Wallace Fellows Master Administrator Capstone Certificate (MACC) Application Packet
Thank you for your interest in the Master Administrator Capstone Certificate sponsored by the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. A complete application includes: □ Identifying Information □ Reflective Responses. (See below) No more than 3 pages total. □ Résumé □ Three letters of recommendation, one each from: A superior (superintendent or board member), A colleague (fellow administrator, teacher-leader, professor), and A parent or community member in your school or district Three copies of “Guidelines for Writing Letters of Recommendation” are attached. This may help authors format their responses, but they are not required to use this format. It is your responsibility to make sure the recommendations are submitted. You may want to ask your recommenders to return the recommendation (in a sealed envelope) to you so that you can mail the entire application packet together. Mail your complete application to: Jim Shaw 1152 Educational Sciences Building 1025 West Johnson Street Madison, WI 53706-1796 You may also e-mail the attached documents: jimshaw@education.wisc.edu
Reflective Responses
As a part of the application process, we would like to learn more about you and your school or district so that we can begin to shape the learning experiences according to your needs. In addition, we believe that this reflection may help you refine a personal vision statement for a future MACC portfolio. Please answer the following three questions using no more than one page per question. For the second and third questions, the use of bullets or outlines is acceptable. Some of the questions are purposely broad because we do not want to limit your thinking. Rest assured; we are not looking for a particular type of response or “correct” answer. However, we would like to shape the course based from your responses, so please be honest and specific. Thank you.
1) What is your personal vision of educational excellence and equity for all children? It is the vision of the MACC Program to identify and promote excellence in leadership for equity, inquiry, and reflection. How might the MACC vision help you realize your personal educational vision?
2) What challenges are you currently facing in your school or district?
3) What do you hope to gain from the MACC?
Please provide the following Identifying Information:
Name Position School or District
Work Address
Home Address
Work Phone Home Phone Alternative/Cell Phone E-mail address What is generally the best way to contact you? Under the provisions of the Family Education Rights and Privacy Act of 1974, you (if admitted and enrolled) will have access to the information provided by your references unless you have waived such access. Please sign and date below to inform us of your decision. Your decision will have absolutely no effect on admissions. However, we recommend that you do NOT waive your right of access because these recommendations are often helpful in documenting skills in your portfolio. I hereby waive my right of Signature of applicant access to my recommendation information I do NOT waive my right of Signature of applicant access to my recommendation information Date
Date
Please list the names and phone numbers of the people submitting your recommendations below. Superior (superintendent or board member) Colleague (fellow administrator, teacher-leader, professor) Parent or community member in your school or district Name: Phone:
Name:
Phone:
Name:
Phone:
Letters of Reference
The following are recommended procedures for obtaining letters of reference. 1. Select individuals you think would know the most about different aspects of your leadership. You need one recommendation from a supervisor, one from a colleague (though you do not need to work in the same setting), and one from a parent or community member in your district.
2. Contact the individuals you have selected and request his or her letter of recommendation. Provide all of the people you ask for recommendations with a brief summary (verbally or written) of your aims and goals for your school or district and how MACC may help you achieve these goals. Allow a reasonable time period for the recommendation to be completed. Provide them with a one of the three copies of Guidelines for Writing Letters of Recommendation. Have them use letterhead if possible.
3. Reference letters should either: Be sent directly to: Jim Shaw 1152 Educational Sciences Building 1025 West Johnson Street Madison, WI 53706-1796 (Please provide an addressed, stamped envelope for the author.)
Or
Sealed in an envelope with the author’s signature written across the flap of the sealed envelope and returned to the applicant. Once the applicant has all of the reference letters and a complete application, the entire packet would be sent to Jim Shaw at the address above.
If admitted and enrolled in the MACC program, you will have access to the letters of recommendation unless you have waived such access. We recommend NOT waiving your right of access because these recommendations are often helpful in documenting skills in your portfolio.
GUIDELINES FOR WRITING LETTERS OF RECOMMENDATION Narrative evaluation letters (rather than check lists or rating scales) are used to evaluate the work of the UW-Madison Master Administrator Candidates. The purposes for using this method of evaluation are: (1) to encourage evaluations to provide contextual information about the nature of the school or district in which the administrator works, and (2) to encourage evaluators to document (with descriptive information and specific examples) judgments and inferences contained in the evaluations. Under the Family Educational Rights Act of 1974, if the applicant is admitted and enrolled in the MACC program, he or she will have access to the information you provide unless he or she waives that right. We recommend that applicants do not waive this right so that they may choose to use this letter in a portfolio later. If you do not want your letter to be used for this student’s portfolio later, please note this in your letter. Please use letterhead, if possible. If you are returning your recommendation to the applicant, please seal it in an envelope and write your signature across the sealed flap of the envelope. The applicant may need these recommendations back prior to the July 17th postmark deadline. If you are sending the recommendation directly to MACC, mail them to: Jim Shaw, 1152 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796 Sample Format for a Letter of Recommendation: Evaluators do not need to follow this format or mention each of these areas. However, we would be interested in learning more about how this administrator demonstrates his or her skill in these areas. School or District Setting – A description of the setting in which the administrator worked (e.g., position, level, school, nature of school or district, student population, local issues, length of employment or relationship with administrator, etc.). Administrator’s Role – A brief description of the administrator’s role during the semester--examples of how the administrator has advocated for equity and student learning, built teacher capacity, led the organization, and/or served the community. Supporting Teaching – Examples that the administrator actively supports teachers in regard to the ten teacher standards. Vision of Learning - Examples that the administrator: has used a variety of sources of data and has motivated various groups to be actively engaged in establishing a vision of learning; has collected and analyzed data on teacher performance and pupil learning with stakeholders and has reported that data accurately; has used a variety of communication styles to communicate with integrity with all stakeholders about the vision; is able to obtain and allocate resources and use data to foster success for all learners; has engaged staff to provide leadership to align programs, policies and procedures. Building Culture – Examples that the administrator: honors and celebrates accomplishments, successes and contributions of students and staff; sustains the culture by fostering relationships to plan, shape, and implement instructional programs, which are inclusive and equitable; creates a culture that sustains professional development and staff reflection; has created opportunities and has removed barriers to ensure all students can succeed; fosters a culture that values ongoing evaluation and honest feedback to improve learning for staff and students. Managing the Organization– Examples that the administrator: collaborates with others to make decisions that reinforce and promote the vision; develops procedures that engage the community to apply research-based practices to improve teaching and learning; collaborates with others to allocate resources among competing interests within the school environment; proactively obtains, allocates and conserves resources to support the school’s vision; develops partnerships and fairly applies laws and procedures to ensure a safe and healthy environment conducive to successful teaching and learning. Engaging & Serving the Community – Examples that the administrator: facilitates public engagement in the use of data to assess community needs with appreciation for diversity and differences; deals with issues and challenges by engaging a wide variety of stakeholders in meaningful, ongoing partnerships to foster success; provides opportunities for the community and school to serve each other; values diversity and holds the school community accountable for this value; models a personal and professional code of ethics in the school and community; interacts with the school and community about the administrator’s impact and thoughtfully uses the information to lead change; is a role model in respecting the dignity of administrators, teachers, students, staff and families. Demonstrating Integrity - Examples that the administrator: models a personal and professional code of ethics in the school and community; interacts with the school and community about the administrator’s impact and thoughtfully uses the information to lead change; is a role model in respecting the dignity of administrators, teachers, students, staff and families; inspires, monitors, instills and demonstrates integrity and ethical behavior. Understanding of Broader Contexts of Education – Examples that the administrator: places the needs of families and communities at the forefront in the operation of the school; maintains a dynamic relationship with the school and community to identify and address issues and challenges of external forces affecting the educational environment; uses an insightful and commanding knowledge of policies, laws and regulations and their intent to bring about change to improve teaching and learning; maintains a dynamic dialogue with decision makers outside the school community. Relating with Others – Examples that the administrator: shows sensitivity to and displays of a positive attitude toward individual differences (e.g., intellectual, cultural, social, gender, racial and physical) within the school; has a role in bringing about an understanding of and respect for individual differences through leadership style and interactions with children and adults. Demonstrated Strengths and Areas of Needed Growth – A summary of judgments made throughout the evaluation letter and a recommendation regarding the administrator’s knowledge, skills, and dispositions.
GUIDELINES FOR WRITING LETTERS OF RECOMMENDATION Narrative evaluation letters (rather than check lists or rating scales) are used to evaluate the work of the UW-Madison Master Administrator Candidates. The purposes for using this method of evaluation are: (1) to encourage evaluations to provide contextual information about the nature of the school or district in which the administrator works, and (2) to encourage evaluators to document (with descriptive information and specific examples) judgments and inferences contained in the evaluations. Under the Family Educational Rights Act of 1974, if the applicant is admitted and enrolled in the MACC program, he or she will have access to the information you provide unless he or she waives that right. We recommend that applicants do not waive this right so that they may choose to use this letter in a portfolio later. If you do not want your letter to be used for this student’s portfolio later, please note this in your letter. Please use letterhead, if possible. If you are returning your recommendation to the applicant, please seal it in an envelope and write your signature across the sealed flap of the envelope. The applicant may need these recommendations back prior to the July 17th postmark deadline. If you are sending the recommendation directly to MACC, mail them to: Jim Shaw, 1152 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796 Sample Format for a Letter of Recommendation: Evaluators do not need to follow this format or mention each of these areas. However, we would be interested in learning more about how this administrator demonstrates his or her skill in these areas. School or District Setting – A description of the setting in which the administrator worked (e.g., position, level, school, nature of school or district, student population, local issues, length of employment or relationship with administrator, etc.). Administrator’s Role – A brief description of the administrator’s role during the semester--examples of how the administrator has advocated for equity and student learning, built teacher capacity, led the organization, and/or served the community. Supporting Teaching – Examples that the administrator actively supports teachers in regard to the ten teacher standards. Vision of Learning - Examples that the administrator: has used a variety of sources of data and has motivated various groups to be actively engaged in establishing a vision of learning; has collected and analyzed data on teacher performance and pupil learning with stakeholders and has reported that data accurately; has used a variety of communication styles to communicate with integrity with all stakeholders about the vision; is able to obtain and allocate resources and use data to foster success for all learners; has engaged staff to provide leadership to align programs, policies and procedures. Building Culture – Examples that the administrator: honors and celebrates accomplishments, successes and contributions of students and staff; sustains the culture by fostering relationships to plan, shape, and implement instructional programs, which are inclusive and equitable; creates a culture that sustains professional development and staff reflection; has created opportunities and has removed barriers to ensure all students can succeed; fosters a culture that values ongoing evaluation and honest feedback to improve learning for staff and students. Managing the Organization– Examples that the administrator: collaborates with others to make decisions that reinforce and promote the vision; develops procedures that engage the community to apply research-based practices to improve teaching and learning; collaborates with others to allocate resources among competing interests within the school environment; proactively obtains, allocates and conserves resources to support the school’s vision; develops partnerships and fairly applies laws and procedures to ensure a safe and healthy environment conducive to successful teaching and learning. Engaging & Serving the Community – Examples that the administrator: facilitates public engagement in the use of data to assess community needs with appreciation for diversity and differences; deals with issues and challenges by engaging a wide variety of stakeholders in meaningful, ongoing partnerships to foster success; provides opportunities for the community and school to serve each other; values diversity and holds the school community accountable for this value; models a personal and professional code of ethics in the school and community; interacts with the school and community about the administrator’s impact and thoughtfully uses the information to lead change; is a role model in respecting the dignity of administrators, teachers, students, staff and families. Demonstrating Integrity - Examples that the administrator: models a personal and professional code of ethics in the school and community; interacts with the school and community about the administrator’s impact and thoughtfully uses the information to lead change; is a role model in respecting the dignity of administrators, teachers, students, staff and families; inspires, monitors, instills and demonstrates integrity and ethical behavior. Understanding of Broader Contexts of Education – Examples that the administrator: places the needs of families and communities at the forefront in the operation of the school; maintains a dynamic relationship with the school and community to identify and address issues and challenges of external forces affecting the educational environment; uses an insightful and commanding knowledge of policies, laws and regulations and their intent to bring about change to improve teaching and learning; maintains a dynamic dialogue with decision makers outside the school community. Relating with Others – Examples that the administrator: shows sensitivity to and displays of a positive attitude toward individual differences (e.g., intellectual, cultural, social, gender, racial and physical) within the school; has a role in bringing about an understanding of and respect for individual differences through leadership style and interactions with children and adults. Demonstrated Strengths and Areas of Needed Growth – A summary of judgments made throughout the evaluation letter and a recommendation regarding the administrator’s knowledge, skills, and dispositions.
GUIDELINES FOR WRITING LETTERS OF RECOMMENDATION Narrative evaluation letters (rather than check lists or rating scales) are used to evaluate the work of the UW-Madison Master Administrator Candidates. The purposes for using this method of evaluation are: (1) to encourage evaluations to provide contextual information about the nature of the school or district in which the administrator works, and (2) to encourage evaluators to document (with descriptive information and specific examples) judgments and inferences contained in the evaluations. Under the Family Educational Rights Act of 1974, if the applicant is admitted and enrolled in the MACC program, he or she will have access to the information you provide unless he or she waives that right. We recommend that applicants do not waive this right so that they may choose to use this letter in a portfolio later. If you do not want your letter to be used for this student’s portfolio later, please note this in your letter. Please use letterhead, if possible. If you are returning your recommendation to the applicant, please seal it in an envelope and write your signature across the sealed flap of the envelope. The applicant may need these recommendations back prior to the July 17 th postmark deadline. If you are sending the recommendation directly to MACC, mail them to: Jim Shaw, 1152 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796 Sample Format for a Letter of Recommendation: Evaluators do not need to follow this format or mention each of these areas. However, we would be interested in learning more about how this administrator demonstrates his or her skill in these areas. School or District Setting – A description of the setting in which the administrator worked (e.g., position, level, school, nature of school or district, student population, local issues, length of employment or relationship with administrator, etc.). Administrator’s Role – A brief description of the administrator’s role during the semester--examples of how the administrator has advocated for equity and student learning, built teacher capacity, led the organization, and/or served the community. Supporting Teaching – Examples that the administrator actively supports teachers in regard to the ten teacher standards. Vision of Learning - Examples that the administrator: has used a variety of sources of data and has motivated various groups to be actively engaged in establishing a vision of learning; has collected and analyzed data on teacher performance and pupil learning with stakeholders and has reported that data accurately; has used a variety of communication styles to communicate with integrity with all stakeholders about the vision; is able to obtain and allocate resources and use data to foster success for all learners; has engaged staff to provide leadership to align programs, policies and procedures. Building Culture – Examples that the administrator: honors and celebrates accomplishments, successes and contributions of students and staff; sustains the culture by fostering relationships to plan, shape, and implement instructional programs, which are inclusive and equitable; creates a culture that sustains professional development and staff reflection; has created opportunities and has removed barriers to ensure all students can succeed; fosters a culture that values ongoing evaluation and honest feedback to improve learning for staff and students. Managing the Organization– Examples that the administrator: collaborates with others to make decisions that reinforce and promote the vision; develops procedures that engage the community to apply research-based practices to improve teaching and learning; collaborates with others to allocate resources among competing interests within the school environment; proactively obtains, allocates and conserves resources to support the school’s vision; develops partnerships and fairly applies laws and procedures to ensure a safe and healthy environment conducive to successful teaching and learning. Engaging & Serving the Community – Examples that the administrator: facilitates public engagement in the use of data to assess community needs with appreciation for diversity and differences; deals with issues and challenges by engaging a wide variety of stakeholders in meaningful, ongoing partnerships to foster success; provides opportunities for the community and school to serve each other; values diversity and holds the school community accountable for this value; models a personal and professional code of ethics in the school and community; interacts with the school and community about the administrator’s impact and thoughtfully uses the information to lead change; is a role model in respecting the dignity of administrators, teachers, students, staff and families. Demonstrating Integrity - Examples that the administrator: models a personal and professional code of ethics in the school and community; interacts with the school and community about the administrator’s impact and thoughtfully uses the information to lead change; is a role model in respecting the dignity of administrators, teachers, students, staff and families; inspires, monitors, instills and demonstrates integrity and ethical behavior. Understanding of Broader Contexts of Education – Examples that the administrator: places the needs of families and communities at the forefront in the operation of the school; maintains a dynamic relationship with the school and community to identify and address issues and challenges of external forces affecting the educational environment; uses an insightful and commanding knowledge of policies, laws and regulations and their intent to bring about change to improve teaching and learning; maintains a dynamic dialogue with decision makers outside the school community. Relating with Others – Examples that the administrator: shows sensitivity to and displays of a positive attitude toward individual differences (e.g., intellectual, cultural, social, gender, racial and physical) within the school; has a role in bringing about an understanding of and respect for individual differences through leadership style and interactions with children and adults. Demonstrated Strengths and Areas of Needed Growth – A summary of judgments made throughout the evaluation letter and a recommendation regarding the administrator’s knowledge, skills, and dispositions.