Proposed MSA Program Blueprints Department of Educational Leadership & Policy Studies North Carolina State University

Draft Date: 6/24/09 Proposed MSA Program Blueprints Department of Educational Leadership & Policy Studies North Carolina State University Required Program Components 1. A description of how the proposed program has been re-visioned to reflect 21 st century knowledge, skills, and dispositions and the rationale for the changes. The revised MSA/licensure program presented in this blueprint has been significantly changed to better reflect 21 st century skills needed by school leaders in North Carolina and across the nation. Leadership preparation is not simply a matter of developing a set of discrete skills and building isolated bits of knowledge. Instead it means embedding skills and knowledge into unique contexts and applying effective solutions to complex, varied, and uncertain situations. Following this vision, our new MSA/licensure program represents a more holistic, field-embedded, focused, and integrated preparation of school leaders. The new MSA/licensure program is aligned to a series of school leadership standards including the 2006 North Carolina Standards for School Executives (NCSSE), the Standards for Advanced Programs in Educational Leadership adopted by the Educational Leadership Constituent Council (ELCC), the National Council for the Accreditation of Teacher Education (NCATE), the North Carolina 21 st Century Standards, and the NCDPI leadership competencies. The overall change in the program is profound in that we transition from a relatively traditional program or coursework that is followed by a separate internship, to a field-based program where students are allowed to apply what they ve learned immediately in a real school setting by embedding and extending the internship experience. Specific changes to the program include the following: 1. The new program is changed from a three-year to a two-year program. The program moves from a traditional model, where students took courses for two years and then engaged in a fulltime intern experience, to a new model where students are in a fulltime internship experience for the entire two-year duration of the program. Students can now complete the program a full year earlier, providing less disruption to their professional and personal lives, and to their employing school districts. 2. Students will now be required to immediately practice and apply what they ve learned in the field. Students will serve on or lead appropriate committees, gather data, observe, survey/interview, and shadow leaders in their assigned school(s) while they simultaneously learn the necessary basic content knowledge. This is accomplished by embedding field (intern) time within each course rather than leaving the internship until after coursework is completed, and directly linking class content and intern activity in the field. Students are expected to produce authentic products (evidences) that demonstrate knowledge application. This improves student learning by allowing for immediate application and assessment of knowledge in an authentic setting. It also provides for frequent formative assessment of student progress and maintains a higher minimal standard for internship experiences that; in traditional programs tend to rely on hours logged and therefore can vary in content and quality. 3. The internship is extended to include a required course/intern experience over the summer months. The extended internship allows students the opportunity a more comprehensive experience, because some activities (e.g. scheduling, budget planning) take place primarily during the summer months. The extended timeframe for the internship allows districts more flexibility in placing interns into a wider variety of leadership activities and provides interns the opportunity to participate on individual projects/committees for an extended period. In addition, because students are at full-time status over the two years, all students would qualify for the North Carolina Principal Fellows program. 4. Program content will be delivered through a series of experiences offered in a logical and specified sequence. Currently, courses are randomly sequenced and thus content is necessarily 1

disconnected. Program sequencing also allows field activities at the beginning of the program to be designed to be more observational and to progress to involving the intern in more direct leadership roles in the latter half. Content and skill development will now be designed to build upon each other in a more coherent manner rather than being delivered in isolated, random courses. 5. The new program is designed around the development of specific leadership skills rather than on coursework completion. Skill acquisition, not seat time, is the focus. This has required the change and redistribution of content and the subsequent development of almost all new courses in the program. In addition, the assessment of successful program completion centers on a demonstration of skills in field settings, rather than completion of course time or mere knowledge acquisition. 6. Diversity, social justice, and equity content and application have been incorporated into all courses and evidences rather than being offered in a single diversity course. This reinforces our goal of leaders applying ethical and equitable decision-making across all facets of their practice. 7. The use of technology has been incorporated into all courses and evidences. Previously, this was not intentionally designed into the program. For example, students will be asked to explore the use of technology in their own intern school, and then recommend and, in some cases, develop websites or other technological products through the evidences. 8. The use of data to inform decisions, collaborative decision-making with multiple stakeholders, developing a culture of continuous improvement, and the implementation and sustainability of innovative practices are 21 st century topics that are now prominent in the program content and evidences. 9. Internship requirements are directly linked to evidence assignments for the candidate s portfolio. Performance expectations in the field come directly from NCSSE proficiency standards. The field requirements and a schedule for activities are included in an individual internship plan developed collaboratively by the student, the mentor, and the university supervisor at the beginning of the program. In addition, these activities are included in the signed memorandum of agreement with each district, mentor, and student. 10. Technology will be used to accommodate the increased number of interns in the field with the newly revisioned program. Specifically, intern supervisors will increase the number of overall contacts through use of live on-line video/audio conferencing with the intern and their mentor. They will still make face-to-face visits at the beginning and end of the program and at least once per semester at every intern school site. 11. New course content has been added specifically directed at developing collaborations with internal and external agencies and stakeholders (local, state, national, and international) for decision-making and the development of innovative strategies and learner support. To further balance theory and practice, conflict resolution, special education, and professional learning communities have been added as required skill sets and evidences in the program. 12. Admissions criteria are changed to require students to respond in writing to case study scenarios rather than the current autobiographical statement. In addition, students are required to have at least one reference from their current supervisor. Students will also be asked to write about why they are interested in the program and what they will do to ensure they have adequate time to engage in field work and skill acquisition while working a full-time teaching job. Admissions will rely more on a holistic evaluation through these authentic demonstrations of leadership potential. Admissions will require on minimum graduate school standards for past grades and test scores, which can be less reliable predictors, especially within some ethnicities. The GRE test will be dropped, and the MAT will be recommended as the program entry option. 13. Successful completion of the program will be based upon a series of formative assessments of student skill acquisition and dispositions as well as summative measures. Specifically, student dispositions will be assessed by the student, their mentor principal, and the university supervisor at the beginning, midpoint, and end of the program. In addition, student evidences will be 2

evaluated each semester as they are completed and then again by the student, their peers, and a university supervisor during the final capstone experience. As a result of this 360-degree assessment, individualized and targeted executive coaching will be provided during the capstone experience. During this time, students will have the opportunity to engage in additional field activities, revise evidences as needed, and will focus less on field activity and more on acquisition, reflection, and assessment of leader dispositions. 14. At the culmination of the capstone experience, students not satisfying the licensure expectations may be recommended for the Masters degree but not for licensure. These students will be offered the option of taking additional capstone hours to revise and complete their portfolio and intern experiences. A request to withhold the recommendation for licensure can come from the intern s mentor, university supervisor, or any program faculty who directed a student s evidences. In these cases, a committee composed of appropriate program faculty, university supervisor, mentor and cross-functional team members will be convened to review the blinded portfolio(s) in question for the final decision. This provides flexibility for students and allows program faculty a defensible option for maintaining consistently high performance expectations for all successful licensure candidates. 15. The previous system of course completion has been replaced by a portfolio system of evidences. The student will be required to complete (a) an initial professional growth plan that will be reviewed and revised at the end of the program, (b) eight evidences demonstrating the required standards, elements, and performance indicators; (c) a written reflection for each of the eight evidences defending how the candidate s field experiences and evidence products demonstrates proficient mastery of the appropriate standards, (d) a pre-assessment of the elements in the Certificate of Competencies and a final signed copy at the completion of the program, accompanied by a reflection paper defending the student s progress on leader competencies. The electronic portfolio system will be managed through the SAGE system adopted by the NCSU college of Education. Summary The MSA/Licensure program at North Carolina State University has been significantly changed based on the revisioning process guided by the new NCSSE and 21 st century goals. The program is shortened, the internship embedded across the entire duration of the program, curriculum content changed and integrated into field activities, skill acquisition sequenced in a more logical pattern, performance evidences aligned to both state and national leadership standards, model changed from course completion to an outcome-based portfolio system, and an internship refocused and assessable. In addition, admissions and exit procedures have been changed to more accurately assess leadership potential and disposition, allow for students to remediate skill areas as needed, and provide avenues for program faculty to better measure and ensure high expectations of all program completers. 3

B. How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program. Public school partners have been, and will continue to be involved in the re-visioning process of the MSA/licensure program in several significant ways: 1. As licensure standards and program changes have progressed, we have communicated with the approximately 20 county districts to keep them informed of the impending changes to the MSA/licensure program. 2. We have been very active with the Wake County School District and Triangle Leadership Academy (TLA), participants in a specialized MSA/licensure program partnership. Specifically, we have included the TLA director (Steve Bingham) on our cross-functional team and have met on four additional occasions for further collaboration on the new program design. The purpose of the special targeted participation by TLA and Wake County is that their MSA/licensure program offers additional seminars, several unique course offerings and course content, and a specialized internship from the traditional program. This unique relationship has allowed us to use components of the NCSU/Wake County/TLA model to redesign the new program. This work with TLA has also provided us with additional practitioner feedback from, and information to, all of the districts they work with on leadership development. 3. We have informally surveyed school principals, superintendents, and teacher leaders in six rural, impoverished, high minority and underperforming counties that work with us in our Innovation Leaders Academy. We asked them to provide feedback on what type of leadership training is needed in preparation program to increase effectiveness of leaders in high-need, low-performing rural settings. 4. We informally surveyed practicing school principals who are students in our doctoral/superintendent licensure cohorts both on-campus and in several off-campus cohorts. We asked them to assess the effectiveness of our current program and indicate what school principals needed to be most successful. 5. We developed a survey and delivered it to over 80 school principals who have graduated from our program since 2003, and who have served for at least one year in a principal position. We asked these principals to grade our current program against the new NCSSE standards and to indicate areas of strength and weakness. 6. We formed a cross-functional team consisting of public school practitioners (superintendents, assistant superintendents, principals, assistant principals) including Bill Harrison (now ineligible), Carl Harris, Marvin Connelly, Elizabeth Battle, Marcia Alford, and Greg Hicks. In addition, we included a state agency representative (Audrey Martin-McCoy, DPI), private leadership consultants (Steve Bingham, Triangle Leadership Academy), and faculty from educational administration faculty both here and at the Friday Institute. The team met four times for 2.5 hour work sessions since Fall 2008. The cross-functional team participated in the following activities: a. They gathered to review and discuss new leadership standards and licensure requirements. b. They reviewed current program documents as well as the summary data resulting from (a) five years of program graduate surveys, (b) informal surveys of principals in our current doctoral courses, and (c) surveys from program graduate since 2003 currently serving as principals. The surveys all were specifically designed to evaluate the effectiveness of the principal licensure program and solicit feedback on strengths and weaknesses. c. They made recommendation as to the skills needed by current school principals and the training content and intern experiences necessary to prepare them for success. The team was also asked to identify potential evidences that would demonstrate mastery of the NCSSE standards. Using their recommendations, the entire program faculty spent 4

significant time collaboratively preparing a revised program draft meeting all the state, university and cross-functional team standards, directives and inputs. d. They reviewed and approved the initial artifact and course syllabus drafts. They made recommendations for changes to the admissions and exit outcome criteria as well as internship processes and activities. e. They approved the finished draft of the program revision prior to its review by program faculty and submission to state by July 1 st, 2009. f. They advised, reviewed, and revised content of the formal memorandum of agreement required with every participating district. g. In the future, we anticipate the cross-functional team will (1) continue to review annual survey data on program quality, (2) review and recommend changes in recruiting and admissions processes, program content, and intern experiences and (3) serve on committees to confer on students recommended for non-completion and remediaton. Summary While we have used significant and varied data sources and feedback from multiple partners, we anticipate increasing feedback in the future. Currently, we offer courses through hybrid delivery using a live, synchronous on-line system with many of our distant off-campus cohorts. We anticipate that more widespread feedback can be solicited using these 21 st century technological tools. We continue to explore the possibility of appropriate technology use to further expand our off-campus program. 5

SECTION I: KEY EVIDENCES In this section, list the 8 evidences that will be submitted as documentation of meeting the standards. The evidences are required of all candidates in the program and will be used by the program to determine candidate proficiencies as reflected in the program standards. Each of these evidences will be posted to the student s electronic portfolio. We briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. Evidence Name of Briefly Describe the Evidence Descriptors of the Standards Addressed by the Evidence 1 Positive Impact on Student Learning and Development: Evidence that demonstrates the ability to systemically impact the learning and development of ALL students Evidence Creating Professional Learning Communities in Schools Each student will participate in and investigate the processes of an existing professional learning community. They will critique the processes against best practices. The student will then investigate and identify an issue of concern at the school. The student will then develop a plan to create a professional learning community in their school, work with the team to create a professional development plan to address the concern; and if possible, conduct a small scale, pilot implementation of the plan and then revise the plan based on lessons learned from implementation. 1b - Leading Change: The school executive articulates a vision and implementation strategies, for improvements and changes which result in improved achievement for all students. 1b.1Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process. 2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a.1 Systematically focuses on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. 2a.2 Organizes targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. 4a - Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. 4a.1 Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development. 4a.2 Routinely participates in professional development focused on improving instructional programs and practices. 6

Evidence 2 Teacher Empowerment and Leadership: Evidence that demonstrates the ability to empower faculty and staff and support teacher leadership. Name of Evidence Distributive Leadership & Teacher Empowerment Briefly Describe the Evidence Each student will design an ideal collaborative work environment model that utilizes distributive leadership and best practices. The student will then work with other to conduct research and determine the degree of fit between the ideal model and what is currently occurring in practice. The students will then work with the existing collaborative teams to identify the key obstacles to empowering teachers and create a process or professional development plan to address those obstacles. Descriptors of the Standards Addressed by the Evidence 1d - Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. 1d.1 Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles. 1d.2 Works with others to encourage teachers and support staff to assume leadership and decision-making roles in the school. 3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school s culture 3a.2 Seeks input from the School Improvement Team and other stakeholders to make decisions 3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school s identity, culture, and performance. 3d.1 Identifies strategies for building a sense of efficacy and empowerment among staff. 7

Evidence 3 Community Involvement and Engagement: Evidence that demonstrates the ability to involve and engage school and community stakeholders. Name of Evidence School/ Community Relations, Structure, & Involvement Briefly Describe the Evidence The student will conduct research to identify, analyze, and summarize the school and community political arena and functional ideologies. They will then review any existing school-community relations plan. Finally, the student will react to the efficacy of the current plan and draft an ideal comprehensive plan for that school, noting implications for their future work as a principal in such a setting. Descriptors of the Standards Addressed by the Evidence 5c Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement 5c.2 Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community. 6a - Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school. 6a.1 Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community s vision of the school. 8

Evidence 4 Organizational Management: Evidence that demonstrates the ability to effectively and efficiently manage complex organizations Name of Evidence Resource and Fiscal Analysis/ Action Plan for School Improvement Briefly Describe the Evidence The student will conduct research on the school s current resource allocation rules and procedures and, following appropriate use and application of the North Carolina Uniform Chart of Accounts fund accounting system, will perform a financial feasibility study to identify patterns of school- level resource allocation strengths and weaknesses. Finally, the student will develop an action plan focusing on the improvement of the financial allocation of school-level resources as it relates to the improvement of student achievement. Descriptors of the Standards Addressed by the Evidence 5a - School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement 5a.1 Works with others to incorporate the input of the School Improvement Team in budget and resource decisions. 5a.2 Works with others to use feedback and data to assess the success of funding and program decisions. 9

Evidence 5 School Culture and Safety: Evidence that demonstrates the ability to positively impact school safety and culture. Name of Evidence Cultural Wellness Assessment & Action Plan Briefly Describe the Evidence The student will conduct a school culture and climate assessment using a comprehensive collection of multiple and varied data. Then the student will critique the school culture against highly effective schools. Finally, the student will construct a new systematic communications and cultural awareness plan and present the plan to school collaborative teams and leaders. Descriptors of the Standards Addressed by the Evidence 3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school s culture 3a.1 Designs strategies for achieving a collaborative and positive work environment within the school. 3a.3 Utilizes data gained from the Teacher Working Conditions Survey and other sources to identify perceptions of the work environment. 3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.1 Uses shared values, beliefs and a shared vision to promote a school culture of learning and success. 3c - Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. 3c.1 Works with others to use established criteria for performance as the primary basis for reward and recognition. 3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school s identity, culture, and performance. 3d.2 Identifies strategies for developing a sense of well- being among staff, students, and parents/guardians 5b - Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement 5b.1 Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement. 5c - Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement 5c.1Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information within the school community 7a - School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school s identity, culture, and performance 7a.1 Works with others to build systems and relationships that utilize the staff s diversity, ideological differences, and expertise to realize the school s goals. 10

Evidence 6 School Improvement: Evidence that demonstrates the ability to effect school improvement Name of Evidence Improving Teaching & Learning With a School Improvement Team Briefly Describe the Evidence Students will conduct a school data audit, characteristics, and fit analyses. They will then audit the current school improvement plan, critique, and work with others to develop a new SIP. Finally the student will develop an SIP vision and communication plan that must detail how the SIP will transform the school culture, inform teachers pedagogical practices, and, most importantly, impact student learning. Descriptors of the Standards Addressed by the Evidence 1a - School Vision, Mission and Strategic Goals: The school s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. 1a.1Works with others to develop a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. 1a.2 Maintains a focus on the vision and strategic goals throughout the school year 1c - School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students 1c.1 Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan. 1c.2 Works with others to systematically collect, analyze, and use data regarding the school s progress toward attaining strategic goals and objectives. 2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a.3 Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. 3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.2 Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan. 6b - Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. 6b.2 Continually assesses the progress of district initiatives and reports results to district-level decision-makers. 6b.3 Works with others to implement district initiatives directed at improving student achievement. 11

Evidence 7 Additional evidence that addresses NC School Executive Standards- Evidence Cluster 4 Name of Evidence Legal Literacy & the School Leader Briefly Describe the Evidence The student will analyze three legal memoranda based on actual school-level legal scenarios, develop and deliver a lesson plan to school staff and leaders; and write a comprehensive legal literacy plan for the school to ensure communication and enforcement of clear and equitable expectations and compliance issues for students and staff. Descriptors of the Standards Addressed by the Evidence 5d - School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff. 5d.1 Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff. 5d.2 Works with others to effectively implement district rules and procedures. 6b - Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates 6b.1 Works with others to ensure compliance with federal, state, and district mandates. 12

Evidence 8 Additional evidence that addresses NC School Executive Standards- Evidence Cluster 4 Name of Evidence Human Resource Development and Evaluation Analysis and Action Plan Briefly Describe the Evidence The student will conduct an organizational management assessment audit, critique processes against best practices, and design a comprehensive human resource management plan that addresses, at a minimum; scheduling, staff supports (minimizing class disruption, health & safety, etc..); and staff recruiting, hiring, placing, mentoring, evaluating, and removal for poor performance. Descriptors of the Standards Addressed by the Evidence 2b - Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. 2.b.1 Adheres to legal requirements for planning and instructional time. 2b.2 Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs 4b - Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. 4b.1 Supports, mentors, and coaches staff members and emerging teacher leaders. 4c - Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement 4c.1 Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. 4c.2 Works with others to implement district and state evaluation policies in a fair and equitable manner. 13

SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS NORTH CAROLINA SCHOOL EXECUTIVE STANDARDS KEY EVIDENCE(S) FROM SECTION 1 DEMONSTRATING THE DESCRIPTOR Standard 1: Strategic Leadership Elements Descriptors Electronic Evidence 1a. School Vision, Mission and Strategic Goals: The school s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. 1a1. Works with others to incorporate principles of continuous improvement and 21 st century concepts into the School Improvement Plan. 1a2. Works with others to systematically collect, analyze, and use data regarding the school s progress toward attaining strategic 1b. Leading Change: The school executive articulates a vision and implementation strategies, for improvements and changes which result in improved achievement for all students. 1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals, and changes necessary for improved achievement for all students. 1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. goals and objectives. 1b1. Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process. 1c1. Works with others to incorporate principles of continuous improvement and 21 st century concepts into the School Improvement Plan. 1c2. Works with others to systematically collect, analyze, and use data regarding the school s progress toward attaining strategic goals and objectives. 1d1. Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles 1d2. Works with others to encourage teachers and support staff to assume leadership and decision-making roles in the school. 14

NORTH CAROLINA SCHOOL EXECUTIVE STANDARDS KEY EVIDENCE(S) FROM SECTION 1 DEMONSTRATING THE DESCRIPTOR Standard 2: Instructional Leadership Elements Descriptors Electronic Evidence 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment. The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a1. Works with others to systematically focus on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. 2a2. Helps organize targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. 2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption or instructional or preparation time. Standard 3: Cultural Leadership 2a3. Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. 2b1. Adheres to legal requirements for planning and instructional time. 2b2. Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs. 3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school s culture. 3a1. Designs strategies for achieving a collaborative and positive work environment within the school. 3a2. Seeks input from the School Improvement Team and other stakeholders to make decisions. 3a3. Utilizes data gained from the Teacher Working Conditions Survey and other sources to identify perceptions of the work environment. 15

NORTH CAROLINA SCHOOL EXECUTIVE STANDARDS KEY EVIDENCE(S) FROM SECTION 1 DEMONSTRATING THE DESCRIPTOR 3b. School Culture and Identify: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. Standard 4: Human Resource Leadership 4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. 4b. Recruiting, Hiring, Placing and Mentoring Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. 3b1. Uses shared values, beliefs and a shared vision to promote a school culture of learning and success. 3b2. Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan. 3c1. Works with others to use established criteria for performance as the primary basis for reward and recognition. 3d1. Identifies strategies for building a sense of efficacy and empowerment among staff. 3d2. Identifies strategies for developing a sense of well-being among staff, students and parents/guardians. 4a1. Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development. 4a2. Routinely participants in professional development focused on improving instructional programs and practices. 4b1. Supports, mentors, and coaches staff members and emerging teacher leaders. 16

NORTH CAROLINA SCHOOL EXECUTIVE STANDARDS KEY EVIDENCE(S) FROM SECTION 1 DEMONSTRATING THE DESCRIPTOR 4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement. Standard 5: Managerial Leadership 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement. 5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement. 5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement. 4c1. Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. 4c2. Works with others to implement district and state evaluation policies in a fair and equitable manner. 5a1. Works with others to incorporate the input of the School Improvement Team in budget and resource decisions. 5a2. Works with others to use feedback and data to assess the success of funding and program decisions. 5b1. Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement. 5c1. Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information within the school community. 5c2. Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community. 17

NORTH CAROLINA SCHOOL EXECUTIVE STANDARDS KEY EVIDENCE(S) FROM SECTION 1 DEMONSTRATING THE DESCRIPTOR 5d. School Expectations for Students and Staff: The school executive develops and enforces expectations structures, rules, and procedures for students and staff. Standard 6: External Leadership 6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support, and ownership for the school. 6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. Standard 7: Micro-political Leadership 7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school s identity, culture, and performance. 5d1. Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff. 5d2. Works with others to effectively implement district rules and procedures. 6a1. Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community s vision of the school. 6b1. Works with others to ensure compliance with federal, state, and district mandates. 6b2. Continually assesses the progress of district initiatives and reports results to district-level decision-makers 6b.3 Works with others to implement district initiatives directed at improving student achievement. 7a1. Works with others to build systems and relationships that utilize the staff s diversity, ideological differences, and expertise to realize the school s goals. 18

SECTION III: DETAILED DESCRIPTION OF THE EVIDENCES ARTIFACT 1 Evidence Cluster: Positive Impact on Student Learning and Development Descriptors of the elements addressed in the evidence: 1b - Leading Change: The school executive articulates a vision and implementation strategies, for improvements and changes which result in improved achievement for all students. 1b.1Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process. 2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a.1 Systematically focuses on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. 2a.2 Organizes targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. 4a - Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. 4a.1 Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development. 4a.2 Routinely participates in professional development focused on improving instructional programs and practices. Name of Evidence: Creating Professional Learning Communities in Schools Student Instructions Your professional learning community project makes up the majority of your grade. Moreover, this assignment will serve as one of your major learning artifacts for your state licensure portfolio. The assignment is due on INSERT DATE. The project is comprised of three parts: (a) development of a comprehensive plan to create a professional learning community in your school, (b) development and implementation of a plan for teacher professional development based upon identification of areas for instructional improvement in your school, and (c) development of a plan to evaluate the effectiveness of the professional learning community and the effectiveness of the targeted professional development. The assignment consists of three distinct activities (see below for details) that will be submitted in stages in order for you to receive feedback and make necessary adjustments. This is a performance-based activity/task based on a clinical model that draws from research-based best practices in leading professional learning communities, organizational learning, curriculum alignment, and professional development. The activity includes implications and applications for future practice. Addressing the Elements Here are the objectives of this evidence- Overarching Objective: Distinguish among key elements of a professional learning community. Understand the essential components of the implementation and change process. 19

Distinguish among sets of best instructional practices. Include innovative uses of technology in the classroom. Include practices that address diverse student populations. Distinguish and understand the roles of the principal, teachers, and parents in creating and sustaining a professional learning community. Understand the nature of teaching in a professional learning community. Understand issues of social justice and how leaders can incorporate equitable practices and outcomes into professional learning communities. Knowledge of Ways and Means of Dealing with Specifics: Design protocols for collecting data from school personnel. Recommend technology use for efficient data collection. Identify research-based best practices for targeted professional development. Suggest how technology can be used. Facilitate faculty discussion, analysis, and involvement in professional development. Use technology tools. Analyze, evaluate, and adjust elements of a professional learning community to your school context. Indicate technology tools useful for the task. Address any social justice issues and incorporate ways to improve equity. Knowledge of Universal and Abstractions: Understand how the essential elements of a professional learning community are interrelated to each other and how they fit into the school improvement picture. Understand the essential role of principal leadership in creating and sustaining professional learning communities. Understand the role of targeted professional development in school improvement. Understand how professional learning communities and professional development can be used to create more socially just schools and more effective classroom instruction. Required Intern Activities: As aspiring school leaders, candidates will be expected to participate in a professional learning community and engage staff in targeted professional development activities. This project provides the knowledge, skills, and practice to engage staff in this very important process. Creating Professional Learning Communities in Schools Evidence Standards Crosswalk: Standard NC DPI School Executive Standards Dispositions/Competencies Criteria Addressed Category 1 Positive Impact on Student Learning and Development Elements 1b.1; 2a.1, 2a.2; 4a.1, 4a.2 Communication (relationships), dialogue/inquiry (empowerment), judgment (ethics), personal responsibility for performance (ethics), creative thinking (change) 21 st Century Skills/Goals Professional development (teachers equipped with 21 st century skills), focus on continuous improvement (leadership for innovation) ELCC Standards 1.2, 1.3, 1.4; 2.2; 5.3; 7.3, 7.4, 7.5 Other Ethical considerations, Social Justice, Equity, Technology 20

Project Description Each student will develop a plan to create a professional learning community in their school; conduct a small scale, pilot implementation of the plan; then revise the plan based on lessons learned from implementation. The goal of this project is to develop a workable plan to improve teaching and learning in your school. The plan should incorporate issues of serving diverse student populations and in the use of innovative technologies. The plan consists of the following three activities: Activity #1: If your school has a professional learning community in place, ask your principal for permission to join the PLC team; attend and participate in their meetings and activities, and document those activities in a portfolio, including maintaining a reflective journal chronicling the activities of the PLC and your involvement therein. If not, ask your principal for permission to join your school s school improvement planning (SIP) team; attend and participate in their meetings and activities, and document those activities in a portfolio, including maintaining a reflective journal chronicling the activities of the SIP and your involvement therein. Activity #2: Based on the data and information collected in Activity #1, identify areas for instructional improvement at your school. Interview at least 2 teachers and one administrator (either the Assistant Principal responsible for curriculum or the Principal) to solicit their feedback as to what they feel are the critical areas for instructional improvement in your school. Conduct a focus group of teachers (at a faculty meeting) to solicit additional feedback. Then, identify research-based best practices (professional development) targeted on the area(s) for improvement you have identified (possible areas include curriculum alignment, improved models of assessment, pedagogical and curricular strategies, etc.). Incorporate technological tools into the practices. Then, develop a plan for teacher professional development (including a budget) that you believe will address this need. If your principal permits it, implement and execute the plan (this could include identification of outstanding teachers who model/lead a professional development workshop for other teachers in an area of identified need). Use technology tools within your plan to expedite the implementation. Activity #3: Based on what you have learned from Activities 1 and 2, create a model PLC to be implemented in your school. Be sure to identify the key elements of your model: stakeholders, procedures, policies, and processes, potential obstacles and plans to overcome them, resources needed (a budget), an implementation timeline, and a plan to evaluate the effectiveness of the PLC. Identify technology tools and how they can be used. Assessment Student understanding and ability to apply the standard elements targeted in this course will be assessed in a variety of ways. 1. Instructors who provide content and coordinate this evidence will provide a comprehensive classroom developed evaluation. Instructors will encourage students to rewrite the evidence in order to adequately demonstrate a mastery of the knowledge and an ability to apply it to the field in a realistic manner that meets NCSSE standards but also takes unique environmental contexts into consideration. 2. Students will be directed by the instructor to participate or lead in specific field activities critical to the successful completion of this evidence. University supervisors and mentors will ensure that students have the opportunity to participate and provide opportunities to lead as appropriate. Leadership disposition will be assessed in this activity by the student, the mentor, and the university supervisor. Instructors will also judge the efficacy of the student s field service through evaluation of the product outcome. 3. A commonly formatted evaluation rubric to assess the each of the descriptors of the NCSSE standards (See rubric below) for each evidence and course in the program will be completed for each student. 4. During the final capstone experience, the evidence will be re-evaluated by the student, their peers, and the capstone instructor. For students not meeting the standards in some area, they will be asked to increase field activities in the delinquent area and/or rewrite the substandard evidence(s). 21