Sample Program Design

Program sponsors include institutions of higher education, county or district offices of education, charter organizations, or other administrator education providers.  In this example, a two-county office consortium offers the induction program.

Consortium of County Offices of Education Clear Administrative Credential Program (Act II)

Program Standard 1: Program Design and Rationale

Overview

This Clear Administrative Credential Program, referred to as Act II, is a consortium between the Andreas County Office of Education and the Baseline Office of Education. It is a 2-year program with 3 major components:

  • Individualized Coaching Component
  • Professional Learning Tied to the California Professional Standards for Educational Leaders (CPSEL)
  • Individual (Job Embedded) Leadership Growth Plans (IIPs)

FeaturesNotes
Professional Standards 

Annually, candidates complete 3 California Professional Standards for Educational Leaders (CPSEL) self-assessments (initial, mid-program, final) based on the Descriptions of Practice (DOP).  It is the expectation of the program that all candidates will, at a minimum, meet the standards of practice on all components of the CPSEL at the conclusion of their induction program. 

Professional Learning is tied to the CPSEL and focused as follows:

  • Year 1: CPSEL 1, 2, 3
    • Professional Learning Communities
    • Technology (Vision for school and/or district)
      Vision
    • Instructional Leadership
    • School Culture
  • Year 2: CPSEL 4, 5, 6
    • Technology
    • Professional Leadership
    • Equity (LCFF/LCAP)
Job-embedded Professional Learning 
  • Weekly coaching interactions
  • Peer support through a cohort model
  • Online collaboration
  • Blended learning model
  • e-Portfolio
  • 3 CPSEL self-assessments annually, based on the DOP (initial, mid-program, end-of-year)
  • 2 full days of PL during Year 1
  • Minimum of 20 hours of PL per year centered on the CPSEL (Year 1)
    • 16 hours provided through the ACT II Program
    • Final 4 hours of Year 1 PL: Candidate's choice - must receive prior approval and be aligned to the IIP
    • Additional hours (maximum of 10 additional hours) to be determined by consensus among employer, program, and candidate
  • Minimum of 20 hours of PL per year centered on the CPSEL (Year 2)
    • 12 hours provided through the ACT II Program
    • Final 8 hours of Year 1 PL: Candidate's choice - must receive prior approval and be aligned to the IIP
    • Additional hours (maximum of 10 additional hours) to be determined by consensus among employer, program, and candidate
Professional Growth Plan IIP, managed as an e-Portfolio 
Qualified Coaches/ Mentors
  • Minimum 5 years experience as an administrator
  • Experience in similar settings as candidates
  • Active Clear Credential
  • Retirees and COE employees
  • Attend PL for coaching and the program
  • Quarterly Coaches Meetings
  • 40-60 hours per year w/candidate (hours to be negotiated between program and employer)
  • $2,500 stipend per year per candidate
Candidate CompetenceMultiple measures used to evaluate the candidates competence as expressed by the CPSEL. These measures include observations, anecdotal records, mentor recommendations, reflective self-­assessments, and e-Portfolio evidence.

 It is the expectation of the program that all candidates will, at a minimum, achieve "Meets Standards of Practice" on all components of the CPSEL. Each candidate is required to defend his/her e-Portfolio to a panel of experts prior to exiting the program. The panel of experts calibrates their review of the portfolio and the oral defense through rubrics 
Induction Evaluation
  • Professional Learning Evaluations
  • Mid-year survey
  • Candidates
  • Coaches
  • Coach Evaluation
  • Advisory Team Meetings
Time and ResourcesCoaches spend 40-60 hours a year w/candidate and receive $2,500 per year per candidate

Program Perspective to Support a Rural Principal

In this scenario, a new principal works with her district and program to balance professional learning offerings from each while completing all required program components.

Notice:
  • How the district and program interact to develop the candidate's learning expectations
  • What types of support this candidate may need in her new school's context

The induction program is supporting Janet Thompson, who is the principal of a 500 student rural elementary school. Janet's school is affected by many issues associated with poverty, access to resources, English learners, and transiency, in addition to the regular instructional issues surrounding learning. The District would like Janet to participate in its own professional learning sessions that align with the district mission and goals, but as a brand new principal there are many areas where Janet needs additional support. To provide the support Janet needs, address the requirements of the program, and include the demands of the district, the coach and program advisor must integrate multiple areas of program design and communication.

Janet enrolls in the program and is provided an initial assessment. The information from this assessment, combined with a review of her professional experiences and current situation, provides a basis for a plan of professional learning. A coach is assigned to Janet based on shared experiences and assignment in her district. In order to better meet Janet's needs, the program advisor and coach schedule a meeting with the district. The district lead shares the district's desire that Janet participate in all of the PD offered to all district principals over the course of the year. The district is concerned that by adding additional requirements of the program's professional learning, Janet will be off campus too frequently. The program advisor is able to provide insight based on the results of the initial assessment, review of professional experiences and current situation. An IIP is developed for Janet where some of the district's required professional development would be provided through offerings from the program to all program participants. Janet would be able to satisfy the remaining professional learning requirement by participating in professional learning provided through the district. Which professional learning she attends would be based on Janet's identified needs from the initial assessment and ongoing data.

In addition to the professional development, Janet will meet in coaching sessions with her assigned coach for a minimum of 40 hours per year. These coaching experiences will allow her to develop and revise her IIP and address any concerns of needs. The program advisor will periodically check on the progress of through document reviews of IIP and coaching logs as well as through check-in surveys and conversations at coach and candidate meetings. During annual meetings, the district the program advisor will review the progress of each candidate and any concerns for Janet will be addressed.

Reflection Questions:

 

  • How is the induction program designed to meet the needs of the candidate, district, and program?
  • What variables will inform Janet's IIP?
  • How is this example similar to or different from your experience with induction program design?

 

Go to top

Updated March 21, 2017