TEXAS LEADERSHIP COOPERATIVE. Handbook

Transcription

1 TEXAS LEADERSHIP COOPERATIVE Handbook ISO Revised November

2 ESC Region 11 Board of Directors Place Listing PLACE 1 Johnson & Somervell Counties PLACE 2 Parker & Palo Pinto Counties PLACE 3 Cooke, Denton & Wise Counties PLACE 4 Erath & Hood Counties PLACE 5 Tarrant County PLACE 6 Tarrant County PLACE 7 Tarrant County CHARTER SCHOOL MEMBER DR. O.C. MIKE TAYLOR G.B. BAILEY DR. HOYT WATSON Vice-Chairman BEN GILBERT Secretary BILL ANDERSON L. DEAN HANCOCK J.B. MORGAN Chairman Todd Landry 2

3 Texas Leadership Cooperative Program Description Texas Leadership Cooperative (TLC) is a twelve month superintendent preparation program available to candidates who have previously earned a master s degree and are seeking superintendent certification. The training and field-based experiences are designed to develop proficiency in the State Board for Educator Certification (SBEC) standards and competencies for Texas Superintendents. Participants may obtain a probationary superintendent s certificate as they complete TLC Program Requirements. Training classes are held at ESC 11 on selected dates during the months of June and July and TLC interns postassignment training classes are held at ESC 11 one date each month from September until May. This format allows the interns to complete 200 hours of face-to-face and online training while enrolled in the program. The interns must complete an internship which includes logging 160 hours of executive lever experience while completing three district approved projects. Interns engage in ongoing assessments and receive daily support through a mentor and an ESC 11 consultant. Upon completion of all phases of the TLC program including all program benchmarks, passing the TExES Superintendent s Exam (#195), and obtaining a recommendation for certification from their mentor, interns are recommended for a standard superintendent s certificate by the ESC Region 11 program director. 3

4 State Certification Rules and Information Texas Administrative Code TITLE 19, Part 7, Chapter 227, Requirements for Educator Preparation Programs, RULE General Provisions (a) It is the responsibility of the education profession as a whole to attract candidates and to retain educators who demonstrate the knowledge and skills necessary to improve the performance of the diverse student population of the state. (b) Educator preparation programs should collaborate with local school districts pursuant to the Texas Education Code , to examine the criminal history of all educator preparation candidates prior to participation in educator preparation activities that occur in a school. Texas Administrative Code TITLE 19, Part 7, Chapter 228, Requirements for Educator Preparation Programs, RULE Governance of Educator Preparation Programs (a) Preparation for the certification of educators may be delivered by an institution of higher education, regional education service center, public school district, or other entity approved by the State Board for Educator Certification (SBEC) under of this title (relating to approval Process). (b) The preparation of educators shall be a collaborative effort among public schools accredited by the Texas Education Agency (TEA) and/or TEA-recognized private schools; regional education service centers; institutions of higher education; and/or business and community interests; and shall be delivered in cooperation with public schools accredited by the TEA and/or TEA-recognized private schools. An advisory committee with members representing as many as possible of the groups indentified as collaborators in this subsection shall assist in the design, delivery, evaluation, and major policy decisions of the educator preparation program. The approved educator preparation program shall approve the roles and responsibilities of each member of the advisory committee and shall meet a minimum of twice during each academic year. (c) The governing body and chief operating officer of an entity approved to deliver educator preparation shall provide sufficient support to enable the educator preparation program to meet all standards set by the SBEC, and shall be accountable for the quality of the educator preparation program and the candidates whom the program recommends for certification. (d) All educator preparation programs must be implemented as approved by the SBEC as specified in of this title. An approved educator preparation program may not expand to other geographic locations without prior approval of the SBEC. (e) Proposed amendments to an educator preparation program shall be submitted to the TEA staff and approved prior to implementation. Significant amendments, related to the five program approval components specified in (b) of this title, must be approved by the SBEC. The educator preparation program will be notified in writing of its proposal approval or denial within 60 days following a determination by the SBEC. If an educator preparation program has already implemented significant amendments to its original approved proposal as of January 1, 2009, those amendments are not required to be presented to or approved by the SBEC. However, the educator preparation program shall inform the SBEC of the e11stence of the significant amendments within 60 days of the adoption of this subsection. 4

5 Texas Administrative Code TITLE 19, Part 7, Chapter 228, Requirements for Educator Preparation Programs, RULE Educator Preparation Curriculum (a) The educator standards adopted by the State Board for Educator Certification (SBEC) shall be the curricular basis for all educator preparation and, for each certificate, address the relevant Texas Essential Knowledge and Skills (TEKS). (b) The curriculum for each educator preparation program shall rely on scientifically-based research to ensure teacher effectiveness and align to the TEKS. The following subject matter shall be included in the curriculum for candidates seeking initial certification: (1) the specified requirements for reading instruction adopted by the SBEC for each certificate; (2) the code of ethics and standard practices for Texas educators, pursuant to Chapter 247 of this title (relating to Educators Code of Ethics); (3) child development; (4) motivation; (5) learning theories; (6) TEKS organization, structure, and skills; (7) TEKS in the content areas; (8) state assessment of students; (9) curriculum development and lesson planning; (10) classroom assessment for instruction/diagnosing learning needs; (11) classroom management/developing a positive learning environment; (12) special populations; (13) parent conferences/communication skills; (14) instruction technology; (15) pedagogy/instructional strategies; (16) differential instruction; 5

6 Texas Administrative Code TITLE 19, Part 7, Chapter 228, Requirements for Educator Preparation Programs, RULE Assessment and Evaluation of Candidates for Certification and Program Improvement (a) To ensure that a candidate for educator certification is prepared to receive the standard certificate, the entity delivering educator preparation shall establish benchmarks and structured assessments of the candidate s progress throughout the educator preparation program. (b) An educator preparation program shall determine the readiness of each candidate to take the appropriate certification assessment of pedagogy and professional responsibilities, including professional ethics and standards of conduct. An educator preparation program shall not grant test approval for the pedagogy and professional responsibilities assessment until a candidate has met all of the requirements for admission to the program and has been fully accepted into the educator preparation program. (c) For the purposes of educator preparation program improvement, an entity shall continuously evaluate the design and delivery of the educator preparation curriculum based on performance data, scientifically-based research practices, and the results of internal and external assessments. (d) An educator preparation program shall retain documents that evidence a candidate s eligibility for admission to the program and evidence of completion of all program requirements for a period of fine years after program completion. Texas Administrative Code TITLE 19, Part 7, Chapter 242, RULE General Provisions (a) Due to the critical role the superintendent plays in school district effectiveness and student achievement, the rules adopted by the State Board for Educator Certification ensure that each candidate for the Superintendent Certificate is of the highest caliber and possesses the knowledge and skills necessary for success. (b) As required by the Texas Education Code, (b)(1)-(6), the standards identified in of this title (relating to Standards Required for the Superintendent Certificate) emphasize instructional leadership; administration, supervision, and communication skills; curriculum and instruction management; performance evaluation; organization; and fiscal management. (c) An individual serving as a superintendent is expected to actively participate in professional development activities to continually update his or her knowledge and skills. Currency in best practices and research as related to both school district leadership and student learning is essential. (d) The holder of the Superintendent Certificate issued under the provisions of this chapter may serve as a superintendent, principal, or assistant principal in a Texas public school. TITLE 19, PART 7 CHAPTER 242 RULE Minimum Requirements for Admission to a Superintendent Preparation Program (a) Prior to admission to an educator preparation program leading to the Superintendent Certificate, an individual must hold, at a minimum, a master s degree from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board. (b) An educator preparation program may adopt requirements for admission in addition to those 6

7 required in subsection (a) of this section. (c) The educator preparation program shall implement procedures that include screening activities to determine the candidate s appropriateness for the superintendent Certificate as identified in Chapter 227 of this title (relating to Provisions for Educator Preparation Candidates). TITLE 19, PART 7 CHAPTER 242 RULE Preparation Program Requirements (a) The design of the superintendent preparation program resides with the State Board for Educator Certification-approved educator preparation program and curricula and coursework shall be based upon the standards in of this title (relating to Standards Required for the Superintendent Certificate) and Chapter 228 of this title (relating to Requirements for Educator Preparation Programs). (b) The superintendent preparation program shall include a field-based practicum whereby candidates must demonstrate proficiency in each of the eight standards in of this title. (c) An educator preparation program may develop and implement specific criteria and procedures that allow a candidate to substitute related experience and/or professional training directly related to the standards indentified in of this title for part of the preparation requirements. TITLE 19, PART 7 CHAPTER 242 RULE Standards Required for the Superintendent Certificate (a) Superintendent Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and the State Board for Educator Certification as the basis for developing the examinations required to obtain the standard Superintendent Certificate. The standards also serve as the foundation for the individual assessment, professional growth plan, and continuing professional education activities required by of this title (relating to Requirements to Renew the Standard Superintendent Certificate.) (b) Learner-Centered Values and Ethics of Leadership. A superintendent is an educational leader who promotes the success of all students by acting with integrity fairness, and in an ethical manner. A superintendent understands, values, and is able to: (1) model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors; (2) implement policies and procedures that encourage all school district personnel to comply with Chapter 247 of this title (relating to Educators Code of Ethics); (3) serve as an articulate spokesperson for the importance of education in a free democratic society; (4) enhance teaching and learning by participating in quality professional development activities, study of current professional literature and research, and interaction with the school district s staff and students;\ (5) maintain personal physical and emotional wellness; and (6) demonstrate the courage to be a champion for children. (c) Learner-Centered Leadership and School District Culture. A superintendent is an educational leader who promotes the success of all students and shapes school district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. A superintendent understands, values, and is able to: (1) establish and support a school district culture that promotes learning, high expectations, and academic rigor for self, student, and staff performance; (2) facilitate the development and implementation of a shared vision that focuses on teaching and learning; (3) implement strategies for the involvement of all stakeholders in the planning processes and facilitate planning between constituencies; 7

8 (4) conduct and analyze school district/campus climate inventories for effective and responsive decision making; (5) institute and monitor planning processes that include strategies designed to ensure the accomplishment of school district goals and objectives to achieve the school district s vision; (6) facilitate the use and allocation of all available resources to support the implementation of the school district s vision and goals; (7) recognize and celebrate contributions of staff and community toward realization of the school district s vision; (8) demonstrate an awareness of emerging issues and trends affecting the education community; (9) encourage and model innovative thinking and risk taking and view problems as learning opportunities; and (10) promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the education community (d) Learner-Centered Human Resources Leadership and Management. A superintendent is an educational leader who promotes the success of all students by implementing a staff e valuation and development system to improve the performance of all staff members, selects and implements appropriate models for supervision and staff development, and applies the legal requirements for personnel management. A superintendent understands, values, and is able to: (1) develop, implement, and evaluate a comprehensive professional development plan designed specifically to address areas of identified school district, campus, and/or staff need; (2) facilitate the application of adult learning principles to all professional development activities, including the use of relevant issues and tasks and the use of support and follow-up strategies to facilitate implementation; (3) implement strategies to enhance professional capabilities at the school district and campus level to ensure support for a continuum of services and programming; (4) deliver effective presentations and facilitate the learning of both small and large groups; (5) implement effective strategies for the recruitment, selection, induction, development, and promotion of staff; (6) develop and institute comprehensive staff evaluation models appropriate to the position held that include both formative and summative assessment and appraisal strategies; (7) demonstrate use of school district and staff evaluation data for personnel policy development and decision making; (8) demonstrate and apply knowledge of certification requirements and standards; and (9) diagnose and improve organizational health/morale by the implementation of strategies and programs designed to provide on-going assistance and support to personnel. (e) Learner-Centered Policy and Governance. A superintendent is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context and by working with the board of trustees to define mutual expectations, policies, and standards. A superintendent understands, values, and is able to: (1) define and apply the general characteristics of internal and external political systems to the educational organization; (2) demonstrate and apply appropriate knowledge of legal issues affecting education; (3) provide leadership in defining superintendent and board of trustees roles, mutual expectations, and effective superintendent-board of trustees working relationships; (4) determine the political, economic, and social aspects and/or needs of groups in the community, and those of the community at large, for effective and responsive decision making; 8

9 (5) prepare and recommend school district policies to improve student learning and school district performance in compliance with state and federal requirements; (6) use legal systems to protect the rights of students and staff and to improve learning opportunities; (7) apply laws, policies, and procedures fairly, wisely, and considerately; and (8) access state and national political systems to provide input on critical educational issues. (f) Learner-Centered Communications and Community Relations. A superintendent is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. a superintendent understands, values, and is able to: (1) develop and implement an effective and comprehensive school district internal and external communications plan and public relations program; (2) analyze community and school district structures and identify major opinion leaders and their relationships to school district goals and programs; (3) establish partnerships with parents, area businesses, institutions of higher education, and community groups to strengthen programs and support school district goals; (4) implement effective strategies to systematically communicate with and gather input from all stakeholders in the school district; (5) communicate effectively with all social, cultural, ethnic, and racial groups in the school district and community; (6) develop and use formal and informal techniques to obtain accurate perceptions of the school district staff, parents, and community; (7) use effective consensus-building and conflict-management skills; (8) articulate the school district s vision and priorities to the community and to the media; (9) influence the media by using proactive communication strategies that serve to enhance and promote the school district s vision; (10) communicate an articulate position on educational issues; and (11) demonstrate effective and forceful writing, speaking, and active listening skills. (g) Learner-Centered Organizational Leadership and Management. A superintendent is an educational leader who promotes the success of all students by leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. A superintendent understands, values, and is able to: (1) implement appropriate management techniques and group processes to define roles, assign functions, delegate effectively, and determine accountability for goal attainment; (2) implement processes for gathering, analyzing, and using data for informed decision making; (3) frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills; (4) develop, implement, and evaluate change processes for organizational effectiveness; (5) implement strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently, and effectively to maintain a conducive learning environment throughout the school district; (6) apply legal concepts, regulations, and codes for school district operations; (7) perform effective budget planning, management, account auditing, and monitoring and establish school district procedures for accurate and effective fiscal reporting; (8) acquire, allocate, and manage resources according to school district vision and priorities; (9) manage one s own time and the time of others to ma11mize attainment of school district goals; and (10) use technology to enhance school district operations. 9

10 (h) Learner-Centered Curriculum Planning and Development. A superintendent is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum resources, and assessment; and the use of various forms of assessment to measure student performance. A superintendent understands, values, and is able to: (1) apply understanding of pedagogy, cognitive development, and child and adolescent growth and development to facilitate effective school district curricular decisions; (2) implement curriculum planning methods to anticipate and respond to occupational and economic trends and to achieve optimal student learning; (3) implement core curriculum design and delivery systems to ensure instructional continuity and instructional integrity across the school district; (4) develop and implement collaborative processes for the systematic assessment and renewal of the curriculum to ensure appropriate scope, sequence, cont3ent, and alignment; (5) evaluate and provide direction for improving school district curriculum in ways that are based upon sound, research-based practices; (6) facilitate the use of technology, telecommunications, and information systems to enrich the school district curriculum and enhance learning for all students; (7) facilitate the use of creative, critical-thinking, and problem-solving tools by staff and other school district stakeholders; and (8) facilitate the effective coordination of school district and campus curricular and extracurricular programs. (i) Learner-Centered Instructional Leadership and Management. A superintendent is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school district culture and instructional program conducive to student learning and staff professional growth. a superintendent understands, values, and is able to: (1) apply knowledge and understanding of motivational theories to create conditions that empower staff, students, families, and the community to strive to achieve the school district s vision; (2) facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure a school district environment conducive to learning; (3) facilitate the development of learning organization that supports instructional improvement, builds and implements an appropriate curriculum, and incorporates best practice; (4) facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to school district/campus improvement initiatives; (5) plan and manage student activity programs to fulfill developmental, social, cultural, athletic, leadership, and scholastic needs (i.e., guidance and counseling programs and services); (6) institute a comprehensive school district program of student assessment, interpretation of date, and reporting of state and national data results; (7) apply knowledge and understanding of special programs to ensure that students with special needs are provided quality, fle11ble instructional programs and services; (8) analyze and deploy available instructional resources in the most effective and equitable manner to enhance student learning; (9) develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning; and (10) create an environment in which all students can learn. TITLE 19, PART 7CHAPTER 242 RULE Requirements for the Standard Superintendent Certificate 10

11 To be eligible to receive the standard Superintendent Certificate, a candidate must: (1) satisfactorily complete an examination based on the standards identified in of this title (relating to Standards Required for the Superintendent Certificate); (2) successfully complete a State Board for Educator Certification-approved superintendent preparation program and be recommended for certification by that program; (3) hold, at a minimum, a master s degree from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board; and (4) hold, at a minimum, a principal certificate or the equivalent issued under this title or by another state or country. TITLE 19, PART 7 CHAPTER 242 RULE Requirements for the First-Time Superintendent in Texas (a) First-time superintendents (including the first time in the state) shall participate in a one-year mentorship which should include at least 36 clock hours of professional development directly related to the standards identified in of this title (relating to Standards Required for the Superintendent Certificate). (b) During the one-year mentorship, the superintendent should have contact with his or her mentor at least once a month. The mentorship program must be completed within the first 18 months of employment in the superintendency in order to maintain the standard certificate. (c) Experienced superintendents willing to serve as mentors must participate in training for the role. TITLE 19, PART 7 7 RULE Code of Ethics and Standard Practices for Texas Educators Enforceable Standards. (1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair 11

12 professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and to11c inhalants. (M) Standard The educator shall not consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. 12

13 (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, , instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and 13

14 (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student. 14

15 GENERAL INFORMATION 15

16 GENERAL GUIDELINES Absences Attendance in and/or completion of all training sessions is required for successful completion of the program. Interns are expected to attend and/or complete all training sessions as scheduled. If an intern is ill or cannot attend for any reason, contact the Certification office prior to the training and notify the staff of the reason. Because of the limited time frame for training, if an intern misses more than one day of training without prior approval of the director, the intern may be dismissed from the program. The sign-in sheets are auditable by the State Board for Educator Certification (SBEC) and are part of the requirements for certification. Interns are expected to attend the entire training session. It is expected that interns conduct themselves in a professional manner, which includes being punctual for the beginning of training sessions and after each break. Interns are expected to be active participants during training. Assessments Interns are expected to complete all class assessments to receive credit for the class. Benchmarks It is extremely important that all required assignments are completed and submitted to the CERTIFICATION office by the due dates. This requirement is necessary for intern certification documentation. Breaks All training sessions include scheduled breaks. Excessive time out of training will result in the need for makeup training. Remember, the training is planned to help the intern in the classroom and prepare for the certification tests; therefore it is in the best interest of the interns to give full attention to the training. Cell Phones Place on vibrate or turn off during training. Please limit use of phones during training to emergency calls only. To avoid distractions, do not talk on a cell phone during class. Communication Interns need to stay abreast of all program activities. There are several means of communication available to the interns including the calendar, , web site, and telephone. Please do not hesitate to ask for assistance; the staff is here to support all interns. Dress Dress may be casual for training, but respectful. While in the schools, interns should dress as professionals. If in doubt, check with a staff member. Fees A fee of $4,600 will be paid to ESC Region 11 to cover program fees. Some districts may allow payments through payroll deduction. Food/Beverages Interns may bring food or drinks into the training rooms provided they do not interfere with the learning process and interns are still able to participate in the training activities. Participation Interns are expected to be active participants during training sessions; please do not attempt to conduct other business during this time. Professionalism Interns are expected to conduct themselves as professionals at all times; treat others with the same respect and courtesy with which you want to be treated. Representative Form (Practice Test) In preparation for the state required Texas Examination of Texas Standards (TExES) exam #195, interns will be required to take the representative form of the test for superintendent certification. 16

17 Sign-In Each intern must sign in for each face-to-face training session. If an intern is more than 10 minutes late, it is necessary to write the time of arrival. The consultant will schedule makeup training as needed. Consistent tardies may result in dismissal from the program. The sign-in sheets are auditable by the State Board for Educator Certification and are part of the requirements for certification. Tardies Interns are expected to be on time for all training sessions. Allow yourself extra time for traffic and parking. 17

18 $$ APPRO11MATE PROGRAM COSTS $$ Activity Cost: Individual costs may vary Due Date Program Application Fee $75.00 With application Application Fee for Probationary Superintendent Certification Fingerprinting for Probationary Certificate (if needed) $52.00 (payable to SBEC) $47.00 (payable to SBEC) Prior to application is preferable Program Fee (payroll deduction option) $4, See Payment Schedule Texas Examination of Educator Standards (TExES) $ (As determined by SBEC) Test dates to be announced by SBEC Book(s) $50.00 (estimate) Intern purchased Application for Standard Superintendent Certificate $77.00 (payable to SBEC) After completion of Program Benchmarks 18

19 The Support System The ESC Preparation Program Staff/Facilitators As a linking component, the staff will support the intern by doing the following: Monitoring the interns progress Recommending program modifications as needed Collecting documents for all program benchmarks Maintaining the interns documentation folder for certification The Mentor As an experienced, administrator to whom the intern is assigned, the mentor also plays a vital role in the support system. The mentor will assist the intern by doing the following: Providing direct support on a daily/weekly basis to the intern Utilizing formative assessment strategies during observations and conferences Promoting self-reliance and motivation Completing the online mentor training 19

20 Intern Responsibilities The intern will observe and work with an outstanding mentor superintendent where high student academic achievement and the building of a learning community are the primary goals. The intern will bring to the school and to the program a commitment to learning how to function as an effective leader. The intern will be assigned to a administrative internship/position during the program. The position must require the intern to engage in a district-level administrative role during of the internship. The intern is expected to meet at least once a week with the mentor for a face to face session for candid appraisal and feedback regarding his/her performance. The intern should observe and work with the mentor across a range of leadership/administrative activities, which will help him/her, gain knowledge and insight into the superintendent s role and responsibilities. The intern will be expected to complete all tasks on time and at a quality level. The intern will attend/complete all sessions, both face-to-face and online. The intern will serve as a role model for staff and students. The intern is responsible for all fees. 20

21 BENCHMARKS 21

22 PROGRAM BENCHMARKS Methodology to Assess Intern Growth Assessment Tool Demonstrate professionalism, participation, and successful completion of assessments. Completion of training hours. Ongoing competency development in all domains Feedback from mentor Assignments (specific details to be given during training) Feedback from site visits Passing scores on all required TExES Recommendation for certification by mentor, consultant and program director Observation by TLC consultant, assessments of training topics. Sign-in sheets; training card, assessments. Projects completed with mentor approval. Activity Log Completion documented by consultant. Consultant reports TExES results Certification Recommendation Forms Notification: In the event an intern is unable to complete any of the requirements listed, the intern is expected to notify the staff immediately. It is advised that the principal be included in any communication concerning the intern s requirements. 22

23 TRAINING 23

24 Summer Training Schedule: ESC Region 11 Superintendent Preparation Program Training Schedule Texas Leadership Cooperative Online classes are considered to be six hours of training. Face to face classes are held at ESC 11 from 8:00 a.m. to 2:00 p.m.. Date Complete after acceptance into the TLC program June 10, 2013 June 12, 2013 Complete by June 13, 2013 June 17, 2013 Complete by June 18, 2013 June 19, 2013 Complete by June 20, 2013 June 24, 2013 Complete by June 25, 2013 June 26, 2013 June 27, 2013 Complete by July 8, 2013 July 9, 2013 July 10, 2013 July 11, 2013 July 15, 2013 July 16, 2013 July 17, 2013 Complete by Sept. 4, 2013 Complete by Sept. 4, 2013 Online Class - Orientation Your Relationship with the Board Topic Media Relations and Communication Online Class - Board Operating Procedures and Board Training Strategic Planning and Instructional Improvement Online Class Analysis of a Selected District s Planning and Academic Performance Presentation of Action Plans for Improving Selected District s Academic Performance; Overview of Public School Finance Online Class - Public School Finance 101 TEA Website Resource Allocations and District Planning Online Class - The Budget Approval Process Superintendent s Contracts and Legal Issues Personnel Management Online Class - TExES Test Preparation TExES Test Preparation Demographics, Facility Planning & The Financial Advisor School District Construction & The Architect Practice TExES Test TExES Test Preparation Online Class - Mentor Training - Professional Development Plan Self Study of District Improvement Plan and AEIS Data Analysis TASA Book Study TASA Website On-Going Training During the School Year (Dates May Change) TLC interns will attend ESC 11 Superintendent Study Group Meetings Sept. 4, 2013 Oct. 2, 2013 Nov. 6, 2013 Dec. 4, 2013 Jan. 15, 2014 Jan. 27,28,29, 2014 March 5, 2014 Apr. 9, 2014 May 7, 2014 Self-Study Presentations State and Federal Accountability Your Interview with the Board and Mock Interview Seeking a Superintendent s Position Search Panel Budget Boot Camp 9:00 a.m. 4:00 p.m. Mid-Winter Conference Austin District Level Instructional Planning Superintendent Support Systems, TASA etc. TLC Program Feedback 24

25 Training Correlation Chart Standards for Superintendent Certification Test Framework Competencies ESC Training Assessment Source Note: The provisions of this adopted to be effective March 14, 1999, 24 TexReg 1617; amended to be effective September 2, 1999, 24 TexReg 6751 (a) The knowledge and skills identified in this section must be All All TExES Exam used by the Board as the basis for developing the assessment(s) required to obtain the Standard Superintendent Certificate. (b) Learner-Centered Values and Ethics of Leadership. A superintendent is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. A superintendent understands, values, and is able to: (1) Model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors. (2) Implement policies and procedures that encourage all district personnel to comply with of this title, (relating to the Code of Ethics and Standard Practices for Texas Educators). (3) Serve as an articulate spokesperson for the importance of education to a free democratic society. (4) Enhance teaching and learning by participation in quality professional development activities, study of current professional literature and research, and interaction with the district's staff and students. (5) Maintain personal physical and emotional wellness. (6) Demonstrate the courage to be a champion for children. Competency 001-The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students. Program Overview Educator Code of Ethics Activity Results c) Learner-Centered Leadership and District Culture. A superintendent is an educational leader who promotes the success of all students and shapes district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. A superintendent understands, values, and is able to: (1) Establish and support a district culture that promotes learning, high expectations, and academic rigor for self, student, and staff performance. (2) Facilitate the development and implementation of a shared vision that focuses on teaching and learning. (3) Implement strategies for the involvement of all stakeholders in planning processes and facilitate planning between constituencies. Competency 002 The superintendent knows how to shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community 25 District Planning and Improvement Model District Improvement Plan

26 Standards for Superintendent Certification Test Framework Competencies ESC Training Assessment (4) Conduct and analyze district/school climate inventories for effective, responsive decision-making. (5) Institute and monitor planning processes that include strategies designed to ensure the accomplishment of district goals and objectives to achieve the district's vision. (6) Facilitate the use and allocation of all available resources to support the implementation of the district's vision and goals. (7) Recognize and celebrate contributions of staff and community toward realization of the district's vision. (8) Demonstrate an awareness of emerging issues and trends affecting the education community. (9) Encourage and model innovative thinking and risk-taking and view problems as learning opportunities. (10) Promote multicultural awareness, gender sensitivity, and the appreciation of diversity in the education community. (d) Learner-Centered Human Resources Leadership and Management. A superintendent is an educational leader who promotes the success of all students by implementing a staff evaluation and development system to improve the performance of all staff members, selects appropriate models for supervision and staff development, and applies the legal requirements for personnel management. A superintendent understands, values, and is able to: (1) Develop, implement, and evaluate a comprehensive professional development plan designed specifically to address areas of identified district, campus, and/or staff need. (2) Facilitate the application of adult learning principles to all professional development activities, including the use of relevant issues and tasks and the use of support and follow-up strategies to facilitate implementation. (3) Implement strategies to enhance professional capabilities at the district and campus level to ensure support for a continuum of services and programming. (4) Deliver effective presentations and facilitate the learning of both small and large groups. (5) Implement effective strategies for the recruitment, selection, induction, development, and promotion of staff. (6) Develop and institute comprehensive staff evaluation models that include both formative and summative assessment and appraisal strategies. Competency 007 The superintendent knows how to implement a staff evaluation and development system to improve the performance of all staff members and select appropriate models for supervision and staff development. 26 Personnel management Activity Results

27 Standards for Superintendent Certification (7) Demonstrate use of district and staff evaluation data for personnel policy development and decision making. (8) Demonstrate and apply knowledge of certification requirements and standards. (9) Diagnose and improve organizational health/morale by the implementation of strategies and programs designed to provide on-going assistance and support to personnel. (e) Learner-Centered Policy and Governance. A superintendent is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context and by working with the board of trustees to define mutual expectations, policies, and standards. A superintendent understands, values, and is able to: (1) Define and apply the general characteristics of internal and external political systems to the educational organization. (2) Demonstrate and apply appropriate knowledge of legal issues affecting education. (3) Provide leadership in defining superintendent and board roles, mutual expectations, and effective superintendent-board working relationships. (4) Determine the political, economic, and social aspects and/or needs of groups in the community, and those of the community at large, for effective and responsive decision making. (5) Prepare and recommend district policies to improve student learning and district performance in compliance with state and federal requirements. (6) Utilize legal systems to protect the rights of students and staff and to improve learning opportunities. (7) Apply laws, policies, and procedures fairly, wisely, and considerately. (8) Access state and national political systems to provide input on critical educational issues. Test Framework Competencies Competency 004 The Superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context including working with the board of trustees, to achieve the district s educational vision. ESC Training Your relationship with the board. Assessment Activity Results 27

28 Standards for Superintendent Certification Test Framework Competencies ESC Training Assessment f) Learner-Centered Communications and Community Relations. A superintendent is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. A superintendent understands, values, and is able to: (1) Develop and implement an effective and comprehensive district internal and external communications plan and public relations program. (2) Analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs. (3) Establish partnerships with parents, area businesses, institutions of higher education, and community groups to strengthen programs and support district goals. (4) Implement effective strategies to systematically communicate with and gather input from all stakeholders in the district. (5) Communicate effectively with all social, cultural, ethnic, and racial groups in the school district and community. (6) Develop and utilize formal and informal techniques to obtain accurate perceptions of the district staff, parents, and community. (7) Use effective consensus building and conflict management skills. (8) Articulate the district's vision and priorities to the community and to the media. (9) Influence the media by utilizing proactive communication strategies that serve to enhance and promote the district's vision. (10) Communicate an articulate position on educational issues. (11) Demonstrate effective and forceful writing, speaking, and active listening skills. Competency 003 The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students. District Planning and Improvement Model District Improvement Plan (g) Learner-Centered Organizational Leadership and Management. A superintendent is an educational leader who promotes the success of all students by leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. A superintendent understands, values, and is able to: and determine accountability for goal attainment. Competency 010 The superintendent knows how to apply organizational, decisionmaking, and problem-solving skills to facilitate positive change in varied contexts. Change Processes Activity Results 28