Commission on Teacher Credentialing
Program Assessment Feedback
Preliminary Administrative Services Credential 2003
Institution / Sample Feedback / Site Visit Dates March 2010Date of initial review / July 2009
Subsequent dates of review
In many places throughout the Program Assessment document (including, but not limited to Standards 3 and 4), the term “student” (which refers to students enrolled in P-12 school programs), has been replaced with the term “candidate” (which refers to persons enrolled in credential programs). These instances are largely found in the text of Program Standards and required elements, but occasional substitutions are also present in the program response to standards and elements. Since many of the Program Standards are focused on the role of school administrators in promoting learning for P-12 students, not program candidates, these substitutions make reading and interpreting the document unnecessarily complicated and confusing. Please review the document for these errors and correct them.
Preliminary Administrative Services Credential (2003) 1
Institution July 2009
Status / Standard /Preliminarily Aligned / 1: Program Rationale and Design
Questions, Comments, Additional Information Needed:
Preliminarily Aligned / 2: Program Coordination
Questions, Comments, Additional Information Needed:
Preliminarily Aligned / 3: Development of Professional Perspectives
Questions, Comments, Additional Information Needed:
See general comment above.
More information needed / 4: Equity, Diversity, and Access
Questions, Comments, Additional Information Needed:
See general comment above.
The narrative response to Element 4(d), states that “Courses and field experiences have been designed to address the issues related [to] diverse constituencies both inside and outside the school.” The specific examples provided were both coursework examples. Please provide a few examples of how field experiences are designed to address these issues.
The same is true for the response to Element 4(h). Please provide a few examples of how field experiences are designed to help a candidate develop and understanding of the legal and financial implications of serving students with special needs.
Preliminarily Aligned / 5: Role of Schooling in a Democratic Society
Questions, Comments, Additional Information Needed:
Preliminarily Aligned / 6: Opportunities to Learn Instructional Leadership
Questions, Comments, Additional Information Needed:
More information needed / 7: Nature and Field Experiences
Questions, Comments, Additional Information Needed:
The response to Element 7(c) states, “All district supervisors are expected to have a valid administrative services credential and to have a record of satisfactory administrative experience.” How does the program ensure that district supervisors meet these criteria?
The response to Element 7(d) states, “Candidates have an anchor school at which they are required to complete the major portion of their field experience.” Please provide more information about how and where the remainder of field experience is completed.
Attachment D (Fieldwork Portfolio Rubrics) is labeled “Draft.” Is this a new form? Is it currently being used for scoring fieldwork portfolios, or is the program planning to replace the current scoring system with this set of rubrics?
Preliminarily Aligned / 8: Guidance, Assistance and Feedback
Questions, Comments, Additional Information Needed:
More information needed / 9: Assessment of Candidate Competence
Questions, Comments, Additional Information Needed:
The response to Element 9(b) regarding summative assessment states that “the portfolio is one mechanism by which the program ensures that candidates have achieved program outcomes and demonstrated competence in relationship to CPSEL standards.” In addition to the portfolio, what other summative assessments are used to document candidate competence?
The response to Element 9(c) seems incomplete and, and the standard element refers to the person responsible for administering the summative assessment, not the person responsible for administering the program.
Element 9(e) also refers to the summative assessment. The response appears to focus on course grades rather than the summative assessment. Please revise the response so that it focuses on the summative assessment.
Element 9(h): Please provide more detail about how program staff evaluate the quality, fairness, and effectiveness of assessment practices and how assessment data are used for program improvement. As part of the response, please provide documentary evidence for the evaluation of assessment practices and use of assessment data for program improvement.
Element 9(i) refers specifically to the process used for recommending candidates for credentials at the end of their coursework and field experience. Please revise the response to focus on the credential recommendation process.
More information needed / 10: Vision of Learning
Questions, Comments, Additional Information Needed:
Please provide more information about how “suggested field experience activities” dovetail with required fieldwork assignments. How do candidates select from among the suggested experiences? What guidance is provided to ensure that candidates’ selections are appropriate to their learning needs? These same questions pertain to Standards 11 – 15 as well, but need only be addressed once if the response is true for all standards.
More information needed / 11: Student Learning and Professional Growth
Questions, Comments, Additional Information Needed:
Standard 11 identifies specific skills that candidates need to be able to demonstrate. Based on their description in the narrative the “Effective Schools Research Project” and “Program Evaluation Guide” do not appear to document candidates’ demonstration of the skills the standard requires. For example, the response to Element 11(d) does not seem to address a candidate’s knowledge of “how to shape a culture where high expectations . . . is the purpose.” Please provide evidence that these activities require candidates to demonstrate each of the skills addressed by the Standard 11.
More information needed / 12: Organizational Management for Student Learning
Questions, Comments, Additional Information Needed:
How do the technology-related activities listed in the response to Element 12(i) enable candidates to demonstrate their skills in evaluating and using technology to support instruction and effective school information? The list does not provide sufficient information on which to determine whether this element of the standard is met.
How do the “Effective Schools Research Project” and “Program Evaluation Guide” enable candidates to demonstrate effective use of technology as required by the language of Element 12(j)?
More information needed / 13: Working with Diverse Families and Communities
Questions, Comments, Additional Information Needed:
How do the activities described in the narrative enable candidates to demonstrate that they “value diverse community stakeholder groups” and “treat all with fairness and respect?”
How does the “Effective Schools Research Project” enable candidates to demonstrate the ability to facilitate parent involvement and parent education activities as required by the language of Element 13(g)?
More information needed / 14: Personal Ethics and Leadership Capacity
Questions, Comments, Additional Information Needed:
How do the activities listed in the response to Element 14(b) document that a candidate models personal and professional ethics, integrity, justice and fairness?
Element 14(c) requires that candidates “demonstrate the ability to make and communicate decisions . . . .” The activities listed in the narrative appear designed to help candidates know how to make such decisions. What are the means used to document that candidates demonstrate the skills required by this element?
How do the activities listed for EADM 289 Educational Leadership under Element 14(d) enable candidates to demonstrate use of technology to foster effective and timely communication to all members of a school community?
How do the activities listed under Element 14(f) enable candidates to demonstrate the ability to encourage and inspire others to higher levels of performance?
How do the activities listed under Element 14(i) enable candidates to demonstrate the ability to integrate and articulate programs throughout the grades?
More information needed / 15: Political, Social, Economic, Legal and Cultural Understanding
Questions, Comments, Additional Information Needed:
How do the activities listed under Element 15(c) enable candidates to “demonstrate responsiveness to diverse community . . . groups” and document that they “generate support for the school . . . ?”
How do the activities listed under Element 15(f) enable candidates to demonstrate that they can welcome and facilitate constructive conversation on improving student learning?
A general concern about the “Effective Schools Research Project” and “Program Evaluation Guide” and their use in documenting that candidates can demonstrate the skills required by the standards:
In these two activities, candidates appear to learn a great deal about the steps a particular school went through to more effectively support student learning and about how to evaluate a program using research on effective program evaluation. As described in the narrative, both of these activities would effectively address many standard elements that require candidates to know . . . , know about . . . , know how to . . . , and the like. At the same time, the description of these projects provides no evidence that they enable a candidate to demonstrate . . . , use . . . , be able to . . . , promote . . . , guide . . . , and the like. Since many elements of Standards 10 – 15 require that candidates demonstrate or act in some prescribed way, there must be documentation that the demonstration or action is being assessed. In these cases, it isn’t enough that candidates know how something was done or could be done. The documentation requires that candidates actually demonstrate the required skills.
Preliminary Administrative Services Credential (2003) 1