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Leadership PowerPoint - Forsyth County Schools

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Leadership PowerPoint - Forsyth County Schools Powered By Docstoc
					    How Will Leadership
Preparation, Certification, and
Training in Georgia CHANGE
      During 2008-2009
Educational Leadership:
 Redesign in Process
The Desired State
          Our new leaders have to hit
           the halls running!
          They must be tested against
           rigorous performance
           requirements during a
           challenging internship
           supervised by experts in the
           field.
          They need to lead real
           teachers in real work in real
           schools.
  Redesign --- Why?
• Disconnect between local school system needs
  and candidate skills upon program completion
• Closing the Knowing – Doing gap
• Short supply of leaders BUT significant number
  of individuals “certified”
• Currently, program completers are paid on
  highest certification level regardless of job
  assignment
• ???
  Timeline for Change
• 2004 – 2006   Bi-annual meetings of EDL faculty
                & advisory committee
• Fall 2005     Announcement of programs
                sunset in 2008
• Spring 06     PSC convenes advisory
                committee for development of
                standards and framework
• January 07    Standards and framework
                initiated by PSC
• March 07      Standards approved, effective April 15,
                2007
• Spring 07     Test development for GACE
• Spring 07     PSC Leadership/Partnership Task Force
                established
 Timeline for Change
• Oct 1, 07    Progress report due to PSC
• Jan 22, 08   Application for program approval
               due
• Mar 1, 08    2nd Application for program
               approval due
• Fall 08      If approved, new preparation
               programs enroll first cohort of
               candidates
• Fall 09      “Grandfather” process ends for
               students under the old rules
    Changes to come . . .

•   New Certificate Structure
•   Performance-based Preparation
•   University/District Partnerships
•   Teacher Leadership Endorsement
•   District- and School-level Certification
                  Special Note:
• The PSC rules do not change the GADOE salary
  rules – no impact on salaries.
• Does not impact anyone who holds a valid L5,
  L6 and L7 certificate issued prior to September
  30, 2009 – may serve in any leadership
  capacity.
• The following endorsements sunset in Fall 08:
  –   Director of Special Education
  –   Director Vocational Education
  –   Instructional Supervision (IS)
  –   Director of Media Services
  –   Director of Student Services
LEADERSHIP REDESIGN

• PREPARATION STANDARDS AND
    APPROVED PROGRAMS

• ASSESSMENT

• CERTIFICATE STRUCTURE
    LEADER DEFINITION

    AN INDIVIDUAL WHO HAS THE
AUTHORITY AND/OR RESPONSIBILITY,
      IN A SUPERVISORY ROLE,
FOR BOARD-APPROVED EDUCATIONAL
   PROGRAMS AND/OR PERSONNEL
 REQUIRED TO HOLD CERTIFICATION
    FOR THEIR ASSIGNED JOBS AS
 DETERMINED BY THE PSC (Proposed)
     LEADER DEFINITION

    FOR THE PURPOSE (ONLY) OF
ACCEPTING CANDIDATES INTO AN L-6/7
  PERFORMANCE-BASED PROGRAM,
LEADERSHIP POSITION DETERMINED BY
     THE LOCAL SCHOOL SYSTEM
    IN PARTNERSHIP WITH THEIR
   COLLEGE/UNIVERSITY PROVIDER
                  Certificate Redesign
                                           Incoming
    “Old”
                                         “Out of State”
  Certificate
                                          Certificate



                         “NEW”
                       Certificate


Almost Finished                           Leadership
     “Old”                               Endorsements
 Cert Program
  L-5 Programs and GACE
       Assessment

• Similar structure to existing programs.
• Emphasis on Leadership Core Knowledge.
• Content must be aligned with new standards.
• GACE Leadership Assessment must be passed.
• An NL-5 Certificate will be issued.
   L-6 or L-7 Program
• Performance-Based
• Building or System level, based on
      leader’s area of job responsibility
• Building Leader programs emphasize
      Instructional Leadership skills
      focused on student achievement.
• System Leader programs emphasize
      Management of Resources to
      facilitate student learning.
Georgia’s Leadership Model
               Superintendent



 Building Leader                System Leader


Employment in an Educational Leadership Position


      Pre-Service Leadership Candidate



              Teacher Leader
      TEACHER LEADER
       ENDORSEMENT
• Optional
• Not prerequisite for PL Certification
• Obtained by:
  • Part of Master’s Program in
    Applicant’s Teaching Field, OR
  • Stand-alone Endorsement Program
    New Georgia Leadership
         Certificates
            Superintendent (PL-6/7)
                                               NPL

  Building Leader              System Leader
      (PL-6/7)                    (PL-6/7)

                                               NPL
Employment in an Educational Leadership Position


    Pre-Service Leadership Candidate (NL-5)
                  NOTE:
• Persons who hold a PL certificate at one
  job-assignment level (building or system)
  and change assignments to the other
  level OR individuals with one level hired as
  Superintendent, will be given a 1 year
  non-renewable performance-based (NPL)
  certificate to acquire an add-on designator
  at the appropriate job-assignment level.
What is performance-based?
Provides developing and new school
  leaders…
opportunities to practice and
  demonstrate proficiency in real work, in
  real time, in the real school working
  environment
support by a performance coach who
  provides specific feedback against clear,
  written performance criteria
    Standards from 505-3-.58
(i) Candidates who complete the program
   are educational leaders who have the
   knowledge and ability to promote the
   success of all students by facilitating a
   continuous change process to improve the
   educational program through facilitating
   the development, articulation,
   implementation, and stewardship of a
   shared school or system vision of learning
   supported by the school community.
    Standards from 505-3-.58
(ii) Candidates who complete the program
   are educational leaders who have the
   knowledge and ability to promote the
   success of all students by promoting a
   positive school culture, providing an
   effective instructional program based on
   Georgia standards, applying research
   based best practice to student learning,
   and designing comprehensive professional
   growth plans for staff.
    Standards from 505-3-.58
(iii) Candidates who complete the program
   are educational leaders who have the
   knowledge and ability to promote the
   success of all students by implementing a
   continuous organizational improvement
   approach to developing and managing the
   organization, operations, and resources as
   prescribed in Georgia law, rules and
   regulations and in a way that contains
   costs and maximizes benefits for students,
   parents and tax payers.
    Standards from 505-3-.58

(iv) Candidates who complete the program
   are educational leaders who have the
   knowledge and ability to promote the
   success of all students by collaborating
   with families and other community
   members, responding to diverse
   community interests and needs, managing
   conflict and mobilizing community
   resources.
    Standards from 505-3-.58

(v) Candidates who complete the program
  are educational leaders who have
  demonstrated the knowledge and ability to
  promote the success of all students by
  acting with integrity, fairness, and in a
  legal and ethical manner based on
  knowledge and understanding of Georgia
  and federal laws, regulations, and judicial
  decisions affecting education in Georgia.
    Standards from 505-3-.58

(vi) Candidates who complete the program
  are educational leaders who have the
  knowledge and ability to promote the
  success of all students by demonstrating
  an understanding of, responding to, and
  influencing the larger political, social,
  economic, legal, and cultural context.
   Standards from 505-3-.58
Applicable only to Specialist’s or Doctoral Level
  Preparation:
(vii) Candidates participate in an internship
  that provides significant opportunities for
  candidates to synthesize and apply the
  knowledge and practice and develop the
  skills identified in Standards 1-6 through
  substantial, sustained, and standards-
  based work in real settings, planned and
  guided cooperatively by the institution and
  school district personnel for graduate
  credit. (University-District Partnership)
     Supervised Residency …
    Specialist & Doctoral Level
Guideline 1: Trained and qualified coach …
     a. Conference … 4 times
     b. BLCS Team … at least 3 times …
     c. On-site coaching sessions … 4 times
     d. Examine portfolio documentation … Standards 1-
        6 … feedback.
     e. Guide the beginning leader to apply the
        knowledge and skills
      Supervised Residency …
     Specialist & Doctoral Level
Guideline 2: Supervisor/building or system (or designee)
  a. Support institution personnel & activities of BLC
  b. Assist the institution …arranging conferences.
  c. Provide time …to fulfill the responsibilities of the
      residency.
  d. Serve on the BLCST
  e. Meet with the beginning leader …36 clock hours
  f. Observe … 6 times
  g. Guide the beginning leader to apply the knowledge
      and skills
   Supervised Residency …
  Specialist & Doctoral Level
Guideline 3: Beginning Leader Candidate
   Support Team
  a. Meet at least three times (B/M/E)
  b. Create the Individual Induction Plan.
  c. Establish observation experiences
  d. Examine portfolio.
  e. Evaluate progress and establish areas of need
  f. Determine if requirements for the residency
     have been satisfactorily met
       Supervised Residency …
      Specialist & Doctoral Level
Guideline 4: Develop a portfolio
 a. artifacts to address skills, knowledge, and
 research contained in Standards 1-6
 b. Institution personnel sets specific
 requirements
        Supervised Residency …
       Specialist & Doctoral Level
•    Guideline 5: Individual Induction Plan
    a. Experiences based on Standards 1 – 6; substantial
       responsibilities that increase over time in amount &
       complexity
    b. Occur in multiple settings to demonstrate K & S
       working with community groups
               Induction Plan
• The Individualized Induction Plan must:
  1. Be based on Leadership Standards/Elements 1-6
     and demonstrated in a way that quality performance
     can be objectively assessed.
  2. Include a timeline that reflects time and responsibility
     and that evidence completion of all performances as
     required by the end of the residency.
  3. Clearly describe for the Beginning Leader Candidate
     how performance will be assessed and at what points
     in the program assessments will occur.
                 Induction Plan
•    The Individualized Induction Plan must:
    4. Include description, evidence, and artifacts sufficient
       to evaluate the performance.
    5. Address substantive issues that have already been
       empirically determined as important or that are
       determined by the Beginning Leader Candidates
       based on real world data.
    6. Assure that activities occur in multiple settings and
       require interaction with appropriate educators,
       parents, and community organizations such as
       social service groups, local businesses, community
       organizations, and parent groups.
               Assessment
• Should include:
  – Include specific criteria to assure
    performance on Standards 1 – 6 (quantitative
    and qualitative)
  – Descriptions of formative & summative
    assessments
  – Reflect on P-B responsibilities that increase
    with complexity and job-embedded
    performances
  – Assign responsibilities for assuring
    assessments are completed & feedback given
      Supervised Residency …
     Specialist & Doctoral Level

Guideline 6: Observation Experience of highly
 skilled leaders
       Supervised Residency …
      Specialist & Doctoral Level
Guideline 7: The program shall meet the
  requirements appropriate for school leaders as
  specified in Rule 505-3-.01, Special Georgia
  Requirements.
• Technology
• Special Needs Children
• Ga. Code of Ethics
     Supervised Residency …
    Specialist & Doctoral Level
Guideline 8: A written agreement shall be established
   between the institution and systems (Partnership
   Agreement)
        University/School System/RESA
            Partnership Agreement
Name of RESA: _______________________ Contact: ________________________
Address: ___________________
Phone: ________________ FAX: _____________ E-Mail ___________________

1. This comprehensive partnership agreement is mutually beneficial and is supported by:

RESA Director__________________ RESA _____________________ Date _________

Superintendent __________________ System ___________________ Date _________

Superintendent __________________ System ___________________ Date _________

President/Designee ________________________________________ Date _________

Department Chair __________________________________________ Date _________




                 SAMPLE – SAMPLE – SAMPLE – SAMPLE
        College of Education
            Commitment
• College of Education through its
  Educational Leadership Program commits
  to:
  – Collaborate with school systems/RESA to
    create a program design that meets the needs
    of both the University and LSS/RESA
  – Collaborate with RESA/system staff to
    develop and implement a performance-based
    residency program for BLC …
          SAMPLE – SAMPLE – SAMPLE – SAMPLE
   System/RESA Commitment
• The LSS commits to:
  – Collaborate with institution faculty to create a
    program design that meets the needs of both
    the institution and the school system/RESA.
  – Collaborate with institution faculty to develop
    and implement a performance-based
    residency program for BLC …
University - District Partnership



      IHE           Partnership         LSS
 • Coach            • BLCST         • Supervisor/Bldg
 • Portfolio        • IIP           Designee
 • Req: 505-3-.01   • Partnership   • Observation
                    Agreement       Experiences
University - District Partnership

              Partnership
          • Coach
          • Portfolio
          • Req: 505-3-.01
          • BLCST
          • IIP
          • Partnership
          Agreement
          • Supervisor/Bldg
          Desig.
          • Observation Exp
Liability of School System
   Tapping Candidates
University-District Partnerships
 “Closely coordinate candidate opportunities
                  to practice”


 Coordination     Cooperation     Collaboration



                Co-Construction
      University-District
        Partnerships
What can we do collaboratively to identify and
 create the conditions that will help us to select
 and prepare learning-centered leaders who
 meet the needs of the district and can
 significantly improve student achievement?
      Partnership Tasks
Tap potential leaders with demonstrated
 knowledge of curriculum and instruction
Conduct joint selection of potential performers
Redesign university curriculum to emphasize the
 core functions of a high-achieving school
Provide performance-based practice based on
 needs of district and performer
Continuously monitor and manage the
 performance of participants and partnership
“Leadership and learning are
indispensable to each other.”

     John F. Kennedy
Q and A
                    Contacts
•   Rick Eiserman: Rick.Eiserman@GAPSC.com
•   David Hill: David.Hill@GAPSC.com
•   Penney McRoy: Penney.McRoy@GAPSC.com
•   Phil Blackwell: Phil.Blackwell@GAPSC.com
•   Randy Dobbs: Randy.Dobbs@galeaders.org
•   Mona Tucker: mtucker@nwgaresa.com
•   Lynne McGinley: lmcginley@nwgaresa.com
            Awareness Sessions
• March 3, 2008                   • March 11, 2008
  Northwest Georgia RESA            Coastal Plains RESA
  Holiday Inn                       245 N. Robinson Street
  I-75 Exit 293 & 411 NE            Lenox, GA 31637
  Cartersville, GA 30120            bwelsh@cpresa.org
  tchilders@nwgaresa.com

• March 6, 2008                   • March 14, 2008
  Oconee RESA and                   Metro RESA
  Ga College & State University     1870 Teasley Drive SE
  Oconee RESA – Media Center        Smyrna, GA 30080
  206 S. Main Street                allison.moore@mresa.org
  Tennille, GA 31089
  amy.graham@oconeeresa.com

				
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