How Will Leadership Preparation, Certification, and Training in Georgia CHANGE During 20082009

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How Will Leadership Preparation, Certification,
and Training in Georgia CHANGE During 2008-2009
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Educational LeadershipRedesign in Process
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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.

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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
• ???

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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

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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

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Changes to come . . .

• New Certificate Structure
• Performance-based Preparation
• University/District Partnerships
• Teacher Leadership Endorsement
• District- and School-level Certification

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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

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LEADERSHIP REDESIGN

• PREPARATION STANDARDS AND APPROVED PROGRAMS

• ASSESSMENT

• CERTIFICATE STRUCTURE

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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
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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
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Certificate Redesign
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NL-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.

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PL-6 or PL-7 Program

• Performance-Based
• Building or System level, based on leaders
  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.

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New Georgia Leadership Certificates
PL
PL
Superintendent (PL-6/7)
NPL
Building Leader (PL-6/7)
System Leader (PL-6/7)
PL
NPL
Employment in an Educational Leadership Position
NL
Pre-Service Leadership Candidate (NL-5)
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LEADERSHIP PROGRAM APPROVAL REQUESTS
APRIL 10, 2008 APPROVED 1. Columbus State
University NL-5, PL-6
2. Georgia Southern
University NL-5, PL-6 3.
Kennesaw State University NL-5
4. Mercer University
NL-5, PL-6
5. University of West Georgia
NL-5, PL-6
MAY 8, 2008 APPROVED 6. Georgia State
University NL-5, PL-6 7. Valdosta
State University NL-5, PL-6, PL-7
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LEADERSHIP PROGRAM APPROVAL REQUESTS
JUNE 12, 2008 PENDING 1. Albany
State University NL-5, PL-6
2. Augusta
State University NL-5, PL-6
3. Berry College
PL-6
4. Clark Atlanta University
NL-5, PL-6, PL-7
5. Georgia College State
Univ NL-5, PL-6
6. Mercer University
PL-6, PL-7
7. North Georgia College
NL-5, PL-6
8. University of Georgia
NL-5, PL-6
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LEADERSHIP PROGRAM APPROVAL REQUESTS
JULY 10, 2008 PENDING 9. Covenant
College NL-5
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LEADERSHIP PROGRAM APPROVAL REQUESTS
OUT-OF-STATE INQUIRIES 1. Central
Michigan University 2. Lincoln
Memorial University 3. Nova
Southeastern University 4.
Argosy University
5. Capella University
6. University of Phoenix
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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

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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.

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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.

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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.

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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.

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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.

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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.

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Standards from 505-3-.58

• Applicable only to Specialists 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)

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Supervised Residency Specialist Doctoral Level

• Guideline 1 Trained and qualified coach
• Conference 4 times
• BLCS Team at least 3 times
• On-site coaching sessions 4 times
• Examine portfolio documentation Standards 1-6
  feedback.
• Guide the beginning leader to apply the knowledge
  and skills

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Supervised Residency Specialist Doctoral Level

• Guideline 2 Supervisor/building or system (or
  designee)
• Support institution personnel activities of BLC
• Assist the institution arranging conferences.
• Provide time to fulfill the responsibilities of
  the residency.
• Serve on the BLCST
• Meet with the beginning leader 36 clock hours
• Observe 6 times
• Guide the beginning leader to apply the knowledge
  and skills

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Supervised Residency Specialist Doctoral Level

• Guideline 3 Beginning Leader Candidate
  Support Team
• Meet at least three times (B/M/E)
• Create the Individual Induction Plan.
• Establish observation experiences
• Examine portfolio.
• Evaluate progress and establish areas of need
• Determine if requirements for the residency have
  been satisfactorily met

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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

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Supervised Residency Specialist Doctoral
Level

• Guideline 5 Individual Induction Plan
• Experiences based on Standards 1 6 substantial
  responsibilities that increase over time in
  amount complexity
• Occur in multiple settings to demonstrate K S
  working with community groups

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Induction Plan

• The Individualized Induction Plan must
• Be based on Leadership Standards/Elements 1-6 and
  demonstrated in a way that quality performance
  can be objectively assessed.
• Include a timeline that reflects time and
  responsibility and that evidence completion of
  all performances as required by the end of the
  residency.
• Clearly describe for the Beginning Leader
  Candidate how performance will be assessed and at
  what points in the program assessments will occur.

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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.

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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

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Supervised Residency Specialist Doctoral
Level

• Guideline 6 Observation Experience of highly
  skilled leaders

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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

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Supervised Residency Specialist Doctoral Level

• Guideline 8 A written agreement shall be
  established between the institution and systems
  (Partnership Agreement)

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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
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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
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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

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University - District Partnership

• LSS
• Supervisor/Bldg Designee
• Observation Experiences

• IHE
• Coach
• Portfolio
• Req 505-3-.01

• Partnership
• BLCST
• IIP
• Partnership Agreement

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University - District Partnership

• Partnership
• Coach
• Portfolio
• Req 505-3-.01
• BLCST
• IIP
• Partnership Agreement
• Supervisor/Bldg Desig.
• Observation Exp

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Coming Soon!Partnership Toolkit

• Partnership
• Coach
• Portfolio
• Req 505-3-.01
• BLCST
• IIP
• Partnership Agreement
• Supervisor/Bldg Desig.
• Observation Exp

Resources and Facilitation Assistance
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Additional Information

• Randy.Dobbs_at_galeaders.org
• Sample Documents Website
• http//nextpractices.galeaders.org/gnp/default.asp
  x

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Liability of School System Tapping Candidates
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Leadership and learning are indispensable to
each other.John F. Kennedy
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Q and A
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Contacts

• Rick Eiserman Rick.Eiserman_at_GAPSC.com
• David Hill David.Hill_at_GAPSC.com
• Penney McRoy Penney.McRoy_at_GAPSC.com
• Phil Blackwell Phil.Blackwell_at_GAPSC.com
• Randy Dobbs Randy.Dobbs_at_galeaders.org
• Mona Tucker mtucker_at_nwgaresa.com
• Lynne McGinley lmcginley_at_nwgaresa.com