Cascp Guidelines Feb 2013 Links

Sacramento
Office of Education
County
LEADERSHIP INSTITUTE
Clear Administrative Services Program
GUIDELINES
SUBMISSION
February 2013
Clear Administrative Services Program Guidelines ~ February 2013

Guideline 1: Program Design and Coordination
The program sponsor identifies the basis upon which decisions will be made in determining developmental objectives for each candidate in the program and for assessing
the advancement of each candidate toward those objectives during the course of the program. The program is coordinated effectively, and key program personnel are
identified and their responsibilities are clearly defined.
Critical Elements and Narrative
Supporting Evidence
1a) The program sponsor identifies general administrator performance expectations for use in identifying each

candidates strengths and weaknesses, setting developmental objectives, and measuring progress. These general

expectations may be the California Professional Standards for Educational Leaders or a similar set of administrator

performance expectations that focus on instructional leadership.
California Professional Standards for

Educational Leaders (CPSELs)
The Sacramento County Office of Education Leadership Institute will use the California Professional Standards for Educational
Leaders (CPSELs) to lay out quality standards for its participants. The CPSELs six standards provide indicators of leadership
actions that contribute to meeting the standards. These leadership standards provide an overview of what successful
leaders do and are useful for setting a general course for leadership preparation, professional development activities, and
administrator certification. Therefore, they will be used to determine the developmental objectives for each participant in the
program.
The CPSELs were adapted from the Interstate School Leaders Licensure Consortium Standards for School Leaders (1996) by
representatives from the California School Leadership Academy at WestEd, the Association of California School Administrators,
the California Commission on Teacher Credentialing, the California Department of Education, and California public and private
universities. Over nine hundred educators reviewed them before they were finalized. In 2004, the California Commission
on Teacher Credentialing adopted the CPSELs into their program standards for administrator licensure. WestEd and the
Association of California School Administrators copyright the CPSELs.
Further definition of leadership behaviors and performance standards can be found in Moving Leadership Standards Into
Everyday Work: Descriptions of Practice (WestEd, 2003). The Descriptions of Practice (DOP) explain the intention of each
standard and depict what its various elements look like across a continuum of practice. The DOP will be used for assessing the
advancement of each participant toward the developmental objectives during the course of the program.
The Descriptions of Practice (DOP) were developed to enhance the usefulness of research-based leadership standards,
including the California Professional Standards for Educational Leaders (CPSELs). For each of the six broad standards, the
DOP identifies the underlying goals and provides a detailed narrative describing specific administrator actions, attitudes, and
understanding needed to attain each goal. The DOP also depicts what key aspects of each standard look like in action across a
continuum of developing practice, as an administrator moves from being a tactical manager to a strategic instructional leader
whose efforts result in improved student learning.
Clear Administrative Services Program | Leadership Institute | Sacramento County Office of Education
Moving Leadership Standards Into

Everyday Work: Descriptions of
Practice (WestEd, 2003)

Guideline 1: Program Design and Coordination, continued
Supporting Evidence
Each participants strengths and weaknesses will be identified through a self-assessment using the DOP. This assessment, the
Assessment of Participant Competence, will be given three times over the course of the program. (See Guidelines 3 and 7 for a
complete description of assessment of the participants competence.)
Assessment of Participant
Competence
Coupled with the CPSEL standards, the DOP provides participants with common concepts, language, and examples that,
together, can serve several, sometimes overlapping, purposes:


SCOEs Leadership Institute credentialing criteria

Frames the coaching/mentoring support
Guide for planning leadership preparation and/or professional development
Basis for clarifying performance expectations
An administrators self reflection and professional goal setting tool
Therefore, the Sacramento County Office of Education Leadership Institute will use the CPSELs and DOP as a way to outline
each participants professional development path toward his/her Clear Administrative Services Credential.
1b) The program sponsor provides its general administrator performance expectations to each candidate at the outset of

the candidates participation in the program and explains the performance expectations.
Recruitment efforts will be focused within the Capitol Region. The SCOE Leadership Institute will connect with local school
districts so that they are aware of the new Administrator Training Program (ATP) format and the 90-day window, as outlined in
Guideline 3.
Before beginning the two-year program, each participant will attend a SCOE Leadership Orientation Session. Orientations
will be held three times per year (August, November, and February) so that participants may begin the program either in
September, December, or March to meet the 90-day enrollment requirement. (See Program Design.)
The orientation session will outline the requirements in order for the participant to advance to candidacy. Each participant
will be given a copy of the California Professional Standards for Educational Leaders (CPSELs) and the WestEd document
Moving Leadership Standards into Everyday Work: Descriptions of Practice (DOP). Participants will learn about the assessment
requirements of the program, and that the DOP correspond to the Assessment of Participant Competence. Each description of
practice will have a corresponding rating system in the assessment:

1 = Practice that is directed toward the standard

2 = Practice that approaches the standard

3 = Practice that meets the standard

4 = Practice that exemplifies the standard
Program Design

Supporting Evidence
In order to advance to candidacy, participants must show growth in each of the CPSELs and all of the ratings must be practice
that meets/exemplifies the standard by the end-of-program assessment. (See Guidelines 3 and 7 for a complete description of
Assessment of Candidate Competence.)
Field Experience Activities for

Educational Leaders
The assessment evidence will be used by the participant and the coach to determine developmental objectives for each
participant. The developmental objectives will be chosen from the CPSELs and will be used to set the coaching focus, guide
CPSEL-related workshop choices and the applied practicum. This applied practicum will be job-embedded, and the Field
Experience Activities for California Professional Standards for Educational Leaders will be used for guidance. (See Guidelines 4
and 5 for a full description.)
Program Design
The SCOE Leadership Institute Orientation Session agenda will include:
CPSEL Review (Review of six CPSELs, reflecting on Tier I)

Program Design (Trimesters; three CPSELs per year; entry at any CPSEL)
The Clear Administrative Services Program Handbook
Participant Responsibilities
Coach Requirements and Responsibilities (See Guidelines 4, 5, 6)
Coach/Participant Matching (See Guideline 5, 6)
Assessment Requirements (See Guidelines 3, 7)
Leadership Growth Plan
Applied Practicum and Action Plan
CPSEL-related workshops (See Guideline 4)
Advancing to Candidacy (Guideline 7)
Moodle online communication forum
Participant and Coach working session
Develop Applied Practicum Action Plan
Clear Administrative Services

Program Handbook

Supporting Evidence
1c) The program identifies the individual responsible for coordination of the program, key personnel involved in program

implementation, and the reporting relationships between the identified personnel. The program identifies the

person or entity to whom the authority to certify program completion is designated.
Web site: www.scoeleadership.net
The Sacramento County Office of Education (SCOE) Leadership Institute has designed an organizational structure that focuses
on leadership development at the aspiring, beginning, continuing, and district levels. SCOE is approved as a program provider
for the Preliminary Administrative Services Credential. The program for the Clear Administrative Services Credential will align
with the Preliminary program; the key personnel will be consistent for both programs.
The key personnel include:
Executive Director

Responsibilities: Oversight of the program, including curriculum and workshop development, coach hiring and training,
personnel, fiscal management, district liaison, and certification of participant completion of program. Reports to the
SCOE Deputy Superintendent.
Director of Program Support

Responsibilities: Oversight of the program logistics, including tracking system of grades, attendance, program evaluation,
and web site support and development. (See Guideline 2d for information on the data system and record keeping.)

Reports to the Executive Director.
Recruitment Manager

Responsibilities: Recruitment of participants, communication of program, induction of participants, and ongoing support
during and after induction. Reports to the Executive Director.
Advisory Council

Responsibilities: Members represent fourteen school districts in the Capital region. The advisory membership includes
superintendents, principals, teachers, and program specialists. The Advisory Council will meet quarterly to give guidance
and support on direction.
The two-year program will have a tracking system that will include, but not be limited to, participant records, coach records,
CPSEL-related workshop attendance, program evaluations, participant assessments, Applied Practicum Action Plans,
Leadership Growth Plans, and program completion.
Applied Practicum Action Plan


Guideline 2: Evaluation of Program Quality
The program sponsor conducts ongoing evaluation of the quality and effectiveness of the program for the purpose of identifying needs for program improvement and
to ensure that the program is providing mentoring, support and assistance of high quality that is targeted to meet individual candidates needs. The program sponsor
maintains records of services provided to candidates, candidate assessments and other documentation of program and candidate activities for use in external program
assessment activities to be conducted by the Commission.
Supporting Evidence
2a) The program evaluation process includes an opportunity for candidates to provide the program sponsor with their

perceptions of the quality of the various aspects of the program, including those areas in which the program

successfully provided appropriate mentoring, support, and assistance, and those areas in which candidates perceived

program deficiencies.
Participant Reflective Record
The Sacramento County Office of Education Leadership Institute will provide scheduled opportunities for participants to give
feedback about various aspects of the program, including, but not limited to coaching, support and assistance, and CPSELrelated workshop opportunities.
The Leadership Institute will gather data from each participant through the Participant Reflective Record. This reflective record
will be filled out at the end of each CPSEL, in November, February, and May. The data collected will inform the Leadership
Institute and SCOE Advisory Council about activity between the participant and the coach, including types and frequency
of communication, assistance with and feedback for the Applied Practicum, Applied Practicum Action Plan progress, and
application of CPSEL-related workshops. In addition, there will be an opportunity on the Reflective Record for the participant
to reflect on what is working in the participant/coach relationship, and what concerns they may have about the coach and the
Leadership Institute.
Other opportunities for participant feedback will occur at the end of each CPSEL-related workshop. The Workshop Feedback
Form informs the Leadership Institute about the quality of each sessions instructors and content.
At the end of each year, the Leadership Institute will gather participants and coaches into focus group sessions to gather
feedback about the program quality and effectiveness, as well as hear suggestions for program improvement. The data
gathered at these sessions will be shared with the program staff in order to make improvement decisions to the overall
program.
If problems arise mid-CPSEL, the program staff will make every accommodation to meet with the participants to hear their
concerns and try to resolve them in a timely manner. All participants and coaches will receive the Request for Reassignment
Policy at the Orientation Session. Requests for reassignment will be handled on a case-by-case basis, should the need arise.
The Leadership Institute Executive Director will approve each reassignment.
In addition to the opportunities described above, the SCOE Leadership Institute will welcome feedback given to the program
during the accreditation process through CTC. Upon approval, and as part of the Indigo Cohort, SCOE will receive its next site
visit in 2013-2014.

Workshop Feedback Form
Request for Reassignment Policy
Indigo Cohort

Guideline 2: Evaluation of Program Quality, continued
Supporting Evidence
2b) The program evaluation process includes an opportunity for mentors to provide information on their perceptions

of the quality of various aspects of the program, including the appropriateness and sufficiency of mentor training

requirements, the effectiveness of criteria for mentor assignment, and the quality of the mentor evaluation process.
Coach Reflective Record
The Sacramento County Office of Education Leadership Institute will provide scheduled opportunities for coaches to give
feedback about various aspects of the program, including but not limited to ongoing coach training, participant assignments,
program requirements, and CPSEL-related workshops.
The Leadership Institute will gather data from each coach through the Coach Reflective Record. This reflective record will
be filled out three times per year, during coach meetings. The data collected will inform the Leadership Institute and SCOE
Advisory Council about activity between the coach and the participant, including types and frequency of communication,
assistance with and feedback for the Applied Practicum, Applied Practicum Action Plan progress, and application of CPSELrelated workshops. In addition, there will be an opportunity on the Reflective Record for the coach to reflect on whats working
in the participant/coach relationship, and what concerns he/she may have about the participant and the Leadership Institute.
Other opportunities for coach feedback will happen at the end of each coach training. Coaches attend training three times per
year (See Guidelines 5 and 6). The Workshop Feedback Form informs the Leadership Institute about the quality of the sessions
instructors and content, and the appropriateness and sufficiency of the coach professional development requirements.
At the end of each year, the Leadership Institute will gather coaches and participants into focus group sessions to gather
feedback about the program quality and effectiveness, as well as hear suggestions for program improvement. The data
gathered at these sessions will be shared with the program staff to make decisions about improvement to the overall program.
If problems arise mid-CPSEL, the program staff will make every accommodation to meet with the coach to hear their concerns
and try to resolve them in a timely manner. All coaches and participants will receive the Request for Reassignment Policy at the
Orientation Session. Requests for reassignment will be handled on a case-by-case basis, should the need arise. The Leadership
Institute Executive Director will approve each reassignment.
In addition to the opportunities described above, the SCOE Leadership Institute will welcome feedback given to the program
during the accreditation process through CTC. Upon approval, and as part of the Indigo Cohort, SCOE will receive its next site
visit in 2013-2014.

Indigo Cohort

Supporting Evidence
2c) The program sponsor uses information obtained through the program evaluation process to identify areas in need of

improvement and takes appropriate actions to improve and ensure program quality.
The SCOE Leadership Institute will have as its goal continuous learning and development to meet the needs of the participants as
they develop leadership skills and knowledge around the schools and organizations that they lead. The continuous learning and
development will be evaluated on an ongoing basis through program evaluation processes that will solicit feedback, comments,
and concerns from all of the stakeholders who are involved in the program. The Executive Director will be responsible for all program
revisions. The program evaluation will be an in-depth, intentional, systematic collection of data that includes evidence from the
following groups:
Participant evaluation and feedback: Participants will be solicited for evaluation and feedback on all aspects of the program.
For each of the CPSELs, evaluation and feedback will be required as part of the overall completion of the CPSEL (Participant
Reflective Record and Workshop Feedback Form). Ratings and feedback will be given after each CPSEL-related workshop.
The feedback will include the types of workshops needed to support the development of skills and knowledge, the quality of
presenters, guidance and support of the coach, and the overall effectiveness of the program.
Coach evidence and feedback: Coaches will give feedback and evaluation as part of the overall completion of the standard.
Coaches will have the opportunity to give feedback at workshops, coach training, and on the Coach Reflective Record. The feedback
will assist participants in development of their knowledge and skill, level of support and development of their coaching skills, and
the overall effectiveness of the program. Coaches will also be responsible for reporting on the participant/coach relationship three
times per year (Coach Reflective Record).
Program Graduate evidence and feedback: Upon completion of the program, graduates will give an overall assessment of the
programs effectiveness in supporting their professional growth as leaders. This information will be gathered at the Exit Review.
In addition, graduates will be invited back one year post graduation to give input to the stakeholder group.
Participant Employer evidence and feedback: The district representative will give feedback to the Leadership Institute on
participant effectiveness in terms of leadership skills and knowledge around the schools and organizations that they lead.
Feedback will be solicited at face-to-face meetings.
Advisory Council evidence and feedback: Members represent fourteen school districts in the Capital region. The advisory
membership includes superintendents, principals, teachers, and program specialists. The Advisory Council will meet quarterly to
give guidance and support on the direction of the program.
Evaluation includes both informal and formal measures:
Informal measures include, but are not limited to:
Participant progress reports made at coach trainings
Participant/coach meetings
CPSEL-related workshops
Participant/coach reflective records
Feedback from coach trainings
Formal measures will include a mid-program review, in which the Leadership Institute staff will review the gathered data and, with
input from the Advisory Council, make appropriate adjustments to participant/coach matches, CPSEL-related workshops, or other
program changes needed to enhance and update content and program activities.


Supporting Evidence
2d) The program sponsor maintains records of program policies and procedures, services provided to candidates,

candidate assessment data, number of mentors, number of participants, and other data related to the programs

value, scope and content.
The scope of the data will be collected through a comprehensive database. The data to be maintained and collected by the
SCOE Leadership Institute will be in these areas for the two-year program:
Leadership Growth Plan (Participants two-year plan for completion of the program, which includes the selection of CPSELrelated workshops chosen for each of the CPSELs and progress on the DOP)

Competence
Applied Practicum Action Plans (Progress and completion statements in each of the CPSEL areas)

Program Handbook
Coach Reflective Records
Indigo Cohort
Participant Reflective Records

Number of participants and coaches
Assessment of Participant Competence (data for three administrations of the assessment per participant)
Participant records of enrollment and attendance
Coach records of employment and attendance
The Leadership Institute will provide a Handbook to each participant and coach at the orientation session. The handbook will
outline all of the policies and procedures.
2e) The program sponsor consents to providing program information to the Commission upon request and to cooperate

with program audit and reporting activities conducted by the Commission.
The accreditation process is facilitated by the Executive Director of the SCOE Leadership Institute, in coordination with
program staff. As part of the Indigo Cohort, the Leadership Institute consents to providing program information to the
Commission upon request. The Leadership Institute will cooperate with the program audit and all reporting activities
conducted by the Commission.
Communication and feedback to and from the Commission will be shared with the SCOE Advisory Council and other key staff,
as appropriate.

Guideline 3: Initial Assessment of Candidate Competence
Within the candidates first 90 days of employment in a position requiring possession of an administrative services credential, the program sponsor initially assesses
candidates based on the programs general administrator performance expectations. This initial assessment includes a candidate self-assessment component in which
the candidate describes current job responsibilities and challenges, and perceived personal strengths and weaknesses. The results of the initial assessment inform
decisions concerning the administrators needs and developmental objectives to be met during the course of the program. Mentoring, support and assistance activities
initially focus on those areas in which the initial assessment indicates additional support is needed for the candidate to be successful in his/her current assignment.
Supporting Evidence
3a) The programs initial assessment is designed to measure a candidates initial level of competence in each of the

programs general administrator performance expectations in a way that can be compared to future assessments

of candidate competence so that the program sponsor can determine the candidates progress and increased

administrative effectiveness over time.
Competence
Participants will complete an Assessment of Participant Competence during the Induction phase of the program. The
Induction phase occurs the month before the candidate begins his/her first CPSEL. The initial assessment, as outlined in
Guideline 1, is based upon the performance expectations outlined in the WestEd document Moving Leadership Standards
into Everyday Work: Descriptions of Practice (DOP). Each description of practice will have a corresponding rating system in the
assessment:




The expectation will be set with participants that in order to advance to candidacy, they must show growth in each of the
CPSELs and all ratings must be practice that meets/exemplifies the standard by the end-of-program assessment. In addition
to the DOP, the assessment will also require participants to describe their current job responsibilities and challenges, as well as
their perceived strengths and weaknesses.
The Assessment of Participant Competence will be given a total of three times during the two-year program (see Program
Design): during the induction phase, beginning of year two (mid-program assessmentwith 4th CPSEL), and end-of-program
assessment (with 6th CPSEL). This will allow the participant and the coach, as well as the Leadership Institute personnel, to see
growth and identify new areas of focus as the participant advances in the program.
After participants and coaches are paired, the support process begins with an initial conversation regarding urgent issues and
needs for the entering CPSEL. The conversation is guided by the data from the Assessment of Participant Competence, which
includes the descriptions about current job responsibilities and challenges, and perceived strengths and weaknesses. The
conversation is also guided by the Leadership Growth Plan. The conversation regarding urgent needs and issues will occur for
each CPSEL.
10

Program Design

Guideline 3: Initial Assessment of Candidate Competence, continued
Supporting Evidence
The data will also inform the Applied Practicum Action Plan (see Guideline 4) in each of the CPSEL areas of focus. With the
subsequent administrations of the assessment, the data will be used to make adjustments to the entire coaching plan as
needed (see Guideline 4).
The Action Plan will outline the developmental objective(s) to be met during each CPSEL. The coach and participant will build
the action plan steps together to ensure the rigor of the guidelines is met. Part of the coach training includes acceptable action
plan steps, which will include CPSEL-related workshops, reading research, implementing site-based projects, etc. Through the
coaches work with the Leadership Institute, there will be ongoing training and revision around the action plan development.
The coach is responsible for ensuring alignment and rigor within the CPSEL focus. By the end of the program, participants will
show evidence of growth in each CPSEL by compiling the Applied Practicum Action Plan evidence into a portfolio.
See the Program Design for CPSEL schedule.
Below is a sample two-year schedule for a candidate beginning the program in September:
Year One
August: Induction
Notification of program acceptance. Receive:
Welcome letter with dates for co-op meeting, orientation, and direction for accessing online system
Moving Leadership Standards into Everyday Work: Descriptions of Practice book
Take the Assessment of Participant Competence before co-op meeting
Attend co-op meeting with district representative and Executive Director
Attend Orientation; meet coach
Begin formulating Applied Practicum Action Plan with coach
Review assessment data
Determine CPSEL goals
Write action plan steps
September November: CPSEL 1
Coaching support (minimum 10 hours per CPSEL)
Finalize Applied Practicum Action Plan
Action plan steps
Workshop choices
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Applied Practicum Guidelines
Competence

Supporting Evidence
Determine dates for progress meetings and final review meeting

Attend workshops
Complete Reflective Record
Complete Workshop Feedback Forms
Set up initial meeting for CPSEL 2
December February: CPSEL 2

Write Applied Practicum Action Plan
Attend workshops
March May: CPSEL 3
Attend workshops
Before CPSEL 4, complete mid-program Assessment of Participant Competence
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Competence

Supporting Evidence
Year 2
September November: CPSEL 4

Attend workshops
December February: CPSEL 5

Attend workshops
March May: CPSEL 6
13

Supporting Evidence

Attend workshops
Complete end-of-program Assessment of Participant Competence
Schedule Exit Review meeting with Executive Director
3b) The results of the initial assessment are shared with the candidate and individual(s) assigned to provide the candidate

with mentoring, support and assistance to ensure that all parties have a clear understanding of the candidates initial

strengths, weaknesses, and areas of focus for the mentoring, support and assistance to be provided to the candidate.
Participants will develop a Leadership Growth Plan for the two-year program. The growth plan will be based on an initial
assessment of their progression through the California Professional Standards for Educational Leaders (CPSELs). This initial
assessment is based on the document Moving Leadership Standards into Everyday Work: Descriptions of Practice (DOP) (WestEd,
2003). In each of the CPSELs a determination is made on the participants abilities in each area and their progression in
knowledge and expertise. The progression is based on the four descriptors found in the DOP: practice that is directed toward
the standard, practice that approaches the standard, practice that meets the standard, and practice that exemplifies the
standard. The Leadership Growth Plan will be developed based on the participants initial assessment and will be revisited
several times throughout the program.
An initial co-op meeting will be scheduled with the Leadership Institutes Executive Director (or designee), participant, and
the participants district representative to outline the Leadership Growth Plan that the participant will follow. Part I of the
Leadership Growth Plan will be drafted at this session. The results of the initial assessment will be shared and will inform
the areas of strength and growth on the plan. In addition, the co-op meeting will be where the participant and coach are
matched. (See Guidelines 5 and 6 for more detail about the co-op meeting.)
Once the participant and coach are matched, they will complete the Leadership Growth Plan at the Orientation session. They
will continue to use the assessment results to guide decisions in each CPSEL (e.g., coaching focus, CPSEL goals, CPSEL-related
workshops, and applied practicum). The Applied Practicum Action Plan will be completed at this session as well, following the
Applied Practicum Guidelines.
The Leadership Growth Plan will be an agreement between the Executive Director, district representative, coach, and
participant. This plan will be reviewed after the first year for alignment to the needs of the participant and the movement
along the continuum of the leadership standards.
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Competence

Supporting Evidence
3c) The program sponsor maintains a record of each candidates initial assessment results for comparison with

subsequent assessments to determine candidate progress over the course of the program.
Competence
Each participants data will be kept in our online data management system. The online system was created for the Leadership
Institutes Preliminary Administrative Services Credential Program by the data team in SCOEs Curriculum and Intervention
department. The data management system currently houses attendance and assignment completion matrices for Preliminary
Administrative Services Credential Program participants. For the Clear Administrative Services Program, the system will be
expanded to include the following databases:
Assessment of Participant Competence results

Three administrations of assessment; data available for comparison
Attendance records (Orientation, CPSEL-related workshops, coach training, etc.)

Workshop Feedback Forms
Leadership Growth Plans
Applied Practicum Action Plans
Records of completion for CTC
3d) The assessment examines candidate competence authentically, systematically and fairly, and takes into account the
highly variable nature of administrative responsibilities.
Participants will complete an Assessment of Participant Competence three times during their two-year program. As outlined in
Guideline 3, the assessment is based upon the performance expectations outlined in the WestEd document Moving Leadership
Standards into Everyday Work: Descriptions of Practice (DOP). Each description of practice will have a corresponding rating
system in the assessment:




CPSELs and all ratings must be practice that meets/exemplifies the standard by the end-of-program Assessment. In addition
to the DOP, the Assessment will also require participants to describe their current job responsibilities and challenges, as well as
their perceived strengths and weaknesses.
15


Supporting Evidence
After participants and coaches are paired, the support process begins with an initial conversation regarding urgent issues
and needs for the entering CPSEL based on specific questions surrounding the context of their assignment. The conversation
is guided by the data from the Assessment of Participant Competence and the Leadership Growth Plan, which includes the
descriptions about current job responsibilities and challenges, and perceived strengths and weaknesses.
Competence
Along with showing progress in the DOP, each participant will be able to show growth authentically and fairly through his/her
Applied Practicum. The Applied Practicum will be realized through action plans. These on-the-job Applied Practicum Action
Plans can take into account the highly variable nature of administrative responsibilities and allow the participant to focus on
making improvements in his or her practice.
Part of the coach responsibility is to guide his/her participant in making appropriate professional development choices that are
aligned to his/her areas of need. Each Action Plan will include CPSEL-related workshops/trainings. The purpose of the CPSELrelated workshops/trainings is to build knowledge that moves the participant toward meeting/exemplifying the standard.
Each participant chooses his or her own path. The Leadership Institute offers CPSEL-related workshops, and participants
are welcome to attend trainings from other entities that may better fit their needs. (See Optional Workshop Request Form).
Coaches will guide participants in their CPSEL-related workshop choices. This is done after a review of the Assessment results
and DOP. Coach and participant prioritize potential workshops. This customized process allows participants to choose what
topics best meet their identified needs.
In each CPSEL, the coach will assist the participant in deciding on a CPSEL-related project, an Applied Practicum. Each
participant and his or her coach will meet a minimum of four times during the CPSEL (see Program Design). The meetings will
have the following format:
Meeting 1: Initial meeting between the participant and coach to outline the Applied Practicum Action Plan for the CPSEL.
The practicum will focus on the areas as outlined in the Leadership Growth Plan.
Meetings 2 & 3: Progress meetings to share the progress being made around implementation and understandings of the
Action Plan as it relates to the leadership CPSEL. The coach and participant will complete the Progress column of the
Action Plan.
Meeting 4: A final meeting to outline the status of the Applied Practicum. The coach will complete the Coach Reflection,
located at the bottom of the Action Plan, after each meeting with the participant. The Reflection notes progress based on
Moving Leadership Standards into Everyday Work: Descriptions of Practice (WestEd, 2003).
Coaches are required to provide a minimum of 10 hours of support per CPSEL. This essential component of the program
provides coaching, mentoring, and advising through direct contact, emails, phone conversations, and the scheduled meetings
outlined above in the Applied Practicum component. (See Guideline 5.)
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Optional Workshop Request Form
Program Design

Guideline 4: Individualized Mentoring Plan
The program sponsor establishes a process through which a mentoring plan is created for each administrator served by the program. The plan addresses the mentoring,
support and assistance needs of each administrator, and may identify additional learning activities needed for the administrators professional development. The plan
includes developmental objectives that the individual administrator is expected to meet over the course of the program.
Supporting Evidence
4a) The program sponsor initially assesses each candidates strengths and weaknesses based on the programs general

administrator performance expectations, and uses the results of this assessment to create an appropriate

individualized mentoring plan.
Over a two-year period, the participant completes a planned sequence of job-embedded experiences designed to build
upon the knowledge and skills they obtained in their administrator preparation (Preliminary) program. The assessments
outlined in Guideline 3 will guide and inform the participant as they put into practice and apply effective leadership strategies
that demonstrate their increasing professional capabilities to ensure all students are successful. Through the individualized
support of a trained coach, the candidate examines his/her administrative leadership practices and uses collaborative dialogue
regarding the development of a Leadership Growth Plan, an individualized mentoring plan.
This process begins with an initial assessment of each candidates strengths and weaknesses. The SCOE Leadership Institute
utilizes the WestEd document, Moving Leadership Standards into Everyday Work: Descriptions of Practice (DOP), as a tool for
candidates to self assess their strengths and weaknesses. The DOP is used for the initial assessment; however, for the mid- and
end-of-program assessments, participants will be encouraged by their coach to include information from other measures
as they complete the assessment. These measures may include performance evaluations, school surveys, school data, and
supervisor feedback. The participant also reflects on his/her strengths and weaknesses and current job responsibilities. This is
built into the Assessment of Participant Competence. Guidance on the initial assessment is included in the Welcome Packet
sent by the Leadership Institute upon acceptance into the program. Directions on how to access the online system and how
to take the assessment will also be included. Participants may refer to the DOP while taking the initial assessment, and the two
subsequent assessments may be completed by the participant and the coach together.
Once the initial assessment has been completed, there will be a co-op meeting between the Leadership Institute Executive
Director, the participant, and a district representative (see Guideline 5a). At this meeting, Part I of an individualized mentoring
plan, the Leadership Growth Plan, will be drafted. Participants will review the data and discuss the participants work context.
Overall strengths and areas for growth will be noted. In addition, the coach will be assigned, taking into account the data and
input from the participant and district representative. (See Guideline 6c for more detail.) The coach and participant will review and
complete the Leadership Growth Plan at the Orientation Session, including formulating goals and objectives for the CPSELs.
At the Leadership Institutes Orientation Session, the participant and the coach will continue to work on the Leadership Growth
Plan. This begins with a review and revision of the initial assesment. Coaches review the assessment results before orientation,
and then guide the participants in a reflective conversation about their results and perceived skill set. This is the first step in
assisting the participant in how to judge his or her own skill set. If needed, adjustments are made to the ratings. The participant
and coach may complete the subsequent assessments together so the participants continue to grow in their self-assessment
skills. Goals are developed by the participant and coach utilizing the descriptors in the DOP. The overall goal is to move the
17

Competence

Guideline 4: Individualized Mentoring Plan, continued
Supporting Evidence
participant to Practice that Meets the Standard; therefore, all of the work in the CPSEL is focused on work that contributes
to that end (e.g., CPSEL-related workshops, Applied Practicum Action Plan). During each CPSEL (see Program Design),
participants will complete a minimum of one CPSEL-related workshop activity aligned to the CPSEL focus. There will be two to
three offerings to choose from during each CPSEL. The participant will be required to attend a minimum of five CPSEL-related
workshops per year, totaling ten sessions minimum. Choosing which CPSEL-related workshop session to attend is part of the
coach-participant work, taking into account the results of the DOP, job challenges, and perceived strengths and weaknesses.
Program Design
The work at the Orientation Session will also include planning the applied practicum. There will be one applied practicum
per CPSEL. The applied practicum is detailed on the Applied Practicum Action Plan. This working document will show the
participants progress throughout each CPSEL as the participant works toward competency in the leadership standards.
The Leadership Growth Plan can be reviewed, customized, and further individualized at any time, based on areas such as new
assessment data, or changes to job or assignment.
4b) The candidates developmental needs and current work context are considered and addressed in the development of

the plan.
The assessments (outlined in Guideline 3) will guide participants in their growth as professionals, with a focus on promoting
the success of all students, and becoming reflective practitioners. They are designed to support and inform participants
about their professional practice in the context of an ongoing, collaborative partnership with their coach. The assessment
structures will not only help participants identify and strive for high levels of educational leadership, but they will also
establish professional habits of inquiry, data-driven dialogue, collaboration, and reflection. The assessment processes will help
participants examine and assess their leadership practice to identify areas of strength and, conversely, areas for professional
growth as related to the CPSELS.
At the initial co-op meeting and the Orientation Session (see Guidelines 4a and 5a), participating administrators will identify
areas of strength and growth, and will begin the Leadership Growth Plan for their research and professional development
that is focused on the CPSELS. Participants will examine their current context for leadership by collecting evidence such as job
description, position requirements, organizational charts, etc. In addition, participants will use the assessment data to identify
the context for their leadership within their current work environment. This will include collecting site, district, county, and
community profiles. This context for leadership will be considered while developing both the Leadership Growth Plan and the
Applied Practicum Action Plan.
18


Supporting Evidence
4c) The candidate, employer, and a program representative participate in the development of the plan and provide

written approval of the initial plan.
Once the initial assessment has been completed, there will be a co-op meeting between the Leadership Institute Executive
Director, the participant, and a district representative. At this meeting, the development of the Leadership Growth Plan begins
to take shape. Meeting participants will review the data and discuss the participants work context. Overall strengths and areas
for growth will be noted. In addition, the coach will be assigned, taking into account the data and input from the participant
and district representative. All parties will sign off on the plan.
At the Leadership Institutes Orientation Session, the participant and the coach will continue to work on the Leadership Growth
Plan. The Leadership Growth Plan includes goals for each CPSEL. During each CPSEL (see Program Design), participants will
complete a minimum of one CPSEL-related workshop aligned to the CPSEL focus. There will be two to three offerings to choose
from during each CPSEL. The participant will be required to attend a minimum of five CPSEL-related workshops per year,
totaling ten sessions minimum. Choosing which workshops to attend is part of the coach-participant work, taking into account
the results of the DOP, job challenges, and perceived strengths and weaknesses.
The work at the Orientation Session will also include planning the applied practicum. There will be one per CPSEL. The applied
practicum is detailed on the Applied Practicum Action Plan. This working document will show the participants progress
throughout each CPSEL as the participant works toward competency in the leadership standards. The coach and participant
will build the action plan steps together to ensure the rigor of the guidelines is met. Part of the coach training includes
acceptable action plan steps, which will include CPSEL-related workshops, reading research, implementing site-based projects,
etc. Through the coaches work with the Leadership Institute, there will be ongoing training and revision around the action
plan development. The coach is responsible for ensuring alignment and rigor with the CPSEL focus.
The Leadership Institute staff will review the online database of Action Plans, Coach Reflections, and Reflective Records on a
monthly basis. The Executive Director monitors the details of the coach and participant relationship and level of involvement.
The Director of Program Support monitors program logistics such as form completion, workshop attendance, etc. Any issues
that arise are communicated to the Executive Director. Issues are handled either individually or at coach meetings.
The Leadership Growth Plan can be reviewed, customized, and further individualized at any time, based on areas such as new
assessment data, or changes to job or assignment.
19
Program Design
Competence

Supporting Evidence
4d) The program sponsor provides an opportunity to review and amend the plan as necessary to meet the administrators

needs or address changes in the administrators assignment or other aspects of the administrators work context.

The candidate, employer, and a program representative review and approve any changes to the individualized

mentoring plan.
Throughout each year of the induction process, there will be multiple opportunities in the assessment process for participating
administrators to review and amend their Leadership Growth Plan as needed.
The opportunities for reviewing and amending will be:
Following each administration of the Assessment of Participant Competence (initial, mid-program, end-of-program).
The four participant-coach meetings that will occur during each CPSEL (see 3d).
Amendments to the Leadership Growth Plan may necessitate another co-op meeting (see Guidelines 4a and 5a).
The Executive Director will approve the amendments.
20
Competence

Guideline 5: Provision of Mentoring, Support and Assistance
The program sponsor provides mentoring, support and assistance that is designed to meet the individual administrators needs, and is conducted on a regular, ongoing
basis throughout the course of, at minimum, the administrators first two years of administrative service while possessing the Preliminary Administrative Services
Credential.
Supporting Evidence
5a) The program sponsor, an employer representative, and the administrator collaborate to identify the mentoring,

support and assistance needs of the administrator and appropriate means for providing these services.
Competence
The SCOE Leadership Institute will organize an initial co-op meeting that will include the Executive Director of the Institute
(or designee), a district representative of the participant, and the participant. The purpose of the meeting will focus on the
development of the appropriate support and assistance needed for the participant.

The co-op meeting will focus around the following areas:

The results of the Assessment of Participant Competence

The Moving Leadership Standards Into Everyday Work: Descriptions of Practice (WestEd, 2003) (DOP) document based on the
California Professional Standards for Educational Leaders (CPSELs)
The description of the participants district assignment (e.g., school, program)
District goals and directions
Areas of development for the participant
Development of Part I of the Leadership Growth Plan
Alignment of skills needed for support from the coach
Assignment of the coach
The initial co-op meeting will provide the direction that will assist with an appropriate match of coaching and guidance
needed for the development of the participant as he/she moves toward the leadership standard of practice that exemplifies all
of the leadership standards.
5b) The administrators individual mentoring plan identifies an administrator meeting the qualifications described in

Guideline 6 who will serve as the lead mentor* for the administrator.
The identification of a coach (lead mentor) will be from a pool of qualified coaches based on the job description of a lead
mentor that is outlined in detail in Guideline 6. The coach pool will include a variety of types of administrative positions that
can be used to align with the coaching and support needed for the participant.
A coach will be added to the pool based on recommendations from those who have knowledge of the coachs experience and
potential in providing coaching and support. In addition, there will be a paper screening of a resume and an application, as
well as an interview.
21

Coach Job Description

Guideline 5: Provision of Mentoring, Support and Assistance, continued
Supporting Evidence
5c) The administrators individual mentoring plan identifies the frequency of regularly scheduled meetings between

the administrator and lead mentor. Communication formats for these meetings may be varied (e.g., phone, email,

teleconference) but must allow reasonable access for the administrator to the individual(s) assigned to provide
support.
The meetings will be initiated by the Leadership Institute and will be in a formal structure between the coach (lead mentor)
and the participant.
The participant and coach will be matched at the co-op meeting, detailed in Guidelines 4a and 5a. Following this, the first
formal meeting between the participant and the coach will occur at the Orientation Session. As part of the days agenda, they
will continue to work on the Leadership Growth Plan as well as begin to plan the work for the CPSEL applied practicum.
The applied practicum will be detailed in the Applied Practicum Action Plan. During each CPSEL, meetings will focus on the
knowledge that will be gained through the selection of the CPSEL-related workshops and the progress of the work around
the Applied Practicum Action Plan that will be completed for each of the leadership standards (CPSELs). Participants can
also obtain approval for other CPSEL-related workshops that will enhance their applied practicum. In each of the CPSELs (see
Program Design), four coach/participant CPSEL review meetings will be required. The meetings will follow this schedule:
Meeting 1: Initial meeting between the participant and coach to outline the Applied Practicum Action Plan for the CPSEL,
choose CPSEL-related workshop(s) that will be attended to increase knowledge and movement on the DOP, and outline the
direction of the Action Plan for that CPSEL as it relates to the practicum.
Meetings 2 & 3: Progress meetings will focus on the work that is being accomplished around the practicum. These meetings
will provide coaching and support from the coach, along with troubleshooting, building understanding, and guidance
around the Action Plan. The coach and participant will complete the Progress column of the Action Plan.
Meeting 4: Final Review meeting will focus on the status of the Applied Practicum Action Plan. The review will cover areas of
accomplishment in the implementation and further coaching and support needed to assist with movement on the DOP.
At each meeting there will be opportunity for the coach to fill in the Coach Reflection portion of the Action Plan.
Access to ongoing coaching and support will be continual during the three-month focus on the CPSEL leadership standard.
This ongoing support and coaching will occur through email, phone calls, and visitations. A Reflective Record will be
completed by both the coach and the participant at the end of each CPSEL, which will outline the types, purpose, and
frequency of the contacts. The Action Plan and the Reflective Records will be part of the coach progress report of the
participant.
22

Program Design

Supporting Evidence
The record keeping for the meetings, Reflective Record completion, and Action Plan progress is stored in the Leadership
Institutes custom database. This database houses an online profile for each participant. At any time a participant, coach, or
Leadership Institute staff member can log on and add information or monitor a participants progress in the program.
The online profile will track information in each CPSEL related to:
Records of Attendance
Assessment of Participant Competence
The Leadership Institute Staff will review the online database of the records listed above on a monthly basis. The Executive
Director monitors the details of the coach and participant relationship and level of involvement. The Director of Program
Support monitors program logistics such as form completion, workshop attendance, etc. Any issues that arise are
communicated to the Executive Director. Issues are handled either individually or at coach meetings.
5d) The program sponsor ensures that the administrator has access to mentoring and support in crises or other sensitive

situations that occur at times other than the regularly scheduled meetings between the administrator and lead mentor.
At the co-op meeting (described in Guidelines 4a and 5a), the district representative will outline the protocol for district
processes in handling crises and sensitive situations to establish an understanding of the structure that is used to support and
guide. Protocols will be shared with the assigned coaches. Handling crises and how to intervene will be a topic at coach training.
5e) The program sponsor identifies other individuals, in addition to the lead mentor, who have expertise in specific areas

applicable to the administrators current assignment and who will be available to the administrator as needed to

provide additional information and guidance.
Each participant will be introduced to the downloadable copy of the 2012 Sacramento County Public Schools Directory. The
downloadable Directory is printable and searchable. Included is contact information for each of the public school districts in
the county. This includes school- and district-level information. A complete list of Sacramento County Office of Educations
departments and staff is also included. In addition, there is a section for Educational Resources to aid the participant with
resources locally and across the state. During Orientation, key personnel will be identified and highlighted for the participants.
Participants who do not work in Sacramento County will be directed toward their home County Office of Education for
comparable information.
23

Competence
Web site: www.scoe.net/schools

Supporting Evidence
5f) The program sponsor provides a list of additional resources that may assist the administrator in succeeding in the

current administrative assignment.
Web site: www.scoe.net/schools
In addition to the resources listed in 5e, participants will be provided with resources during their CPSEL-related workshops.
This resource list includes online resources, books, additional professional development, and professional organizations.
One of the key resources critical to the success of new administrators is ongoing professional development. The Leadership
Institute requires each participant to attend 10 sessions over the two-year period of the program. In addition to the CPSELrelated workshops offered by the Leadership Institute, a participant may get approval to attend alternate professional
development that is CPSEL related and supports development toward meeting the standard. This may include topics such as
Professional Learning Communities, Response to Intervention, High-Quality First Instruction, and Common Core State Standards.
5g) The program sponsor provides opportunities for communication between administrators served by the program to

allow for peer engagement and support.
The participants will have a minimum of four face-to-face peer communication opportunities each year. These will be provided
through their orientation session and the CPSEL-related workshops they attend. In addition, the Leadership Institute has a
structure in place for its candidates in which they communicate online. This structure will be carried into the program via the
Moodle online service. The participants will be offered a closed online community in which they can communicate with one
another through a discussion board. The community will be closed and refreshed at the start of each CPSEL. Only currently
enrolled participants will be part of the community. Select Leadership Institute staff will have access to the community for
monitoring purposes. Using the discussion board is an option for participants who would like to receive insight from peers
around ongoing issues and their areas of focus.
The Leadership Institute staff will inform and encourage participants to attend events sponsored by the Sacramento County
Office of Education. These events, such as the tri-annual Curriculum Breakfast, are additional opportunities for participants to
interact with one another and receive support. Upon approval, these and other offerings can replace CPSEL-related workshops.
Through monitoring of input from coach meetings, Workshop Feedback Forms, Reflective Records, and the discussion board, the
Leadership Institute staff will be able to identify common needs among the participants. These needs will be addressed through:
Agenda items at coach trainings
Institute-directed coaching support
Customized trainings directed at common participant needs (examples may include staff evaluations, school-wide behavior plan,
safety plan, or any topic the group of participants needs support in)
Meetings with the Leadership Institute staff as needed
24


Each coach will be responsible for writing a summative review of his or her participants two-year progress in the program.
This will include a recommendation for advancement, or a recommendation that the candidate needs further review. In the
case of a candidate needing further review, a meeting with the coach, participant, and Executive Director will take place.
Next steps will be defined for the participant so he/she may advance to candidacy.
Next steps will be determined based on which piece of evidence (see 7d) merits further work. Steps for a program completion
plan may include:
Identifying the area of need based on the CPSEL-related evidence
Continuation of coaching
Coach may be reassigned at the discretion of the Executive Director
Agreed-upon improvement plan, with timeframe and district sign-off
The improvement plan will be specific to the identified weakness within the battery of evidence (7d). Once the plan is
completed, there will be another Exit Review, and the Executive Director will make the final determination regarding
advancement to candidacy.
25
Supporting Evidence

Guideline 6: Mentoring Qualifications and Assignment
The program sponsor establishes specific qualifications for the selection of lead mentors and criteria to be used in determining the appropriate assignment of lead
mentors to individual administrators served by the program. Qualifications for lead mentors include appropriate mentor training and experience. The program sponsor
establishes an evaluation process for lead mentors and uses the evaluation results to amend mentor selection qualifications and/or training requirements, and to reassign
or replace mentors as needed.
Supporting Evidence
6a) The program sponsor creates a list of prospective lead mentors of sufficient number to serve all administrators served

by the program. All mentors listed meet the qualifications for lead mentors established by the program sponsor.
The SCOE Leadership Institute is in the Capital Region and serves 14 school districts. These districts are large, medium, and
small based on student enrollment, as well as urban, suburban, and rural. This rich configuration provides potential to recruit
coaches (lead mentors) in a variety of positions and areas of expertise. The SCOE Leadership Institute will develop areas of
needed backgrounds and expertise that will assist with the coaching and support of the participants. These areas will include,
but are not limited to, the following:
Elementary, Middle, High School
District Office (e.g., Human Resources, Curriculum)
Title I, turnaround schools, program improvement
Area expertise (e.g., EL, special education, GATE, curriculum)
Management areas (e.g., budget, facilities)
Community involvement
Areas of focus suggested by school districts
The Leadership Institute will work closely with school districts in the development of the coach pool through a recruitment
process and alignment to the Coach Job Description.
26

Guideline 6: Mentoring Qualifications and Assignment, continued
Supporting Evidence
6b) Lead mentor qualifications address the number of years of administrative experience and other teaching and services

experience; the level and quality of training in support and mentoring; special skills and/or experiences applicable to

administrative responsibilities; and other characteristics conducive to successful mentoring, support, and assistance.
The Coach Job Description will focus on the experience that is needed to effectively provide coaching and support to the
participant. Through the involvement with the school districts and the County Office of Education, broad areas of expertise
and skills will contribute to the development of the pool. Areas that will be addressed in the job description are as follows, but
not limited to:
Years of experience in teaching and administration
Areas of expertise and knowledge
Program improvement experience
Training and experience in coaching
Professional development experiences
District support
Coach records will be kept in files as well as in an informational database. This database will summarize the information listed
above. The data collected will facilitate the Leadership Institutes ability to match coaches with participants.
The Executive Director and Leadership Institute staff will review coach applications. Each application will be checked for
completeness and verification of experience and desired skill set. The Leadership Institute will interview applicants who meet
the paper screening qualifications. The purpose of the interviews is to further verify that candidates exemplify the criteria.
The interview will allow candidates to elaborate on their resumes and applications. Once a list of eligible applicants is
established, the database will be used to facilitate the matching process.
The Leadership Institute does not require previous training or experience in coaching; however, if an applicant has experience
and training, that data will be collected and considered in the selection process.
Coaches are required to attend three training sessions a year, with six training sessions for the two-year commitment. These
training sessions will assist with building coaches capacity to assist participants in their leadership development. The six
sessions will have the following agendas/topics:
Three sessions will focus on the Cognitive Coaching model. The Cognitive Coaching model is based on the following
four propositions: 1) Thought and perception produce all behavior; 2) Teaching is constant decision-making; 3) To learn
something new requires engagement and alteration in thought; and 4) Humans continue to grow cognitively.
The Leadership Institute will contract out for this work.
Three sessions will focus on the technical work of the coach, following the Leadership Institute protocols and tools. Sessions
will focus on status of participants, work on protocols, providing coaching concepts and guidelines, continuous CPSEL
training, action plan writing and calibration, scenarios, and feedback practice. The Leadership Institute staff will conduct
these sessions. The first of these three sessions occurs before Orientation (before being matched with a participant).
27

Supporting Evidence
Schedule
Competence
Year One:
Leadership Institute coaching session one (occurs before Orientation and participant matching)
Cognitive Coaching session one (occurs with the first CPSEL of the year)
Cognitive Coaching session two (occurs with the second CPSEL of the year)
Year Two:
Leadership Institute coaching session two (occurs with the first CPSEL of the year)
Cognitive Coaching session three (occurs with the second CPSEL of the year)
Leadership Institute coaching session three (occurs with the third CPSEL of the year)
Ongoing Skill Refinement Sessions:
In addition to the above professional development, coaches participate in monthly coach meetings that provide ongoing
professional development around specific coaching strategies, program-specific information, and time for collaboration.
6c) The program sponsors criteria of assignment of lead mentors to individual administrators consider similarities in their

current responsibilities and work contexts; geographic proximity; ease of interaction; and other characteristics likely

to result in a positive mentoring relationship.
The co-op meeting (see 4a and 5a) at the beginning of the program will review the level of knowledge and status of the
DOP on the CPSELs. This review will also include the Assessment of Participant Competence. The focus of the district and the
position will also be considered for alignment with the selection of the coach. Through a review of the pool of coaches, an
alignment of needs and expertise, geographic proximity, and coaching direction will be assessed. The possible coaches will be
reviewed and the assignment made by all of the members of the co-op meeting: SCOE Leadership Institute Executive Director,
district representative, and the participant.
28

Supporting Evidence
6d) The program sponsor creates a mechanism for each administrator in the program to evaluate his/her lead mentor.

The evaluation provides information on each lead mentors strengths and weaknesses, identifies areas in which

additional training may be required, and rates the overall performance of the mentor from the perspective of the

administrator being monitored.
The review of the coach (lead mentor) will be based on the following:
This reflective record will be filled out three times per year, at the end of each CPSEL (see Program Design). The data
collected will reflect the activity between the participant and the coach, including types and frequency of communication,
assistance with feedback, Applied Practicum Action Plan progress, and application of CPSEL-related workshops. Reflections
on the relationship between the participant and the coach will also be a part of the reflective record to be reviewed by the
Leadership Institute.
The Reassignment Policy will be available throughout the two-year program. The policy will be shared with all stakeholders
and will be a focus item during the orientation of the participant. The policy will outline the issues that can be addressed in
the request for reassignment.
Coach Required Trainings
The required coach trainings will focus on the levels and types of coaching. These meetings will occur three times per year.
Topics include development of relationships with participants to support in the movement on the DOP and the completion
of the Action Plans for each of the CPSELs. The Leadership Institute will actively gather data from participant and coach
Reflective Records and reflection and progress notes on the Action Plans in order to incorporate feedback into these training
sessions.
6e) The program sponsor uses the results of the lead mentor evaluations to make any necessary changes to lead mentor

selection qualifications, amend training requirements, and reassign or replace mentors who receive unsatisfactory
evaluations.
The Leadership Institute Executive Director will monitor the mechanisms that provide feedback (see Guideline 6d) on the
progress of the participant and the coaching that is provided. This information will be shared on an ongoing basis in individual
and/or group settings. The information on coaching progress will be used to direct the training and coaching that will be
provided for the coaches at the three required training meetings. Individual coaches may be given other assistance based on
need as stated in the feedback mechanisms.
29
Program Design

Guideline 7: Assessment of Candidate Competence
The program sponsor conducts ongoing assessment of the candidates competence based on the programs general administrator performance expectations, and provides
the results to the candidate and the candidates lead mentor to be used as an indicator of candidate progress, and to redirect the focus of mentoring, support and assistance,
if needed. Prior to certifying that each candidate has completed program requirements, the program sponsor conducts a culminating assessment of the candidates
competence based on the programs general administrator performance expectations and the developmental objectives identified in the candidates individualized
mentoring plan. Through this assessment the program sponsor and the lead mentor verify that the candidate has met the developmental objectives established in the
individualized mentoring plan and has reached a level of administrative competence appropriate to merit recommendation for the Clear Administrative Services Credential.
Supporting Evidence
7a) Candidates are provided feedback on their progress at multiple points in the program.
Competence
There are multiple points in the two-year program at which the participants will receive feedback on their progress toward
competency. Participants will take the Assessment of Participant Competence a total of three times during the program (initial,
mid-program, end-of-program). With each administration of the assessment, participants will have an opportunity to reflect on
their growth and progress toward the California Professional Standards for Educational Leaders (CPSELs) through the use of the
Descriptions of Practice (DOP). In addition, the Assessment contains a reflective section in which the participants will reflect on their
current job responsibilities and challenges, as well as their perceived strengths and weaknesses. This data will be kept online and
made available for comparison and reflection at any time. Following each administration of the Assessment, the coach will lead a
formal review and reflection with the participant as part of their work together.
In addition to the Assessments, the participants will meet with their coaches a minimum of four times during each CPSEL (see
Program Design). These meetings are focused around the CPSEL areas of focus for the Applied Practicum Action Plan as well as the
Leadership Growth Plan. Participants will be provided with feedback and will be able to reflect on their progress toward their CPSEL
goal at each meeting.
The coach role at the progress meetings is to provide focused support, assistance, and redirection toward goal completion. At the
beginning of each CPSEL, the coach will guide the participant to formulate a CPSEL goal, based on the Assessment and work in the
prior CPSEL. The next coaching step is to formulate the Applied Practicum Action Plan and the action plan steps. It is the coachs
responsibility to ensure the action plan goal and steps are of sufficient rigor that the participant will advance in the CPSEL. To maintain
rigor across the program, the Executive Director and Leadership Institute staff will monitor all forms on a monthly basis. In addition,
Action Plans and progress summaries will be reviewed at monthly coach meetings for ongoing calibration. Feedback will be directed
to coaches. Participants do not move on to the next CPSEL until the Leadership Institute reviews and signs off on the current CPSEL.
These steps will ensure there is no conflict of interest as the coach is not the only person involved in the formative growth process of
the Action Plan and they are not the final approval for CPSEL completion. The Executive Director gives final approval.
At the completion of each CPSEL (November, February, and May), participants will fill out the Participant Reflective Record. The data
collected will inform the Leadership Institute and SCOE Advisory Council about activity between the participant and the coach, including
types and frequency of communication, assistance with and feedback for Applied Practicum Action Plan progress, and application
of CPSEL-related workshops. In addition, there will be an opportunity on the Reflective Record for the participant to reflect on whats
working in the participant/coach relationship, and what concerns he/she may have about the coach and the Leadership Institute.
30

Program Design

Guideline 7: Assessment of Candidate Competence, continued
Supporting Evidence
The Leadership Institute monitors participant progress through multiple pathways on a monthly basis. These include CPSEL
reviews of the information below, which is kept in the custom online database:
Competence

After a review for completion of each item listed above, Leadership Institute staff will give approval for the participant to move
to the next CPSEL. Approval is based on quality and completeness of work, as well as a review of the coach progress notes on
the Reflective Record and Applied Practicum Action Plan. The approval indicates to the participant that he/she has met the
requirements for the standard. See 7d for the description of advancing to candidacy.
7b) Each candidates individualized mentoring plan is reviewed periodically on the basis of the assessment results and

amended as necessary to respond to changes in the candidates needs for mentoring, support and assistance.
The participants Leadership Growth Plans will be reviewed following each Assessment period (initial, mid-program, endof-program). With each administration of the assessment, participants have an opportunity to reflect on their growth and
progress toward the California Professional Standards for Educational Leaders (CPSELs). In addition, the Assessment contains a
reflective section in which the participants reflect on their current job responsibilities and challenges, as well as their perceived
strengths and weaknesses. This data will be kept online and made available for comparison and reflection. Following each
administration of the Assessment, the coach will lead a formal review and reflection with the participant as part of their work
together.
In addition to the Assessments, the participants will meet with their coach a minimum of four times during each CPSEL (see
Program Design). These meetings are focused around the CPSEL areas of focus for the Applied Practicum Action Plan as well
as the Leadership Growth Plan. Participants will be provided with feedback and will be able to reflect on their progress at each
meeting. At the completion of each CPSEL (November, February, and May), the participants will fill out a Participant Reflective
Record. The data collected will inform the Leadership Institute and SCOE Advisory Council about activity between the
participant and the coach, including types and frequency of communication, assistance with and feedback for project, action
plan progress, and application of CPSEL-related workshops. In addition, there will be an opportunity on the Reflective Record
for the participant to reflect on what is working in the participant/coach relationship, and what concerns he/she may have
about the coach and the Leadership Institute.
31

Program Design

Supporting Evidence
The coach will continually evaluate the Applied Practicum Action Plan for growth. This process will begin with building the steps
of the action plan. The coach and participant work together on this, and the coach will ensure that the action plan goal and
steps are of sufficient rigor that the participant will advance in the CPSEL. The coach will summarize each subsequent meeting
during the CPSEL on the Action Plan. The Leadership Institute and participant will be able to view these comments at any time.
Coaches will be trained on how to formulate goals and action plan steps for the Applied Practicum Action Plans at their coach
trainings. Included in the training will be ongoing calibration sessions for acceptable action plans, as well as how to write
meeting summaries. To maintain rigor across the program, the Executive Director and Leadership Institute staff will monitor all
forms on a monthly basis. In addition, Action Plans and progress summaries will be reviewed at monthly coach meetings for
ongoing calibration. Feedback will be directed to coaches. Participants do not move on to the next CPSEL until the Leadership
Institute reviews and signs off on the current CPSEL. These steps will ensure there is no conflict of interest as the coach is not
the only person involved in the formative growth process of the Action Plan and he/she is not the final approval for CPSEL
completion. The Executive Director gives final approval.
Adjustments to the Growth Plans can be made at any time, but will most likely occur at one of the scheduled times. These adjustments will reflect the support and assistance needed so that the participant is supported in reaching competency in the CPSELs.
7c) The assessment examines candidate competence authentically, systematically and fairly, and takes into account the

highly variable nature of administrative responsibilities.
Participants will complete an Assessment of Participant Competence three times during their two-year program. As outlined in
Guideline 3, the assessment is based upon the performance expectations outlined in the WestEd document Moving Leadership
Standards into Everyday Work: Descriptions of Practice (DOP). Each description of practice will have a corresponding rating
system in the assessment:

CPSELs and all of the ratings must be practice that meets/exemplifies the standard by the end-of-program Assessment. In
addition to the DOP, the Assessment will also require participants to describe their current job responsibilities and challenges,
as well as their perceived strengths and weaknesses.
The Assessment of Participant Competence will be given a total of three times during the two-year program: initially (within
90 days of employment in a position requiring an administrative services credential), beginning of year two (mid-program
Assessmentwith 4th CPSEL), and end-of-program Assessment (with 6th CPSEL). This will allow the participant and the coach, as
well as Leadership Institute personnel, to see growth and identify new areas of focus as the participant advances in the program.
32

Competence
Program Design

Supporting Evidence
After participants and coaches are paired, the support process begins with an initial conversation regarding urgent issues and
needs based on specific questions surrounding the context of their assignment. The conversation will be guided by the data
from the Assessment of Participant Competence, which will include the descriptions about current job responsibilities and
challenges, and perceived strengths and weaknesses.
Competence
Along with showing progress in the DOP, each participant will be able to show growth authentically and fairly through his/
her Applied Practicum. During each CPSEL, an Applied Practicum Action Plan will be the focus of the participant/coach work.
These on-the-job Action Plans can take into account the highly variable nature of administrative responsibilities and allow the
participant to be focused on making improvements in his or her practice.
7d) A culminating assessment forms the basis for certifying that the candidate has successfully completed the program

and has reached a level of competence meriting possession of a Clear Administrative Services Credential.
The third administration of the Assessment of Participant Competence will be given with the 6th CPSEL (see Program Design).
The performance expectations are outlined in the WestEd document Moving Leadership Standards into Everyday Work:
Descriptions of Practice (DOP). Each description of practice will have a corresponding rating system in the assessment:


The expectation will be set with participantss that in order to advance to candidacy, they must show growth in each of the
CPSELs and all of the ratings must be practice that meets/exemplifies the standard by the end-of-program Assessment. In
addition to the DOP, the Assessment will also require participants to describe their current job responsibilities and challenges,
as well as their perceived strengths and weaknesses.
In addition to the Assessment, advancement to candidacy will depend on the completion of each CPSELs Applied Practicum.
Each Applied Practicum Action Plan will outline the objective(s) to be met during the CPSEL. Action Plans also contain progress
notes, as well as a CPSEL summary completed by the coach. By the end of the program, participants will show evidence of
growth in each CPSEL by compiling the Action Plan evidence into a portfolio that reflects their progress toward meeting
or exemplifying the standards. Each Action Plan contains a Progress column filled out by the participant, and a Coach
Reflection section for the coach to update the progress from his/her perspective.
Additionally, participants must be fully attended at 10 CPSEL-related workshops, chosen throughout the program.
The attendance is tracked in the Leadership Institutes online database.
33

Program Design

Supporting Evidence
Each coach will be responsible for writing a summative review of his or her participants two-year progress in the program.
This will include a recommendation for advancement, or a recommendation that the candidate needs further review. In the
case of a candidate needing further review, a meeting with the coach, participant, and Executive Director will take place. Next
steps will be defined for the participant so he/she may advance to candidacy.
The Leadership Institutes Exit Review for each participant will take into account the full battery of evidence:

Summative Review
This candidate-centric program is built around coaching and leadership development. Each piece of evidence in the full
battery of evidence is customized to the needs of the participant. Therefore, each participant will have the same requirements,
but all of the evidence is individualized to the participant. All of the coaching, a minimum of 10 hours per CPSEL, supports
the understanding, knowledge, and practice of leadership. The coaching informs the formative, ongoing growth that allows
participants to meet/exemplify each standard in the DOP.
This evidence will inform the Leadership Institute that the candidate has reached a level of competency meriting the award of
a Clear Administrative Services Credential.
34

Competence
California Professional Standards for Education Leaders (CPSELs)
Standard 1
STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION
Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.
Element 1A: Student-Centered Vision
Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.
Example Indicators:
1A-1 Advance support for the academic, linguistic, cultural, social-emotional, behavioral, and physical development of each learner.
1A-2 Cultivate multiple learning opportunities and support systems that build on student assets and address student needs.
1A-3 Address achievement and opportunity disparities between student groups, with attention to those with special needs; cultural, racial,

and linguistic differences; and disadvantaged socio-economic backgrounds.
1A-4 Emphasize the expectation that all students will meet content and performance standards.
Element 1B: Developing Shared Vision
Leaders engage others in a collaborative process to develop a vision of teaching and learning that is shared and supported by all stakeholders.
Example Indicators:
1B-1 Embrace diverse perspectives and craft consensus about the vision and goals.
1B-2 Communicate the vision so the staff and school community understands it and uses it for decision-making.
1B-3 Build shared accountability to achieve the vision by distributing leadership roles and responsibilities among staff and community.
1B-4 Align the vision and goals with local, state, and federal education laws and regulations.
Element 1C: Vision Planning and Implementation
Leaders guide and monitor decisions, actions, and outcomes using the shared vision and goals.
Example Indicators:
1C-1 Include all stakeholders in a process of continuous improvement (reflection, revision, and modification) based on the systematic

review of evidence and progress.
1C-2 Use evidence (including, but not limited to student achievement, attendance, behavior and school climate data, research, and best

practices) to shape and revise plans, programs, and activities that advance the vision.
1C-3 Marshal, equitably allocate, and efficiently use human, fiscal, and technological resources aligned with the vision of learning for

all students.
Standard 2
STANDARD 2: INSTRUCTIONAL LEADERSHIP
Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and
professional growth.
Element 2A: Professional Learning Culture
Leaders promote a culture in which staff engages in individual and collective professional learning that results in their continuous improvement
and high performance.
Example Indicators:
2A-1 Establish coherent, research-based professional learning aligned with organizational vision and goals for educator and student growth.
2A-2 Promote professional learning plans that focus on real situations and specific needs related to increasing the learning and well-being of

all staff and students.
2A-3 Capitalize on the diverse experience and abilities of staff to plan, implement, and assess professional learning.
2A-4 Strengthen staff trust, shared responsibility, and leadership by instituting structures and processes that promote collaborative inquiry

and problem solving.
Element 2B: Curriculum and Instruction
Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments that address student expectations
and outcomes.
Example Indicators:
2B-1 Develop a shared understanding of adopted standards-based curriculum that reflects student content and performance expectations.
2B-2 Promote and monitor the use of state frameworks and guides that offer evidence-based instructional and support strategies to

increase learning for diverse student assets and needs.
2B-3 Provide access to a variety of resources that are needed for the effective instruction and differentiated support of all students.
2B-4 Guide and monitor the alignment of curriculum, instruction, assessment, and professional practice.
Element 2C: Assessment and Accountability
Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes and
student learning.
Example Indicators:
2C-1 Define clear purposes, goals, and working agreements for collecting and sharing information about professional practice and

student outcomes.
2C-2 Guide staff and the community in regular disaggregation and analysis of local and state student assessment results and program data.
2C-3 Use information from a variety of sources to guide program and professional learning planning, implementation and revisions.
2C-4 Use professional expectations and standards to guide, monitor, support, and supervise to improve teaching and learning
2C-5 Apply a variety of tools and technology to gather feedback, organize and analyze multiple data sources, and monitor student progress

directed toward improving teaching and learning.
Standard 3
STANDARD 3: MANAGEMENT AND LEARNING ENVIRONMENT
Education leaders manage the organization to cultivate a safe and productive learning and working environment.
Element 3A: Operations and Facilities
Leaders provide and oversee a functional, safe, and clean learning environment.
Example Indicators:
3A-1 Systematically review the physical plant and grounds to ensure that they are safe, meet Americans with Disabilities Act (ADA)

requirements, and comply with conditions that support accessibility for all students.
3A-2 Collaborate with the district to monitor and maintain student services (e.g., food, transportation) that contribute to student learning,

health and welfare.
3A-3 Manage the acquisition, distribution, and maintenance of equipment, materials, and technology needed to meet the academic,

linguistic, cultural, social-emotional, and physical requirements of students.
3A-4 Work with stakeholders and experts to plan and implement emergency and risk management procedures for individuals and the site.
Element 3B: Plans and Procedures
Leaders establish structures and employ policies and processes that support students to graduate ready for college and career.
Example Indicators:
3B-1 Develop schedules and assign placements that are student-centered and maximize instructional time and staff collaboration.
3B-2 Manage legal and contractual agreements and storage of confidential records (both paper and electronic) to insure student security

and confidentiality.
3B-3 Set clear working agreements that support sharing problems, practices and results within a safe and supportive environment.
3B-4 Engage stakeholders in using problem solving and decision-making processes and distributed leadership to develop, monitor,

evaluate and revise plans and programs.
Element 3C: Climate
Leaders facilitate safe, fair, and respectful environments that meet the intellectual, linguistic, cultural, social-emotional, and physical needs of
each learner.
Example Indicators:
3C-1 Strengthen school climate through participation, engagement, connection, and a sense of belonging among all students and staff.
3C-2 Implement a positive and equitable student responsibility and behavior system with teaching, intervention and prevention strategies

and protocols that are clear, fair, incremental, restorative, culturally responsive, and celebrate student and school achievement.
3C-3 Consistently monitor, review and respond to attendance, disciplinary, and other relevant data to improve school climate and student

engagement and ensure that management practices are free from bias and equitably applied to all students.
Element 3D: Fiscal and Human Resources
Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.
Example Indicators:
3D-1 Provide clear rationale for decisions and distribute resources equitably to advance shared vision and goals focused on the needs of

all students.
3D-2 Work with the district and school community to focus on both short and long-term fiscal management.
3D-3 Actively direct staff hiring and placement to match staff capacity with student academic and support goals.
3D-4 Engage staff in professional learning and formative assessments with specific feedback for continuous growth.
3D-5 Conduct personnel evaluations to improve teaching and learning, in keeping with district and state policies.
3D-6 Establish and monitor expectations for staff behavior and performance, recognizing positive results and responding to poor

performance and/or inappropriate or illegal behavior directly and in a timely and systematic manner.
Standard 4
STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT
Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community
resources.
Element 4A: Parent and Family Engagement
Leaders meaningfully involve all parents and families, including underrepresented communities, in student learning and support programs.
Example Indicators:
4A-1 Establish a welcoming environment for family participation end education by recognizing and respecting diverse family goals and

aspirations for students.
4A-2 Follow guidelines for communication and participation established in federal and state mandates, district policies, and legal agreements.
4A-3 Solicit input from and communicate regularly with all parents and families in ways that are accessible and understandable.
4A-4 Engage families with staff to establish academic programs and supports that address individual and collective student assets and
needs.
4A-5 Facilitate a reciprocal relationship with families that encourages them to assist the school and to participate in opportunities that
extend their capacity to support students.
Element 4B: Community Partnerships
Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready
for college and career.
Example Indicators:
4B-1 Incorporate information about family and community expectations and needs into decision-making and activities.
4B-2 Share leadership responsibility by establishing community, business, institutional and civic partnerships that invest in and support the

vision and goals.
4B-3 Treat all stakeholder groups with fairness and respect and work to bring consensus on key issues that affect student learning and
well-being.
4B-4 Participate in local activities that engage community members and staff in communicating school successes to the broader community.
Element 4C: Community Resources and Services
Leaders leverage and integrate community resources and services to meet the varied needs of all students.
Example Indicators:
4C-1 Seek out and collaborate with community programs and services that assist students who need academic, mental, linguistic, cultural,

social-emotional, physical, or other support to succeed in school.
4C-2 Build mutually beneficial relationships with external organizations to coordinate the use of school and community facilities.
4C-3 Work with community emergency and welfare agencies to develop positive relationships.
4C-4 Secure community support to sustain existing resources and add new resources that address emerging student needs.
Standard 5
STANDARD 5: ETHICS AND INTEGRITY
Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff
to the same standard.
Element 5A: Reflective Practice
Leaders act upon a personal code of ethics that requires continuous reflection and learning.
Example Indicators:
5A-1 Examine personal assumptions, values, and beliefs to address students various academic, linguistic, cultural, social-emotional, physical,

and economic assets and needs and promote equitable practices and access appropriate resources.
5A-2 Reflect on areas for improvement and take responsibility for change and growth.
5A-3 Engage in professional learning to be up-to-date with education research, literature, best practices and trends to strengthen their

ability to lead.
5A-4 Continuously improve cultural proficiency skills and competency in curriculum, instruction, and assessment for all learners.
5A-5 Sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities.
Element 5B: Ethical Decision-Making
Leaders guide and support personal and collective actions that use relevant evidence and available research to make fair and ethical decisions.
Example Indicators:
5B-1 Consider and evaluate the potential moral and legal consequences of decisions.
5B-2 Review multiple measures of data and research on effective teaching and learning, leadership, management practices, equity and other

pertinent areas to inform decision-making.
5B-3 Identify personal and institutional biases and remove barriers that derive from economic, social-emotional, racial, linguistic, cultural,

physical, gender, or other sources of educational disadvantage or discrimination.
5B-4 Commit to making difficult decisions in service of equitable outcomes for students, staff and the school community.
Element 5C: Ethical Action
Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest
communication necessary to consistently make fair and equitable decisions on behalf of all students.
Example Indicators:
5C-1 Communicate expectations and support for professional behavior that reflects ethics, integrity, justice, and equity.
5C-2 Use a variety of strategies to lead others in safely examining personal assumptions and respectfully challenge beliefs that negatively

affect improving teaching and learning for all students.
5C-3 Encourage and inspire others to higher levels of performance, commitment, and motivation by modeling transparent and

accountable behavior.
5C-4 Protect the rights and appropriate confidentiality of students, staff, and families.
5C-5 Promote understanding and follow the legal, social, and ethical use of technology among all members of the school community.
Standard 6
STANDARD 6: EXTERNAL CONTEXT AND POLICY
Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices.
Element 6A: Understanding and Communicating Policy
Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment.
Example Indicators:
6A-1 Operate consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory requirements.
6A-2 Understand and can explain the roles of school leaders, boards of education, legislators and other key stakeholders in making

education policy.
6A-3 Welcome and facilitate conversations with the local community about how to improve learning and achievement for all students,

including English Learners, and students needing additional support.
6A-4 Facilitate discussions with the public about federal, state and local laws, policies, regulations, and statutory requirements affecting

continuous improvement of educational programs and outcomes.
6A-5 Work with local leaders to assess, analyze and anticipate emerging trends and initiatives and their impact on education.
Element 6B: Professional Influence
Leaders use their understanding of social, cultural, economic, legal and political contexts to shape policies that lead to all students to graduate
ready for college and career.
Example Indicators:
6B-1 Advocate for equity and adequacy in providing for students and families educational, linguistic, cultural, social-emotional, legal,

physical, and economic needs, so every student can meet education expectations and goals.
6B-2 Support public policies and administrative procedures that provide for present and future needs of all children and families and

improve equity and excellence in education.
6B-3 Promote public policies that ensure the equitable distribution of resources and support services for all students.
Element 6C: Policy Engagement
Leaders engage with policymakers and stakeholders to collaborate on education policies focused on improving education for all students.
Example Indicators:
6C-1 Work with the governing board, district and local leaders to influence policies that benefit students and support the improvement of

teaching and learning.
6C-2 Actively develop relationships with a range of stakeholders, policymakers, and researchers to identify and address issues, trends, and

potential changes that affect the context and conduct of education.
6C-3 Collaborate with community leaders and stakeholders with specialized expertise to inform district and school planning, policies and

programs that respond to cultural, economic, social and other emerging issues.
Sacramento
Office of Education
County LEADERSHIP INSTITUTE
CLEAR
ADMINISTRATIVE SERVICES PROGRAM

Program Design
Program Overview
Requirements
The Sacramento County Office of

Education Leadership Institute Clear
Administrative Services Program (CASP)
is a comprehensive, two-year program
that focuses on the development of
needs of beginning administrators in the
Sacramento Region.
Participant
The CASP is aligned with the Commission

on Teacher Credentialing-approved
Preliminary Administrative Services
Credential program. The CASP is designed
to meet the individual needs of
participants through assessment,
coaching, and professional development.
The use of the California Professional
Standards for Educational Leaders (CPSELs)
is the foundation for development of the
program curriculum, practices, and format.

Six Leadership CPSELs
Ten CPSEL-related Workshops (1 to 2 for Each CPSEL)
Six Applied Practicums (1 for Each CPSEL)
Coach
Coaching of Assessment of Participant Competence

Provides Coaching Support for Each Standard (4 Meetings per Standard)
Supports Development for Each Applied Practicum per Standard
Three Coach Development Seminars per Year
Two-year commitment to the Participant
District
Development of Growth Plan
Support of the Participant in Leadership Standards and Practicum
Coach Assignment
Leadership Institute
Program and Workshop Development/Management

Coach Training
District/Participant/Program Connection
Record Keeping
Advancement to Candidacy

TWO-YEAR PROGRAM SCHEDULE
Induction: Competency Plan (To be held upon entry)
AUG
NOV
FEB
Cooperative Meeting including Leadership Institute, District, Participant

Orientation*
Participant/Coach
Requirements and Responsibilities
Development of Leadership Growth Plan for CPSELs
Assessment of Participant Competence (Initial in Year 1)
CPSEL 1 (Year 1)/CPSEL 4 (Year 2)

SEPT
OCT
NOV
Workshop Selection(s)
Applied Practicum
Initial Meeting (Practicum/Outcomes)
Progress Meetings (2)
Final Review Meeting
Reflective Record
Assessment of Participant Competence (Mid-program in Year 2)

DEC
JAN
FEB
Applied Practicum
Reflective Record

MARCH
APRIL
MAY
Applied Practicum
Reflective Record
Assessment of Participant Competence (End-of-program in Year 2)
* May enter at the beginning of any CPSEL. An Orientation will be held upon entry.
Sacramento
Office of Education
County
Participant
Handbook
for the

Program
Our guiding principle is that high-quality leadership is key to success

for students, teachers, schools, and districts.
Sacramento
Office of Education
County
Curriculum and Intervention Annex
10461 Old Placerville Road, Suite 130
Sacramento, CA 95827
Sacramento
Office of Education
County
Table of Contents
LEADERSHIP
INSTITUTE
Participant Handbook for the

2012-2013
Welcome Letter from Superintendent Dave Gordon
p. 5
Sta Directory
p. 6
p. 7
Program Overview
p. 10
CPSEL-Related Workshops
p. 15
Two-Year Program Schedule
p. 16
p. 17
Reective Record ~ Coach
p. 18
Reective Record ~ Participant
p. 19
p. 20
p. 21
Policies and Procedures
p. 22
Requirements for the Clear Credential
p. 24
Clear Administrative Services Program Sacramento County Oce of Education
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Welcome Letter
Superintendent Dave Gordon
More than ever, strong school leadership is key to school
improvement. School administrators are responsible
for providing a high-quality education for all students
in our local schools. We need strong leaders to set high
standards, promote excellent teaching and motivate
students and teachers.
Research shows that the Sacramento region faces a
critical shortage of trained and talented school leaders.
A new WestEd study found that by 2017, due to
retirements and other factors, Sacramento County will
need nearly 300 new school site administrators while
the Sacramento region will need close to 500. For that
reason, the Sacramento County Office of Education
(SCOE) is taking an innovative approach to preparing administrators by establishing
our Leadership Institute.
The purpose of the Leadership Institute is to provide cutting edge training, on all
levels, to meet the needs of our local schools and districts. This includes those who
are currently holding district office leadership positions, as well as newly appointed
and aspiring administrators. For example, our program will provide aspiring
administrators with professional development and preparation and licensing upon
successful completion of their training.
We have developed our Institute in collaboration with the thirteen school districts
that we serve, along with the other nine county offices in our Capital region. This
cooperation will support success for all leaders involved in our program.
We are proud that our Leadership Institute is coordinated by Dr. L. Steven Winlock.
Dr. Winlock has a long and distinguished track record of designing and delivering
leadership training in the State of California.
Thank you for your interest in preparing the people who will lead our schools
and dedicate themselves to improving the quality of education in our local
communities.
David W. Gordon
Sacramento County Superintendent of Schools
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Staff Directory
Institute Staff
Email
Phone
Dr. L. Steven Winlock

Executive Director,
swinlock@scoe.net
(916) 228-2612 - work

(916) 718-8664 - cell
Kristen Coyle
Director, Program Support
kcoyle@scoe.net
(916) 228-2538 - work

(916) 878-0247 - cell
Mark Drewes
Manager, Recruitment, Masters
Program, Leadership Institute
mdrewes@scoe.net
(916) 228-2518 - work
Melanie Slootweg
Manager, Production
Editor, The Link to Leadership
mslootweg@scoe.net
(916) 228-2635 - work
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
CA Professional Standards
for Educational Leaders (CPSELs)
The Sacramento County Office of Education Leadership Institute uses the California Professional Standards for
Educational Leaders (CPSELs) to lay out quality standards for its Tier II Participants. The CPSELs six standards provide
indicators of leadership actions that contribute to meeting the standards. These leadership standards provide
an overview of what successful leaders do and are useful for setting a general course for leadership preparation,
professional development activities, and administrator certification. Therefore, they will be used to determine the
developmental objectives for each participant in the program.
Standard 1
A school administrator is an educational leader who promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Facilitate the development of a shared vision for the achievement of all students based upon data from multiple measures of student.
Communicate and implement the shared vision so that the entire school community understands and acts on the mission of the school
as a standards-based educational system.
Leverage and marshal sufficient resources to implement and attain the vision for all students and subgroups of students.
Identify and address any barriers to accomplishing the vision.
Shape school programs, plans, and activities to ensure integration, articulation, and consistency with the vision.
Use the influence of diversity to improve teaching and learning.
Standard 2
A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and
sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Create an accountability system of teaching and learning based on student learning standards.
Utilize multiple assessment measures to evaluate student learning to drive an ongoing process of inquiry focused on improving the
learning of all students and all subgroups of students.
Shape a culture where high expectations for all students and for all subgroups of students is the core purpose.
Guide and support the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all
students relative to the content standards.
Promote equity, fairness, and respect among all members of the school community.
Provide opportunities for all members of the school community to develop and use skills in collaboration, leadership, and shared
responsibility.
Facilitate the use of appropriate learning materials and learning strategies which include the following: students as active learners;
a variety of appropriate materials and strategies; the use of reflection and inquiry; an emphasis on quality versus quantity; and
appropriate and effective technology.
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Standard 3
A school administrator is an educational leader who promotes the success of all students by ensuring management of the
organization, operations, and resources for a safe, efficient, and effective learning environment.
Monitor and evaluate the programs and staff at the site.
Establish school structures, patterns, and processes that support student learning.
Manage legal and contractual agreements and records in ways that foster a professional work environment and secure privacy and
confidentiality for all students and staff.
Align fiscal, human, and material resources to support the learning of all students and all groups of students.
Sustain a safe, efficient, clean, well-maintained, and productive school environment that nurtures student learning and supports the
professional growth of teachers and support staff.
Utilize the principles of systems management, organizational development, problem-solving, and decision-making techniques fairly
and effectively.
Utilize effective and nurturing practices in establishing student behavior management systems.
Standard 4
A school administrator is an educational leader who promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs, and mobilizing community resources.
Incorporate information about family and community expectations into school decision making and activities.
Recognize the goals and aspirations of diverse family and community groups.
Treat diverse community stakeholder groups with fairness and with respect.
Support the equitable success of all students and all subgroups of students through the mobilization and leveraging of community
support services.
Strengthen the school through the establishment of community, business, institutional, and civic partnerships.
Communicate information about the school on a regular and predictable basis through a variety of media and modes.
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Standard 5
A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics
and developing professional leadership capacity.
Demonstrate skills in decision making, problem solving, change management, planning, conflict management, and evaluation.
Model personal and professional ethics, integrity, justice, and fairness and expect the same behaviors from others.
Make and communicate decisions based upon relevant data and research about effective teaching and learning, leadership,
management practices, and equity.
Reflect on personal leadership practices and recognize their impact and influence on the performance of others.
Encourage and inspire others to higher levels of performance, commitment, and motivation.
Sustain personal motivation, commitment, energy, and health by balancing professional and personal development.
Demonstrate knowledge of the curriculum and the ability to integrate and articulate programs throughout the grades.
Use the influence of the office to enhance the educational program rather than for personal gain.
Protect the rights and confidentiality of students and staff.
Standard 6
A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural context.
View oneself as a leader of a team and also as a member of a larger team.
Ensure that the school operates consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory
requirements.
Generate support for the school by two-way communication with key decision makers in the school community.
Work with the governing board and district and local leaders to influence policies that benefit students and support the improvement
of teaching and learning.
Influence and support public policies that ensure the equitable distribution of resources, and support for all the subgroups of students.
Open the school to the public and welcome and facilitate constructive conversations about how to improve student learning and
achievement.
Standards 1-4 and 6 are from Council of Chief State School Officers, Interstate School Leaders Licensure Consortium: Standards for School Leaders, Washington, D.C.: Council of Chief State School Officers 1996, pp. 10, 12, 14,
16, and 20. Standard 5 is adapted from this same source, p. 18. Elements are from representatives from the California School Leadership Academy at WestEd, California Commission on Teacher Credentialing, Association of
California School Administrators, California Department of Education, and California Association of Professors of Educational Administration, California.
Sacramento
Office of Education
County
Program Overview
LEADERSHIP
INSTITUTE
The Sacramento County Office of Education Leadership Institutes Clear Administrative Services Program is a comprehensive, two-year program that focuses on the developing needs of beginning administrators in the Sacramento Region.
The Clear Administrative Services Program (CASP) is aligned with the CTC-approved Preliminary Administrative Services
Credential Program. The CASP is designed to meet the individual needs of participants through assessment, coaching,
and professional development. The use of the California Professional Standards for Educational Leaders (CPSELs) is the
foundation for development of the program curriculum, practices, and format.
Admission Requirements
Submission of application materials by eligible participants includes:
Completed application packet
Currently holds a position requiring an administrative credential
Resume
Copy of California Preliminary Administrative Services Credential
Upon analysis of application materials, participants will be invited to participate in the SCOE Leadership Institutes Clear
Administrative Services Program.

The Program Schedule consists of six CPSELs completed over two years. Prior to entering the specific CPSEL work,
participants attend a Cooperative Meeting (Leadership Institute, District Representative, Participant) and an
Orientation that includes Participant/Coach assignment, requirements and responsibilities, and development of a
Leadership Growth Plan for CPSELs.
A participant can enter the program at the beginning of any CPSEL. They do not have to be completed in numerical
order. The CPSEL work for Years 1 and 2 includes the following:
Workshop Selection(s) - A total of 10 CPSEL-related workshops must be completed within the two-year time frame
Applied Practicum for each CPSEL
1. Initial Meeting (Practicum/Outcomes)
2. Progress Meetings (2)
3. Final Review Meeting
Reflective Record
Assessment of Participant Competence (Initial, Mid-program, End-of-program)
10
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Participant Responsibilities
Participants are expected to:
Attend one Orientation Session (Orientation sessions are held three times per yearAugust, November, Februaryto
accommodate participants entering at various stages of the program.)
Complete the Assessment of Participant Competence through the use of the Descriptions of Practice (initial, mid-program,
end-of-program)
Develop a portfolio of evidence that supports the Applied Practicum for each CPSEL
Develop a Leadership Growth Plan with the Executive Director, district representative, and coach
Coaching Requirements and Responsibilities

The Leadership Institute provides coaching to the participants throughout the two-year program. Coaching is an
important aspect of a participants successful completion of the program. With the support of a coach, participants
will engage in a sequence of job-embedded experiences.
Once the coaches and participants are paired, the support process begins with an initial conversation regarding
urgent issues and needs based on specific questions surrounding the context of their assignment. The conversation is
guided by the data from the Assessment of Participant Competence and the Leadership Growth Plan, which includes
the descriptions about current job responsibilities and challenges, and perceived strengths and weaknesses.
In addition, each leadership CPSEL will include requirements for coaching support and CPSEL-related workshops.
Workshops will be designated in the Leadership Growth Plan and will correlate to each leadership CPSEL. Participants
will attend workshops in a cohort setting or online.
In each CPSEL, each participant will decide on a CPSEL-related project, an Applied Practicum. Each participant and his
or her coach will meet a minimum of four times during the CPSEL. The meetings will have the following format:
Meeting 1: Initial meeting between the participant and coach to outline the Applied Practicum Action Plan for the CPSEL.
The practicum will focus on the areas as outlined in the Leadership Growth Plan.
Meetings 2 & 3: Progress meetings to share the progress being made around implementation and understandings of the
Action Plan as it relates to the leadership CPSEL. The coach and participant will complete the Progress column of the
Action Plan.
Meeting 4: A final meeting to outline the status of the Applied Practicum. The coach will complete the Coach Reflection,
located at the bottom of the Action Plan, after each meeting with the participant. The Reflection notes progress based on
Moving Leadership Standards into Everyday Work: Descriptions of Practice (WestEd, 2003).
11
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Learner Outcomes
Participants will complete an Assessment of Participant Competence three times during their two-year program.
The assessment is based upon the performance expectations outlined in the WestEd document, Moving Leadership
Standards into Everyday Work: Descriptions of Practice (DOP). Each description of practice will have a corresponding
rating system in the assessment:
The expectation will be set with participants that in order to advance to candidacy, they must show growth in
the CPSELs so that the majority of ratings are either a 3 or 4 by the end-of-program assessment. In addition to the
descriptions of practice, the assessment will also require participants to describe their current job responsibilities and
challenges, as well as their perceived strengths and weaknesses.
Assessment Requirements
There are multiple points in the two-year program at which the participants will receive feedback on their progress
toward competency. Participants will take the Assessment of Participant Competence a total of three times during
the program (initial, mid-program, end-of-program). With each administration of the assessment, participants have
an opportunity to reflect on their growth and progress toward The California Professional Standards for Educational
Leaders (CPSELs) though the use of the Descriptions of Practice (DOP).
In addition, the assessment contains a reflective section in which the participants reflect on their current job
responsibilities and challenges, as well as their perceived strengths and weaknesses. This data is kept online and
available for comparison and reflection at any time. Following each administration of the assessment, the coach will
lead a formal review and reflection with the participant as part of their work together.

The purpose of the Applied Practicum is to incorporate the knowledge and understanding of the Leadership
Standards (CPSELs) into action-oriented projects that can be applied to the participants assigned job position.
The project will be developed using the elements that describe each standard.
In addition, the project will be guided by two documents: Field Experiences Activities for California Professional
Standards for Educational Leaders and Moving Leadership Standards Into Everyday Work: Descriptions of Practice
(WestEd, 2003).
12
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Applied Practicum Guidelines, continued

The Applied Practicum will be completed during the three-month period for each of the standards. Following is the
outline for development of the Applied Practicum for each CPSEL:
The coach and the participant have an initial meeting to review the standard and the elements of the standard for
development of the Applied Practicum.
The Applied Practicum is developed with the knowledge of the participants assigned job position. Outcomes of the
Applied Practicum will be established.
The timeline for the two progress meetings and final meeting is established. Progress meetings are used for supporting and
providing coaching during the implementation. The final meeting will state the accomplishments of the Applied Practicum
based on established outcomes.
The coach and the participant outline support and coaching needed to complete the Applied Practicum. (This will include
outlining additional contacts such as emails, phone contacts, visitations.)
The Applied Practicum Action Plan form is completed.
Cooperative Meetings
The SCOE Leadership Institute will organize an initial cooperative meeting that will include the Executive Director of
the Institute (or designee), a district representative of the participant, and the participant. The purpose of the meeting
will focus on the development of the appropriate support and assistance needed for the participant.
The co-op meeting will focus around the following areas:
The results of the Assessment of Participant Competence
The Moving Leadership Standards Into Everyday Work: Descriptions of Practice (WestEd, 2003) document based on the
The description of the participants district assignment (e.g., school, program)
District goals and directions
Areas of development for the participant
Development of Part I of the Leadership Growth Plan
Alignment of skills needed for support from the coach
Assignment of the coach
The initial co-op meeting will provide the direction that will assist with an appropriate match of coaching and
guidance needed for the development of the participant as he/she moves toward the leadership standard of practice
that exemplifies all of the leadership standards.
13
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued

The Leadership Growth Plan begins to take shape at the co-op meeting with the Leadership Institute Executive Director, the participant, and a district representative. Meeting participants will review the data and discuss the participants
work context. Overall strengths and areas for growth will be noted. In addition, the coach will be assigned, taking into
account the data and input from the participant and district representative. All parties will sign off on the plan.
At the Leadership Institutes Orientation Session, the participant and the coach will continue to work on the Leadership Growth Plan which includes goals for each CPSEL. During each CPSEL, the participant will complete a minimum
of one CPSEL-related workshop related to the CPSEL focus. There will be two to three offerings to choose from during
each CPSEL. The participant will be required to attend a minimum of five CPSEL-related workshops per year, totaling
ten sessions minimum for the two-year program. Choosing which workshops to attend is part of the coach-participant
work, taking into account the results of the DOP, job challenges, and perceived strengths and weaknesses.
Moodle Online Communication Forum

The Leadership Institute has a structure in place for its Clear Administrative Services Program candidates in which they
communicate online. This structure will be carried into the program via the Moodle online service. The participants will
be offered a closed online community in which they can communicate with one another through a discussion board.
The community will be closed and refreshed at the start of each CPSEL. Only currently enrolled participants and select
Leadership Institute staff will be part of the community.
14
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
CPSEL-Related Workshops
2012-2014
The CPSEL-related workshops are designed to build the knowledge and skills in each of the leadership standards.
The workshops will be delivered in three-hour sessions during the three-month focus period of the leadership
standard. Participants will select one to two of the workshops in each of the standards. A minimum of one workshop
is required for each standard, and five workshops are required for the year. In a standard that requires growth and
development, a participant will choose two or more workshops to assist with further growth.
The CPSEL-related workshops will be developed around the following concepts and ideas to support the standards.
The focus of each of the workshops will be to assist with the development of knowledge and skills to support the
development of practice.
Leadership Standard
Workshop Themes
1. A school administrator is an educational leader who

promotes the success of all students by facilitating the
development, articulation, implementation and stewardship of learning that is shared and supported by the
school community.
Change theory, facilitation skills, resource development,

group dynamics, technology

promotes the success of all students by advocating,
nurturing, and sustaining a school culture and instructional program conducive to student learning and staff
professional growth.
Teaching and learning concepts, special education, professional development, teaching strategies and concepts,
best practices in teaching and learning, data use and
analysis, curriculum focus, evaluation and supervision

promotes the success of all students by ensuring management of the organization, operations and resources
for a safe, efficient, and effective learning environment.
Student management, fiscal management, budget,

evaluation and supervision, management skills, coaching, human relations practices, governance structures

promotes the success of all students by collaborating
with families and community members, responding to
diverse community interests and needs, and mobilizing
community resources.
Resource development (afterschool programs, health

initiatives), diversity training, communications skills,
technology, community engagement practices and
concepts
5. A school administrator is an educational leader

who promotes the success of all students by modeling
a personal code of ethics and developing professional
leadership capacity.
Parent and student rights, decision-making, personal

growth in leadership, understanding of programs that
support direction, leadership practices

promotes the success of all students by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context.
Federal and state programs, bargaining strategies and

practices, policies and federal and state laws, California
State Department of Education, assessment concepts
and strategies
15
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE

2012-2014
Induction: Competency Plan (To be held upon entry)
AUG
NOV
FEB
Cooperative Meeting including Leadership Institute, District, Participant

Orientation*
Participant/Coach
Requirements and Responsibilities
Development of Leadership Growth Plan for CPSELs
Assessment of Participant Competence (Initial in Year 1)

SEPT
OCT
NOV
Applied Practicum
Reflective Record
Assessment of Participant Competence (Mid-program in Year 2)

DEC
JAN
FEB
Applied Practicum
Reflective Record

MARCH
APRIL
MAY
Applied Practicum
Reflective Record
Assessment of Participant Competence (End-of-program in Year 2)
* May enter at the beginning of any CPSEL. An Orientation will be held upon entry.
16
County
LEADERSHIP
INSTITUTE

2012-2014

Participant:
Assigned Coach:
Date:
Initial Assessment of Participant Competence
Part I:
Completed
at Co-op
Meeting
Office of Education
Overall strengths
Areas for growth
CPSEL Information to Support Applied Practicum (x6)

Part II: Completed
at Orientation
Sacramento
CPSEL _____ Goals
CPSEL Professional
Development Plan
Applied Practicum
Description
Date:
Status of the Descriptions of Practice Mid-Program:
Date:
Status of the Descriptions of Practice End-of-Program:
Required Signatures:
Participant
Coach
SCOE Leadership Institute Executive Director
Participant District Representative
17
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Please check current
reporting period below:
CPSEL#1
CPSEL#2

CPSEL#3
CPSEL#4
CPSEL#5
CPSEL#6
Due at the end of each CPSEL.
The Participant/Coach match is crucial to the administrator support process. Complete this form and submit
at the required intervals listed above. This is confidential information.
Coach: _______________________
Participant : ______________________
Date: __________________________________________
During this CPSEL, I supported my Participant by
Minimal
Adequate
Communicating in person, email, phone, and/or digital media
Visiting site
Providing evidence-based feedback linked to the Descriptions of Practice
Assisting with Applied Practicum Action Plan
Reviewing Applied Practicum Action Plan progress
Discussing the content and application of CPSEL-related workshops
Participant/Coach Relationship
Whats working?
What concerns do you have?
SCOE Leadership Institute

Whats working?
18
Over &
Above
None
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
CPSEL#1
CPSEL#2

CPSEL#3
CPSEL#4
CPSEL#5
CPSEL#6
Participant: _______________________
Coach: ______________________
Date: __________________________________________
During this CPSEL, my Coach has supported me by
Over &
Above
None
Minimal
Adequate
Visiting site
Whats working?

Whats working?
19
Applied Practicum
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Action Plan

Participant:
CPSEL #
Coach:
Date:
CPSEL Goal:
Applied Practicum Project Description:
Supporting Professional Development (workshop choices):
Action Plan Steps
Coach Support
Coach Reflection
Initial Meeting Date:
Coach Comments:
Progress Meeting #1 Date:

Progress Notes:

Progress Notes:
Final Review Date:

Coach Comments:
20
Target Date
Evidence for Applied Practicum
Progress (done by
Participant)
Sacramento
Office of Education
County
Request for Reassignment
LEADERSHIP
INSTITUTE
Policy Statement
If at any time the match between the participant and the coach is perceived as being unsuccessful for any
reason, this match may be revised.
Procedures
1. It is the responsibility of the participant to inform the program of a mismatch.
2. A participant or a coach may make a request for a new match, at any time, to the SCOE Leadership
Executive Director.
3. Upon receipt of a request for a new match, the Executive Director (or designee) secures confidential
information from both parties. Efforts will be made to maintain respect and dignity for all involved and
to collaboratively determine a solution.
4. The Executive Director implements the solution and monitors the new match, if that was determined
the best solution. Appropriate information is shared as needed.
Note: There are times when the coach has provided partial services, attended meetings, and/or has a
signed agreement for compensation with the SCOE Leadership Institute. The reassignment of coaches
will include consideration to prorate compensation. Newly assigned coaches compensation will also be
prorated depending on the time remaining in the program and the duties to be completed.
The above policy and procedures were carefully considered and the following reassignment has been
recommended and approved by the SCOE Leadership Institute.
Participant
Print Name
Signature
Coach
Current Coach
Approved by:
Executive Director
Date
-or- Designee
Date
Effective Date of Reassignment

Notes/Comments:
Note: Distribute copies of this completed document to all parties involved.
21
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
1. Acts of Dishonesty
Participants are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty,
including plagiarism, falsification of records or documents, personal misrepresentations, theft, and evasion of
Leadership Institute financial obligations will not be tolerated.
2. Attendance
Regular attendance is required and expected. Your agreed upon attendance is for the benefit of your own learning
as well as the learning of others in the program. Instructor facilitation, presentations, classroom exercises, and
discussions are essential parts of the educational experience for each class. Therefore, participants must fully attend
all 10 CPSEL-related workshops. Prompt attendance will have a direct impact on learning, performance, and grades.
Participants who miss a workshop will be given alternative workshops to meet the requirements of the CPSEL.
3. Tuition Refund Policy

Refunds will only be given for those CPSELs not attended (e.g., once a CPSEL has begun, no refunds will be issued).
Refunds will be determined on a case by case basis depending on the individual financial arrangements.
4. Disability
Participants with disabilities are eligible for reasonable accommodations in their academic work in this program. In
order to receive assistance, the participant must provide Human Resources with documentation that describes the
specific disability (i.e., psychologist, physician, or educational diagnostician). Participants with disabilities should
contact the SCOE Leadership Institute staff` to discuss academic and other needs as soon as they are diagnosed with a
disability. Once documentation is on file, arrangements for reasonable accommodations can be made.
5. District Support
A district representative will be selected for each participant. This selection will be coordinated by the Leadership
Institute Executive Director. The district representative will be someone involved in a supervisory or leadership role.
6. Emergency Procedures
All participants are required to complete an emergency procedure form and turn it in to the program office on the first
day of the first CPSEL workshop.
22
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE

Continued
7. Evaluations
The Leadership Institute will provide scheduled opportunities for Clear Administrative Services Program participants
to give feedback about various aspects of the program, including, but not limited to coaching, support and assistance,
and CPSEL-related workshop opportunities. At the end of each CPSEL, participants will complete the Participant
Reflective Record, and the coach will complete the Coach Reflective Record. The data collected will inform the
Leadership Institute and SCOE Advisory Council about activity between the participant and his/her coach.
At the end of each CPSEL-related workshop, participants will provide feedback by completing a Workshop Feedback
Form. This data informs the Leadership Intitute about the quality of each sessions instructors and content.
8. Grievance and Appeals Process

Should a participant question prerequisites for program participation, program requirements, participation
hours, special needs provision, discrimination policy, program extension request rationale, satisfactory progress
requirements, and/or denial of a Clear Administrative Services Program credential, a meeting should be held with the
Institute Executive Director and the concern put in writing. The Institute Executive Director will then review concerns
and discuss concerns with involved parties, including the participant. Following discussion and review of the concern,
a decision will be made regarding the grievance. The decision will be final and will be forwarded to the participant.
9. Probation
If a participant has not met program requirements at the conclusion of the second CPSEL, the Executive Director of
the Institute will schedule a meeting with the participant to review the expectations of the program and place the
participant on probation. At the conclusion of the third CPSEL, a review of the participants progress will be evaluated
and either the participants probation will be lifted or he/she will be asked to withdraw from the Clear Administrative
Services Program.
23
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Clear Credential
Requirements
Requirements for the Clear Credential
Individuals must satisfy all of the following requirements:
1. Possess a valid Preliminary Administrative Services Credential
2. Verify a minimum of two years of successful experience in a full-time administrative
position in a California public school, nonpublic school, or private school of equivalent
status, while holding the Preliminary Administrative Services Credential
3. Obtain the recommendation of a California Commission on Teacher Credentialingapproved program verifying completion of an individualized program of advanced
preparation designed in cooperation with your employer and the program sponsor
Term of the Clear Credential

The term of the clear credential may not exceed five calendar years and may be limited to
expire with the prerequisite credential. The clear credential is renewable online.
24
Participant:
CPSEL #
Coach:
Date:
CPSEL Goal:
Applied Practicum Project Description:
Supporting Professional Development (workshop choices):
Action Plan Steps
Coach Support
Target Date
Evidence for Applied Practicum
Progress (done by
Participant)
Coach Reflection
Initial Meeting Date:
Coach Comments:

Progress Notes:

Progress Notes:
Final Review Date:

Coach Comments:
Participant:
Assigned Coach:
Date:
Part I:
Completed
at Co-op
Meeting
Initial Assessment of Participant Competence
Overall strengths
Areas for growth
Part II: Completed

at Orientation
CPSEL Information to Support Applied Practicum (x6)
CPSEL _____ Goals
CPSEL Professional
Development Plan
Applied Practicum
Description
Date:
Status of the Descriptions of Practice Mid-Program:
Date:
Status of the Descriptions of Practice End-of-Program:
Required Signatures:
Participant
Coach
Participant District Representative

CPSEL#1
CPSEL#2
CPSEL#3
CPSEL#4
CPSEL#5
CPSEL#6
Participant: _______________________
Coach: ______________________
Date: __________________________________________
During this CPSEL, my Coach has supported me by
Over &
Above
None
Minimal
Adequate
Visiting site
Whats working?

Whats working?
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Date: ____________________________
Location: ______________________________
Instructor Name: ____________________________ Workshop Title: ______________________________

Your Name: ____________________________ E-Mail Address: ______________________________
CPSEL #: ____________________________
Please mark the most appropriate response for each statement.
Instructor:
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
1.
Demonstrated knowledge of the key instructional

components of the workshop.
2.
Was prepared to teach the workshop.
3.
Addressed participants questions in a professional manner.
4.
Overall, delivered an effective workshop.
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
Workshop Content:
5.
The information provided in the participant materials was

helpful in meeting the objectives of the workshop.
6.
I feel prepared to implement the content introduced

in the workshop.
7.
The workshop content was applicable to the CPSEL and my

Applied Practicum Action Plan.
8.
Application to my work:

Policy Statement
If at any time the match between the participant and the coach is perceived as being unsuccessful for any
reason, this match may be revised.
Procedures
1. It is the responsibility of the participant to inform the program of a mismatch.
2. A participant or a coach may make a request for a new match, at any time, to the SCOE Leadership
Executive Director.
3. Upon receipt of a request for a new match, the Executive Director (or designee) secures confidential
information from both parties. Efforts will be made to maintain respect and dignity for all involved and
to collaboratively determine a solution.
4. The Executive Director implements the solution and monitors the new match, if that was determined
the best solution. Appropriate information is shared as needed.
Note: There are times when the coach has provided partial services, attended meetings, and/or has a
signed agreement for compensation with the SCOE Leadership Institute. The reassignment of coaches
will include consideration to prorate compensation. Newly assigned coaches compensation will also be
prorated depending on the time remaining in the program and the duties to be completed.
The above policy and procedures were carefully considered and the following reassignment has been
recommended and approved by the SCOE Leadership Institute.
Participant
Print Name
Current Coach
Signature
Coach
Approved by:
Executive Director
Date
-or- Designee
Date
Effective Date of Reassignment

Notes/Comments:
Note: Distribute copies of this completed document to all parties involved.

CPSEL#1
CPSEL#2
CPSEL#3
CPSEL#4
CPSEL#5
CPSEL#6
Coach: _______________________
Participant : ______________________
Date: __________________________________________
During this CPSEL, I supported my Participant by
Over &
Above
None
Minimal
Adequate
Visiting site
Whats working?

Whats working?

The purpose of the Applied Practicum is to incorporate the knowledge and understanding
of the Leadership Standards (CPSELs) into action-oriented projects that can be applied to
the participants assigned job position.
The project will be developed using the elements that describe each standard.
The project will be guided by two documents: Field Experiences Activities for California
Professional Standards for Educational Leaders and Moving Leadership Standards Into
Everyday Work: Descriptions of Practice (WestEd, 2003).
An Applied Practicum will be completed during the three-month period for each of the
standards. (See Program Design.)
Outline for development of the Applied Practicum for each CPSEL:
The coach and the participant have an initial meeting to review the standard
and the elements of the standard for development of the Applied Practicum.
The Applied Practicum is developed with the knowledge of the participants

assigned job position. Outcomes of the Applied Practicum will be established.
The timeline for the two progress meetings and final meeting is established.
Progress meetings are used for supporting and providing coaching during the
implementation. The final meeting will state the accomplishments of the
Applied Practicum based on established outcomes.
The coach and the participant outline support and coaching needed to
complete the Applied Practicum. (This will include outlining additional
contacts such as emails, phone contacts, visitations.)
The Applied Practicum Action Plan form is completed.

Job Classification Title: Coach
Definition
The coach will provide coaching and support to the participant through the
development of the California Professional Standards for Educational Leaders
(CPSELs). The coach will assist with the guidance around professional
development choices for each of the leadership standards and the applied
practicums.
Directly Responsible to
Duties and Responsibilities
Provide coaching and support to an assigned participant around the
requirements of the California Professional Standards for Educational
Leaders (CPSELs) for the Administrator Training Program (ATP).
Coach and support the work of the participant for completion of practicums
developed for each of the CPSELs.
Serve as liaison between the Leadership Institute and the participant
around the program support needed for completion of the ATP.
Follow coaching guidelines and requirements that have been established
by the SCOE Leadership Institute for support to the participant, such as
coach trainings and meetings.
Agree to a two-year commitment.
Attend Orientation Meeting and three coaching meetings per year.
Qualifications
Possession of a Clear Administrative Services Credential
Minimum of three years of leadership experience
Experience in one or more areas of school site leadership, district
leadership, and/or program leadership (e.g., Title l, GATE, Special
Education, EL, Curriculum)
Knowledge and experience with the California Professional Standards for
Knowledge and experience in coaching educational professionals
Application Requirements
Recommendations from education professionals
A working computer with current system software, web browsing software,
and a mobile phone
Valid California Drivers License

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Sacramento

Clear Administrative Services Program

Clear Administrative Services Program Guidelines ~ February 2013

Critical Elements and Narrative

California Professional Standards for

Moving Leadership Standards Into

Clear Administrative Services Program Guidelines ~ February 2013

California Professional Standards for

Moving Leadership Standards Into

SCOEs Leadership Institute credentialing criteria

Clear Administrative Services Program Guidelines ~ February 2013

Field Experience Activities for

The SCOE Leadership Institute Orientation Session agenda will include:

CPSEL Review (Review of six CPSELs, reflecting on Tier I)

Clear Administrative Services

Clear Administrative Services Program Guidelines ~ February 2013

Web site: www.scoeleadership.net

Director of Program Support

Applied Practicum Action Plan

Clear Administrative Services Program Guidelines ~ February 2013

Critical Elements and Narrative

Participant Reflective Record

Applied Practicum Action Plan

Clear Administrative Services Program Guidelines ~ February 2013

Coach Reflective Record

Applied Practicum Action Plan

Clear Administrative Services Program Guidelines ~ February 2013

Participant Reflective Record

Workshop Feedback Form

Clear Administrative Services Program Guidelines ~ February 2013

Leadership Growth Plan

Coach Reflective Record

Clear Administrative Services

Coach Reflective Records

Participant Reflective Records

Applied Practicum Action Plan

Clear Administrative Services Program Guidelines ~ February 2013

Critical Elements and Narrative

Moving Leadership Standards Into

Clear Administrative Services Program Guidelines ~ February 2013

Applied Practicum Action Plan

Leadership Growth Plan

Clear Administrative Services Program Guidelines ~ February 2013

Coach Reflective Record

Determine dates for progress meetings and final review meeting

December February: CPSEL 2

Participant Reflective Record

Clear Administrative Services Program Guidelines ~ February 2013

Applied Practicum Action Plan

September November: CPSEL 4

Coach Reflective Record

Coaching support (minimum 10 hours per CPSEL)

Participant Reflective Record

December February: CPSEL 5

Workshop Feedback Form

Clear Administrative Services Program Guidelines ~ February 2013

Coach Reflective Record

Determine dates for progress meetings and final review meeting

Participant Reflective Record

Clear Administrative Services Program Guidelines ~ February 2013

Workshop Feedback Form

Assessment of Participant Competence results