlearningandsupportsorganizationalhealthandmoraleCompetency002Thebeginningprincipalknowshowtoworkwithstakeholdersaskeypartnerstosupportstudentlearning.A.Acknowledges,recognizes,andcelebratesthecontributionsofallstakeholderstowardtherealizationofthecampusvisionB.ImplementsstrategiestoensurethedevelopmentofcollegialrelationshipsandeffectivecollaborationC. *Uses consensus‐building, conflict‐management, communication, and informationgathering strategies toinvolve various stakeholders in planning processes that enable the collaborative development of a sharedcampusvisionandmissionfocusedonteachingandlearningD.*EnsuresthatparentsandothermembersofthecommunityareanintegralpartofthecampuscultureDOMAINII—LEADINGLEARNING(InstructionalLeadership/TeachingandLearning)(Approximatedomainweightis41‐45%.Domainincludesconstructed‐responsequestions.)Competency003Thebeginningprincipalknowshowtocollaborativelydevelopandimplementhigh‐qualityinstruction.A.*Prioritizesinstructionandstudentachievementbyunderstanding,sharing,andpromotingacleardefinitionofhigh‐qualityinstructionbasedonbestpracticesfromrecentresearchB.*Facilitatestheuseofsound,research‐basedpracticeinthedevelopment,implementation,coordination,andevaluationofcampuscurricular,cocurricular,andextracurricularprogramstofulfillacademic,development,social,andculturalneedsC. *Facilitates campus participation in collaborative district planning, implementation, monitoring, andrevisionofthecurriculumtoensureappropriatescope,sequence,content,andalignmentD. *Implements a rigorous curriculum that is aligned with state standards, including college and career‐readinessstandardsE.*Facilitatestheuseandintegrationoftechnology,telecommunications,andinformationsystemstoenhancelearningCompetency004Thebeginningprincipalknowshowtomonitorandassessclassroominstructiontopromoteteachereffectivenessandstudentachievement.A. *Monitors instruction routinely by visiting classrooms, observing instruction, and attending grade‐level,department,orteammeetingstoprovideevidence‐basedfeedbacktoimproveinstructionB.*Analyzesthecurriculumcollaborativelytoguideteachersinaligningcontentacrossgradesandensuresthat curricular scopes and sequences meet the particular needs of their diverse student populations(consideringsociological,linguistic,cultural,andotherfactors)C.*Monitorsandensuresstaffuseofmultiple formsofstudentdatato informinstructionandinterventiondecisionsthatmaximizesinstructionaleffectivenessandstudentachievementD.*Promotesinstructionthatsupportsthegrowthofindividualstudentsandstudentgroups,supportsequity,andworkstoreducetheachievementgapE. *Supports staff in developing the capacity and time to collaboratively and individually use classroomformativeandsummativeassessmentdatatoinformeffectiveinstructionalpracticesandinterventions

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DOMAINIII—HUMANCAPITAL(HumanResourceManagement) (Approximatedomainweight is18‐19%.Domainincludesconstructed‐responsequestions.)Competency 005 The beginning principal knows how to provide feedback, coaching, and professionaldevelopmenttostaffthroughevaluationandsupervision,knowshowtoreflectonhis/herownpractice,andstrivestogrowprofessionally.A. *Communicates expectations to staff and uses multiple data points (e.g., regular observations, walk‐throughs,teacherandstudentdata,andothersources)tocompleteevidence‐basedevaluationsofallstaffB. *Coaches and develops teachers by facilitating teacher self‐assessment and goal setting, conductingconferences,givingindividualizedfeedback,andsupportingindividualizedprofessionalgrowthopportunitiesC. *Collaborates todevelop, implement, and revise a comprehensive andongoingplan for theprofessionaldevelopmentof campusstaff thataddresses staffneedsbasedon staff appraisal trends, goals, andstudentinformation/dataD.*Facilitatesacontinuumofeffectiveprofessionaldevelopmentactivitiesthatincludesappropriatecontent,process,context,allocationoftime,funding,andotherneededresourcesE.Engagesinongoingandmeaningfulprofessionalgrowthactivities,reflectsonhisorherpractice,seeksandactsonfeedback,andstrivestocontinuallyimprove,learn,andgrowF.Seeksassistance(e.g.,mentor,centraloffice)toensureeffectiveandreflectivedecisionmakingandworkscollaborativelywithcampusanddistrictleadershipCompetency006The beginning principal knowshow topromote high‐quality teaching by using selection,placement,andretentionpracticestopromoteteacherexcellenceandgrowth.A.*Investsandmanagestimetoprioritizethedevelopment,support,andsupervisionofthestafftomaximizestudentoutcomesB. *Facilitates collaborative structures that support professional learning communities in reviewing data,processes,andpoliciesinordertoimproveteachingandlearningintheschoolC. *Creates leadership opportunities, defines roles, and delegates responsibilities to effective staff andadministratorstosupportcampusgoalattainmentD.*Implementseffective,appropriate,andlegalstrategiesfortherecruitment,screening,hiring,assignment,induction,development,evaluation,promotion,retention,discipline,anddismissalofcampusstaffDOMAIN IV— EXECUTIVE LEADERSHIP (Communication and OrganizationalManagement) (Approximatedomainweightis5‐6%.)Competency 007 The beginning principal knows how to develop relationships with internal and externalstakeholders,includingselectingappropriatecommunicationstrategiesforparticularaudiences.A. *Understandshowtoeffectivelycommunicateamessage indifferentways tomeet theneedsofvariousaudiencesB.*DevelopsandimplementsstrategiesforsystematicallycommunicatinginternallyandexternallyC. Develops and implements a comprehensive program of community relations that uses strategies thateffectivelyinvolveandinformmultipleconstituenciesD. Establishes partnerships with parents, businesses, and other groups in the community to strengthenprogramsandsupportcampusgoalsCompetency 008 The beginning principal knows how to focus on improving student outcomes throughorganizationalcollaboration,resiliency,andchangemanagement.A.DemonstratesawarenessofsocialandeconomicissuesthatexistwithintheschoolandcommunitythataffectcampusoperationsandstudentlearningB.Gathersandorganizesinformationfromavarietyofsourcestofacilitatecreativethinking,criticalthinking,andproblemsolvingtoguideeffectivecampusdecisionmakingC.*Frames,analyzes,andcreativelyresolvescampusproblemsusingeffectiveproblem‐solvingtechniquestomaketimely,high‐qualitydecisionsD.Develops,implements,andevaluatessystemsandprocessesfororganizationaleffectivenesstokeepstaffinspiredandfocusedonthecampusvision

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E.*Useseffectiveplanning,timemanagement,andorganizationofworktosupportattainmentofschooldistrictandcampusgoalsDOMAINV—STRATEGICOPERATIONS(AlignmentandResourceAllocation)(Approximatedomainweightis5‐6%.)Competency 009 The beginning principal knows how to collaboratively determine goals and implementstrategiesalignedwiththeschoolvisionthatsupportteachereffectivenessandpositivestudentoutcomes.A.*Assessesthecurrentneedsofthecampus,analyzingawidesetofevidencetodeterminecampusobjectives,andsetsmeasurableschoolgoals,targets,andstrategiesthatformtheschool’sstrategicplansB.*EstablishesstructuresthatoutlineandtracktheprogressusingmultipledatapointsandmakesadjustmentsasneededtoimproveteachereffectivenessandstudentoutcomesC. *Allocates resources effectively (e.g., staff time,master schedule, dollars, and tools), aligning themwithschoolobjectivesandgoals,andworkstoaccessadditionalresourcesasneededtosupportlearningD. Implements appropriatemanagement techniques and group processes to define roles, assign functions,delegateauthority,anddetermineaccountabilityforcampusgoalattainmentCompetency010Thebeginningprincipalknowshowtoprovideadministrativeleadershipthroughresourcemanagement,policy implementation,andcoordinationof schooloperationsandprograms toensurea safelearningenvironment.A. Implements strategies thatenable thephysicalplant, equipment, andsupport systems tooperate safely,efficiently,andeffectivelytomaintainaconducivelearningenvironmentB.*Appliesstrategiesforensuringthesafetyofstudentsandpersonnelandforaddressingemergenciesandsecurityconcerns,includingdevelopingandimplementingacrisisplanC.*Applieslocal,state,andfederallawsandpoliciestosupportsounddecisionswhileconsideringimplicationsrelated to all school operations and programs (e.g., student services, food services, health services, andtransportation)D.*Collaborativelyplansandeffectivelymanagesthecampusbudgetwithinstatelawanddistrictpoliciestopromotesoundfinancialmanagementinrelationtoaccounts,bidding,purchasing,andgrantsE. Uses technology to enhance schoolmanagement (e.g., attendance systems, teacher grade books, shareddrives,andmessagingsystems)F.Facilitates theeffectivecoordinationof campus curricular, cocurricular, andextracurricularprograms inrelationtootherschooldistrictprogramstofulfilltheacademic,developmental,social,andculturalneedsofstudentsG. Collaborateswith district staff to ensure the understanding and implementation of district policies andadvocatesfortheneedsofstudentsandstaffH.*Implementsstrategiesforstudentdisciplineandattendanceinamannerthatensuresstudentsafety,consistency,andequityandthatlegalrequirementsaremet(e.g.,dueprocess,SPEDrequirements)DOMAINVI—ETHICS,EQUITY,ANDDIVERSITY(Approximatedomainweightis4‐6%.)Competency011Thebeginningprincipalknowshowtoprovideethicalleadershipbyadvocatingforchildrenandensuringstudentaccesstoeffectiveeducators,programs,andservices.A.ImplementspoliciesandproceduresthatrequireallcampuspersonneltocomplywiththeEducators'CodeofEthics(TACChapter247)B.Modelsandpromotesthehigheststandardofconduct,ethicalprinciples,andintegrityindecisionmaking,actions,andbehaviorsC.AdvocatesforallchildrenbypromotingthecontinuousandappropriatedevelopmentofalllearnersinthecampuscommunityD. *Implements strategies to ensure that all students have access to effective educators and continuousopportunitiestolearnE. *Promotes awareness and appreciation of diversity throughout the campus community (e.g., learningdifferences,multiculturalawareness,gendersensitivity,andethnicappreciation)F. *Facilitates and supports special campus programs that provide all students with quality, flexibleinstructional programs and services (e.g., health, guidance, and counseling programs) to meet individualstudentneeds

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G.*Applieslegalguidelines(e.g.,inrelationtostudentswithdisabilities,bilingualeducation,confidentiality,anddiscrimination)toprotecttherightsofstudentsandstaffandtoimprovelearningopportunitiesH.Articulatestheimportanceofeducationinafree,democraticsocietyTexasEducationAgency,September2017

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APPENDIX C- COURSE DESCRIPTIONS MASTER’S IN EDUCATION

WITH SPECIALIZATION IN EDUCATIONAL LEADERSHIP

ED5330(3‐0)IntroductiontoSchoolAdministration.Anoverviewofschooladministrationthatincludesroles,functionsanddutiesofthosewhoadministerandsuperviseintheschools.Theory,policydevelopment,theimprovementprocess,executiveleadership,instructionalleadership,recruitmentandretention,staffevaluationandprofessionaldevelopment,diversity,culture,vision,andaccreditationstandardsarealsoincluded.Mustbetakeninfirst6sch.ED5332(3‐0)EducationalResearchI.Acoursedesignedtobroadentheperspectivesofeducationgraduatestudentsandtointroducethemtothetechniquesofconductingeducationalresearchincludingtheselectionandinterpretationofmultipledatasourcesthatpromotedata‐drivendecision‐makingontheircampuses.Mustbecompletedinfirst6sch.ED5333(3‐0)EducationalResearchII.Anadvancedcoursedesignedforeducationgraduatestudentstoapplythetechniquesofeducationalresearchthatpromotedata‐drivendecision‐makingontheircampusesbycompletingastatistically‐sound,data‐driveneducationalresearchprojectonanidentifiedneedoftheirschoolcampusrelatedtostudentachievement.Prerequisites:ED5330andED5332.ED6312(3‐0)Curriculum,InstructionandAssessment.AcoursewhichintroduceseducationgraduatestudentstopublicschoolcurriculumanditsadoptionprocessinTexas;instructionandhowtoimproveittopositivelyimpactstudentachievement;andassessmentandhowtomeasurestudentsuccess.Studentswillbeintroducedtothetopics,amongothers,ofthechangeprocess,horizontalandverticalalignment,scopeandsequence,andrigor.ED6315(3‐0)InstructionalLeadership:Planning,ImplementationandMonitoringoftheInstructionalProgram.Acoursewhichexaminestheimprovementprocessofcurriculum,instructionandassessmenttopositivelyimpactstudentachievement.Studentswillcreateacampusimprovementplantoaddressanidentifiedproblemontheircampus.IfastudentisseekingCertification,thiscoursemustbetakenwithED7102.

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ED6320(3‐0)SchoolSupportServices.Astudyofthemanagementofschoolservicesforwhichachiefadministratorofaneducationalunitisresponsible.Coursecontentincludesattendance,accounting,physicalplantandfacilities,constructionandmaintenance,humanresources,nutrition,andtransportation.StudentswillcreateaProfessionalDevelopmentPlanthataddressesaneedidentifiedontheircampusbydata.IfthestudentisseekingCertification,thiscoursemustbetakenwithED7101.ED7100(0‐1)PracticumIforCertification.Acourserequiredforcertificationwhichprovidesaminimumof50clockhoursoffieldexperienceintheprincipalshipinaT.E.A.accreditedpublic,private,orparochialschool.Studentswillcreateandimplementacollaborativeteamtostudyaproblemrelatingtostudentachievementontheircampus.Studentswillserveinaleadershiproleaspartofthiscommittee.Studentswillprepareareportthatdetailsthechangeprocessandavideoofthemselvesconductingoneofthiscommittee'smeetings.ThiscoursemustbetakenwithED7304.AdvisorApprovalRequired.ED7101(0‐1)PracticumIIforCertification.Acourserequiredforcertificationwhichprovidesaminimumof50clockhoursoffieldexperienceintheprincipalshipinaT.E.A.accreditedpublic,private,orparochialschool.Studentswillcreateandimplementaprofessionaldevelopmentplantoaddressaproblemrelatingtostudentachievementontheircampus.Studentswillserveinaleadershiproleinconductingtheprofessionaldevelopmentandinthechangeprocess.Studentswillcreateaplanthathighlightstheprofessionaldevelopment,itsimplementationandmonitoringandreportonitssuccess.ThiscoursemustbetakenwithED6320.AdvisorApprovalRequired.ED7102(0‐1)PracticumIIIforCertification.Acourserequiredforcertificationwhichprovidesaminimumof60clockhoursoffieldexperienceintheprincipalshipinaT.E.A.accreditedpublic,private,orparochialschool.StudentswillcreateandimplementacampusimprovementplanandworkwiththeCIPCommitteetoaddressaproblemrelatingtostudentachievementontheircampus.Studentswillserveinaleadershiproleintheentirechangeprocessincludingcreatingtheplan,implementingandmonitoringit.ThiscoursemustbetakenwithED6315.AdvisorApprovalRequired.

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ED7304(3‐0)EducationalLeadershipforPrincipals.Acriticalexaminationofthetheoryandpracticeofleadership.Thebehaviors,skills,attributes,beliefs,andattitudesforleadershipwillberesearchedandinvestigated.Specialattentionwillbeplacedonthechangeprocesstoimprovecampusesandthedevelopmentofprofessionallearningcommunities.StudentswilldevelopaplantocreateaPLCorLeadershipCommitteetostudyaproblemontheircampusidentifiedbydata.MustbetakenwithED5333.Ifstudentisseekingcertification,thiscoursemustbetakenwithED7100.ED7309(3‐0)SpecialPopulationsandPrograms.Astudyoftheneedsofmulticulturalandspecialstudentpopulationsandthestateandfederalprogramsthatcurrentlyservetheminpublicschools.ED7313(0‐3)PracticuminSchoolAdministration.AcoursewhichprovidesrealityexperiencesintheprincipalshipinaT.E.A.accreditedpublic,private,orparochialschool;studentsspendaminimumof160clockhoursworkingwithaprincipaland/orassistantprincipalintheconductionofeverydayadministrativeduties.Prerequisite:Approvalofadvisorandcompletionofaminimumof24‐27semesterhoursofprincipalpreparationcoursework.Mustbetakeninlastsemester.AdvisorApprovalRequired.

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APPENDIXD‐EDUCATOR’SCODEOFETHICSANDAFFIRMATIONTexasAdministrativeCode§247.2

TITLE19 EDUCATIONPART7 STATEBOARDFOREDUCATORCERTIFICATION

CHAPTER247 EDUCATORS'CODEOFETHICSRULE§247.2 CodeofEthicsandStandardPracticesforTexasEducators

(a)StatementofPurpose.TheTexaseducatorshallcomplywithstandardpracticesandethicalconducttowardstudents,professionalcolleagues,schoolofficials,parents,andmembersofthecommunityandshallsafeguardacademicfreedom.TheTexaseducator,inmaintainingthedignityoftheprofession,shallrespectandobeythelaw,demonstratepersonalintegrity,andexemplifyhonesty.TheTexaseducator,inexemplifyingethicalrelationswithcolleagues,shallextendjustandequitabletreatmenttoallmembersoftheprofession.TheTexaseducator,inacceptingapositionofpublictrust,shallmeasuresuccessbytheprogressofeachstudenttowardrealizationofhisorherpotentialasaneffectivecitizen.TheTexaseducator,infulfillingresponsibilitiesinthecommunity,shallcooperatewithparentsandotherstoimprovethepublicschoolsofthecommunity.(b)EnforceableStandards.(1)ProfessionalEthicalConduct,PracticesandPerformance.(A)Standard1.1.Theeducatorshallnotknowinglyengageindeceptivepracticesregardingofficialpoliciesoftheschooldistrictoreducationalinstitution.(B)Standard1.2.Theeducatorshallnotknowinglymisappropriate,divert,orusemonies,personnel,property,orequipmentcommittedtohisorherchargeforpersonalgainoradvantage.(C)Standard1.3.Theeducatorshallnotsubmitfraudulentrequestsforreimbursement,expenses,orpay.(D)Standard1.4.Theeducatorshallnotuseinstitutionalorprofessionalprivilegesforpersonalorpartisanadvantage.(E)Standard1.5.Theeducatorshallneitheracceptnoroffergratuities,gifts,orfavorsthatimpairprofessionaljudgmentortoobtainspecialadvantage.Thisstandardshallnotrestricttheacceptanceofgiftsortokensofferedandacceptedopenlyfromstudents,parents,orotherpersonsororganizationsinrecognitionorappreciationofservice.(F)Standard1.6.Theeducatorshallnotfalsifyrecords,ordirectorcoerceotherstodoso.(G)Standard1.7.Theeducatorshallcomplywithstateregulations,writtenlocalschoolboardpolicies,andotherapplicablestateandfederallaws.(H)Standard1.8.Theeducatorshallapplyfor,accept,offer,orassignapositionoraresponsibilityonthebasisofprofessionalqualifications.(2)EthicalConductTowardProfessionalColleagues.(A)Standard2.1.Theeducatorshallnotrevealconfidentialhealthorpersonnelinformationconcerningcolleaguesunlessdisclosureserveslawfulprofessionalpurposesorisrequiredbylaw.

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(B)Standard2.2.Theeducatorshallnotharmothersbyknowinglymakingfalsestatementsaboutacolleagueortheschoolsystem.(C)Standard2.3.Theeducatorshalladheretowrittenlocalschoolboardpoliciesandstateandfederallawsregardingthehiring,evaluation,anddismissalofpersonnel.(D)Standard2.4.Theeducatorshallnotinterferewithacolleague'sexerciseofpolitical,professional,orcitizenshiprightsandresponsibilities.(E)Standard2.5.Theeducatorshallnotdiscriminateagainstorcoerceacolleagueonthebasisofrace,color,religion,nationalorigin,age,sex,disability,orfamilystatus.(F)Standard2.6.Theeducatorshallnotusecoercivemeansorpromiseofspecialtreatmentinordertoinfluenceprofessionaldecisionsorcolleagues.(G)Standard2.7.TheeducatorshallnotretaliateagainstanyindividualwhohasfiledacomplaintwiththeSBECunderthischapter.(3)EthicalConductTowardStudents.(A)Standard3.1.Theeducatorshallnotrevealconfidentialinformationconcerningstudentsunlessdisclosureserveslawfulprofessionalpurposesorisrequiredbylaw.(B)Standard3.2.Theeducatorshallnotknowinglytreatastudentinamannerthatadverselyaffectsthestudent'slearning,physicalhealth,mentalhealth,orsafety.(C)Standard3.3.Theeducatorshallnotdeliberatelyorknowinglymisrepresentfactsregardingastudent.(D)Standard3.4.Theeducatorshallnotexcludeastudentfromparticipationinaprogram,denybenefitstoastudent,orgrantanadvantagetoastudentonthebasisofrace,color,sex,disability,nationalorigin,religion,orfamilystatus.(E)Standard3.5.Theeducatorshallnotengageinphysicalmistreatmentofastudent.(F)Standard3.6.Theeducatorshallnotsolicitorengageinsexualconductoraromanticrelationshipwithastudent.(G)Standard3.7.Theeducatorshallnotfurnishalcoholorillegal/unauthorizeddrugstoanystudentorknowinglyallowanystudenttoconsumealcoholorillegal/unauthorizeddrugsinthepresenceoftheeducator.

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StatementofAffirmation

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APPENDIXE–PortfolioRubric

Portfolio Presentation Scoring Rubric Student Name: Student e-mail: Date of Presentation: Student mobile ph #: Panel Members: Submitted by: Scoring----------------- Courses

Exceeds Expectations: 4 to 5 points

Students address all aspects of the course thoroughly and provides specific examples from assignments to support answers. Student clearly understands the concepts.

Meets Expectations 2 to 3 points

Student partially addresses the course with some specificity and provides examples that partially support answers. Student indicates some understanding.

Below expectations 0 to 1 point

Student does not address the course or does not show an adequate understanding of the information or provide supporting example(s) for answers.

ED 5330 – Introduction to School Administration

Score (0 to 5) and notes:

ED5332 – Educational Research I


ED5333 – Educational Research II


ED 7304 – Educational Leadership for Principals


ED6312 Curriculum, Instruction & Assessment


ED7309 Special Populations & Programs


ED5319 School Law Score (0 to 5) and notes:

ED 6320 – School Support Services


ED 6315 – Instructional Leadership: Planning, Implementing, and


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Scoring----------------- Courses







Monitoring an Instructional Program

Practicum Score (0 to 5) and notes:

Final Comments:

Average score (total score/10): 90% is considered Mastery; 80% is Passing. Pass or Fail:

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APPENDIXF–ED7304ProfessionalLearningCommunityRubric

Professional Learning Community Formation- Scoring Rubric Student Name: Instructor: Scoring-----------------







Report on elements of the Plan to create PLC


Selection of Team Members


Communication tools to assist in formation


SMART Goals –Problem Statement


Data Analysis – underlying research on identified problem


Meeting Timeline Score (0 to 5) and notes:

Team Agenda Template


Implementation and Tracking Intervention Template


End of year assessment tools


Overall plan comprehensiveness and detail; APA, grammar and quality of writing


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Scoring-----------------







Final Comments:


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APPENDIXG–ED6320ProfessionalDevelopmentPlanRubric

Professional Development Plan Scoring Rubric Student Name: Instructor: Scoring-----------------







Elements of the Plan Score (0 to 5) and notes:

Timeline Score (0 to 5) and notes:

Aligned Budget and Resources for Initial Implementation efforts


Summary of underlying Needs Assessment


Underlying research showing that training is effective


Implementation Plan-report & template


Continuous Monitoring Plan – report & template


Benchmark template with re-training plan, budget and resources




Overall plan comprehensiveness and detail; APA,


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Scoring-----------------







grammar and quality of writing

Final Comments:


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APPENDIXH–ED6315TargetedImprovementPlanRubric

Targeted Improvement Plan- Scoring Rubric Student Name: Instructor: Scoring-----------------







Report on elements of the Plan with aligned Budget and Resources


CIP Timeline Score (0 to 5) and notes:

Underlying Data Analysis Report


SMART Goals –Problem Statement


Implementation and Monitoring Plan with Budget


Completed CIP Checklist


Completed CIP template


Tracking Intervention Template




Overall plan comprehensiveness and detail; APA,


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Scoring-----------------







grammar and quality of writing

Final Comments:


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