CALIFORNIA STATE UNIVERSITY, LOS ANGELES
_______________________________________________________________
Application for the Clear Administrative Services Credential Program
Thank you for your interest in the Educational Administration (EDAD) programs in the Charter College of
Education at California State University, Los Angeles (CSLA). The program consists of assessment of your
competence demonstrated and/or needed coursework. During presentation sessions, you will be required to produce
multiple assessment evidences to demonstrate competence required by California Commission on Teacher
Credentialing (CCTC).
Please review the admissions requirements before you apply:
1.
You must have a valid Preliminary Administrative Services Credential.
2.
You must have a valid Basic Credential used for Tier 1 credential.
3.
You must have a MA/MS degree.
4.
You must be employed as an administrator AND have at least TWO (2) years of experience as an
administrator WHILE holding the Preliminary Administrative Services Credential.
5.
You must have passed CBEST.
6.
You must have passed Writing Proficiency Examination or fulfill the requirement through other means
(such as 41 or higher score on CBEST writing section or Ph.D./Ed.D.).
7.
You must have 2.75 GPA for the last 90-quarter units.
8.
You must have TWO (2) positive letters of recommendations.
Application Materials
Be sure to include ALL materials together when you're submitting the application packet. If you need additional
time to submit Official Transcripts, unofficial or copies of the transcripts would be accepted at the time of
application submission.
_____ 1. CCOE Credential Application (included in this package)
_____ 2. EDAD Program Application (included in this package)
_____ 3. Your Resume/Vita
_____ 4. One set of OFFICIAL transcripts from ALL colleges where you completed the last 90-quarter units and
where you obtained a BA/BS and MA/MS degree.
*Request transcripts to be sent to your house in sealed envelopes.
_____ 5. Verification of a minimum of two years of experience as an administrator, SIGNED by the Head of
District Certificated Personnel Office (form included)
_____ 6. Two (2) recommendation forms and/or letters (forms included in this package)
_____ 7. A copy of VALID California Preliminary Administrative Services Credential
_____ 8. A copy of VALID Basic Credential that you used when you applied for the Tier-1 Credential
_____ 9. A copy of CBEST passing scores
_____ 10. A copy of Writing Proficiency Exam passing scores or equivalent verification (all CSU graduates don’t
need this item.)
_____ 11. Mentor Agreement form, signed by the mentor (form included in this package)
_____ 12. Mentor’s Resume
_____ 13. A copy of Mentor’s Professional Administrative Services Credential
If you have any questions, please call the Division of Applied and Advanced Studies in Education, at 323-343-4330.
Sincerely,
Lori Kim, Ph.D.
Educational Administration Program Chair
Revised, 9/26/11 (LK)
Page 1
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
CHARTER COLLEGE OF EDUCATION
Class
SECTION#
Application for Admission
CREDENTIAL AND CERTIFICATE PROGRAMS
Please Type or Print
Name
CIN
Last,
First
M.I.
List other names which may appear on your records:
Address:
Birthdate
/
Primary Language
/
Street
Email:
City
State
Zip Code
Telephone (Home) (
)
(Work) (
)
Gender:
Ethnicity: (Optional)
Class Standing: Jr*
Sr* Grad x
***********************************************************************************
*Anticipated date of Graduation:
Undergraduate Major:
Degree(s) Held: BA BS
;
MA
MS
Major
University
Date Awarded
Major
University
Date Awarded
Major
University
Date Awarded
;
Other:
Degree
Other colleges/universities attended and date of attendance:
Note: You must submit ONE OFFICIAL SET OF TRANSCRIPTS FROM ALL SCHOOLS (including Cal State
LA) to the Charter College of Education, Office of Student Services. Transcripts from foreign universities must be
evaluated by an approved agency. Allow sufficient time to process.
Note to EDAD Applicants: One set of the transcripts required in the EDAD application package is for this office.
***************************************************************************
THIS APPLICATION IS FOR ADMISSION TO A CREDENTIAL/CERTIFICATE PROGRAM: Year
Summer Quarter x
Fall Quarter
Winter Quarter
Spring Quarter
CREDENTIAL/CERTIFICATE OBJECTNE:
Multiple Subjects
(emphasis: i.e., BCLAD- Spanish)
Single subject
(teaching area: i.e., English, Mathematics and emphasis: i.e., BCLAD- Spanish)
_
Specialist
_ X
Services
_
Clinical Rehabilitative Services
(area: i.e., Reading and Lang. Arts, Special Education - Physical & health Disabilities)
Professional (Tier 2) Administrative
(area: i.e., Preliminary Administrative, School counseling)
(area: i.e., Orientation and Mobility)
Certificate,
(area: i.e., Computer applications, English as a Second Language, Reading)
Credentials held
(area: i.e., Multiple Subject-Preliminary, Single Subject English-Professional Clear)
A complete application packet includes verification of all items in STEP 1 on the Reference and Guide sheet - Steps
for Admission and Completion of Teacher Preparation Program. Formal admission to the program is contingent
upon completion of all requirements listed in STEP 2 of the Reference and Guide sheet. For further information,
please refer to the Student Handbook entitled, The Teaching Profession: Education as a Career.
Signature:
Revised, 9/26/11 (LK)
Date:
Page 2
(Technology Proficiency Requirement - over)
Revised, 9/26/11 (LK)
Page 3
Technology Proficiency:
I verify I:
Own or have ample access to a computer (example in CSLA computer labs, or at home or work);
Have general knowledge of operation and care of a computer, computer hardware/software, and
be able to implement some basic troubleshooting techniques (ex. check connections, restart the
computer, etc.);
Have an email account; and
Have a basic understanding of how to use the internet.
I understand that it is the expectation that the above skills and their use will be integrated within
courses in my credential program(s).
Signature:
Revised, 9/26/11 (LK)
Date
Page 4
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
_______________________________________________________________
Charter College of Education
Division of Applied and Advanced Studies in Education
APPLICATION TO THE EDUCATIONAL ADMINISTRATION PROGRAM
Mastery of FW Performance Option for the Professional Administrative Services Credential
Name:
Last
First
Mailing Address:
Home Phone Number with Answering Machine/Voice Mail:
Work Phone Number with Message/Voice Mail:
Email:
List the college names and the states where you obtained:
BA/BS:
College/University
State
Teaching Credential:
College/University
State
College/University
State
MA/MS:
Tier 1 Administrative Credential:
College/University/District/Exam
State
Date of Preliminary Administrative Services Credential Issuance:
Employment as an Administrator since ______________________________________________
Month/year
* Please attach your resume that includes the following information: (a) Education; (b)
Professional Experience; (c) Extracurricular Activities; (d) Distinctions, Honors, and Awards;
and (e) Others.
Revised, 9/26/11 (LK)
Page 5
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
_______________________________________________________________
Charter College of Education
Division of Applied and Advanced Studies in Education
Verification of Experience as Administrator
The California Commission on Teaching Credentialing requires that all applicants for the
Professional Administrative Services Credential to possess a minimum of two (2) successful
years of experience as administrator with the Preliminary Administrative Services Credential.
Please return the complete form to the applicant. If you have any questions regarding this form,
please call Dr. Lori Kim, Educational Administrative Program Chair at 323-343-4330. Thank
you for your assistance.
Date of Preliminary Administrative Services Credential:
This letter confirms that
has completed
(Name of the Applicant)
a total of
years of experience as a full-time administrator at
(Number)
District.
Signature of an AUTHORIZED District Official Representative*
Position of the District Official Representative
Date
* Please contact Student Services Office to identify the person authorized to sign the form,
323-343-4340
Revised, 9/26/11 (LK)
Page 6
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
_______________________________________________________________
Charter College of Education
Division of Applied and Advanced Studies in Education
Greetings from the Charter College of Education at California State University, Los Angeles!
has applied for admission to the Mastery Option of the
Professional Administrative Services Credential Program, and designated you as a person
qualified to comment upon his/her qualifications. We appreciate your assistance in evaluating the
applicant's ability and disposition to meet the standards of administrative training and graduate
studies.
Because of the unique feature of our program where candidates will need to demonstrate their
competence in meeting the professional standards established by the California Commission on
Teacher Credentialing, we need to ensure that our candidates possess intellectual abilities and
maturity to engage in rigorous assessment procedures. As accredited by both the National
Council on Accreditation of Teacher Education (NCATE) and the California Commission on
Accreditation (CCOA), our program admits candidates who meet high academic standards and
demonstrate successful achievement as professional school administrators. Your candid
evaluation of this applicant will help us strengthen our program by admitting only qualified
candidates and send only competent and professional graduates to better serve our children in K12 schools.
Please complete and return the recommendation form to the applicant in a sealed envelope
so that s/he can submit it to our office.
We want you to know that your recommendation letter is reviewed very carefully by a team of
faculty who value your judgment very highly. Thank you so much for your assistance in
preparing professional leaders for our public schools.
Sincerely,
Lori Kim, Ph.D.
Educational Administration Program Chair
=====================================================================
*NOTE TO THE STUDENT: This recommendation is not confidential and is open to access by
the candidate concerned unless the candidate waives his/her right by signature below. This is in
accordance with the Family Educational Rights and Privacy Act of 1974. Please collect this
form and the recommendation letter in a sealed envelope for submission to our office.
I understand that this completed recommendation will be used solely for academic and admission
purposes. I hereby waive my right of access.
Revised, 9/26/11 (LK)
Page 7
Candidate's Signature
Revised, 9/26/11 (LK)
Date
Page 8
RECOMMENDATION FORM
Name of the Applicant:
Name/Title of the Recommending Person:
Please provide your honest opinion about the applicant using the following scale:
Summary of Rating:
4--- Excellent: Candidate demonstrates characteristics for strong leadership.
3--- Above average: Candidate demonstrates characteristics for leadership.
2--- Average Candidate demonstrates characteristics for leadership potential.
1--- Needs to improve Candidate exhibits little or no characteristics for leadership.
NA--- No opportunity to judge
Excellent
 Needs to improve
Characteristics:
4
3
2
1
NA
1. Oral communication skills
2. Written communication skills
3. Ability to work cooperatively with others
4. Ability to work with individuals from diverse backgrounds
5. Organizational ability
6. Meets deadlines
7. Ability to facilitate groups
8. Ability to involve families and community
9. Initiative
10. Self-confidence
11. Creativity/Innovative
12. Resourcefulness
13. Intellectual ability to pursue rigorous academic demands
14. Willingness to take on extra responsibilities
15. Actions demonstrate sound judgment
16. Professionalism in stressful situations
17. Sensitivity towards persons with disabilities
18. Self-Discipline
19. Adherence to moral and ethical standards of behavior
Please note that a recommendation letter in addition to this form would greatly enhance the
candidate’s potential for admission to the program. Thank you so much for your support.
Revised, 9/26/11 (LK)
Page 9
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
_______________________________________________________________
Charter College of Education
Division of Applied and Advanced Studies in Education
Greetings from the Charter College of Education at California State University, Los Angeles!
has applied for admission to the Mastery Option of the
Professional Administrative Services Credential Program, and designated you as a person
qualified to comment upon his/her qualifications. We appreciate your assistance in evaluating the
applicant's ability and disposition to meet the standards of administrative training and graduate
studies.
Because of the unique feature of our program where candidates will need to demonstrate their
competence in meeting the professional standards established by the California Commission on
Teacher Credentialing, we need to ensure that our candidates possess intellectual abilities and
maturity to engage in rigorous assessment procedures. As accredited by both the National
Council on Accreditation of Teacher Education (NCATE) and the California Commission on
Accreditation (CCOA), our program admits candidates who meet high academic standards and
demonstrate successful achievement as professional school administrators. Your candid
evaluation of this applicant will help us strengthen our program by admitting only qualified
candidates and send only competent and professional graduates to better serve our children in K12 schools.
Please complete and return the recommendation form to the applicant in a sealed envelope
so that s/he can submit it to our office.
We want you to know that your recommendation letter is reviewed very carefully by a team of
faculty who value your judgment very highly. Thank you so much for your assistance in
preparing professional leaders for our public schools.
Sincerely,
Lori Kim, Ph.D.
Educational Administration Program Chair
=====================================================================
*NOTE TO THE STUDENT: This recommendation is not confidential and is open to access by
the candidate concerned unless the candidate waives his/her right by signature below. This is in
accordance with the Family Educational Rights and Privacy Act of 1974. Please collect this
form and the recommendation letter in a sealed envelope for submission to our office.
I understand that this completed recommendation will be used solely for academic and admission
purposes. I hereby waive my right of access.
Revised, 9/26/11 (LK)
Page 10
Candidate's Signature
Revised, 9/26/11 (LK)
Date
Page 11
RECOMMENDATION FORM
Name of the Applicant:
Name/Title of the Recommending Person:
Please provide your honest opinion about the applicant using the following scale:
Summary of Rating:
4--- Excellent: Candidate demonstrates characteristics for strong leadership.
3--- Above average: Candidate demonstrates characteristics for leadership.
2--- Average Candidate demonstrates characteristics for leadership potential.
1--- Needs to improve Candidate exhibits little or no characteristics for leadership.
NA--- No opportunity to judge
Excellent
 Needs to improve
Characteristics:
4
3
2
1
NA
1.
Oral communication skills
2. Written communication skills
3. Ability to work cooperatively with others
4. Ability to work with individuals from diverse backgrounds
5. Organizational ability
6. Meets deadlines
7. Ability to facilitate groups
8. Ability to involve families and community
9. Initiative
10. Self-confidence
11. Creativity/Innovative
12. Resourcefulness
13. Intellectual ability to pursue rigorous academic demands
14. Willingness to take on extra responsibilities
15. Actions demonstrate sound judgment
16. Professionalism in stressful situations
17. Sensitivity towards persons with disabilities
18. Self-Discipline
19. Adherence to moral and ethical standards of behavior
Please note that a recommendation letter in addition to this form would greatly enhance the
candidate’s potential for admission to the program. Thank you so much for your support.
Revised, 9/26/11 (LK)
Page 12
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
_______________________________________________________________
Charter College of Education
Division of Applied and Advanced Studies in Education
MENTOR AGREEMENT
Mastery of Fieldwork Performance Option for the Professional Administrative Services Credential
For the Candidate : _____________________________________________________________
Mentor’s Name:
Last
First
School/School District:
Title:
Phone Number:
Fax Number:
Email:
I have reviewed the requirements of the Mastery of Fieldwork Performance Option for the
Professional Administrative Services Credential with the candidate and agree to serve as a
Mentor for the candidate named above to provide mentoring and participate as an assessor of the
candidate’s competence.
Mentor’s Signature
Date
Please return this agreement form with a copy of your current Administrative Services
Credential* AND resume to Dr. Lori Kim, Division of Applied and Advanced Studies in
Education, 5151 State University Drive, Los Angeles, CA 90032 or fax it to 323-343-5336.
(* You may download the record from Credential Information at ctc.ca.gov website.)
Revised, 9/26/11 (LK)
Page 13
Mentor Guidelines
The EDAD faculty recognizes the importance of mentoring in the induction experience of the beginning
administrator. Candidates are required to select experienced administrators who are prepared to help and
assist in the development of administrative expertise and committed to assume responsibility with the
district, the university, and the candidate. The candidates are encouraged to choose a mentor who shares
similar job responsibilities.
The selection of the Mentor is a responsibility of the candidate, with the approval of the University
faculty and support of the school/school district. The mentor is required to hold a valid, current
California Professional Administrative Services Credential and agree to meet with the candidate on a
regular basis to explore the progress of the candidate's ongoing professional development.
Preferred Characteristics of the Mentor:

Has impacted student learning in a positive way.

Has ability to coach, facilitate, and assist.

Is on the cutting edge of the profession of leading.

Models a change agent.

Has demonstrated excellence in school leadership.

Has the ability to communicate well.

Demonstrates a willingness to share expertise.

Preferably is not the supervisor of the candidate.

Is a recognized leader and expert in diversity issues.

Is skilled in consensus building and collaboration.
Roles and Responsibilities of the Mentor:

Is willing to serve as a coach to a credential candidate.

Facilitates professional development of the candidate.

Helps the candidate establish professional connections and develop his/her career.

Provides knowledge and expertise on a wide range of issues.

Provides feedback on the candidate’s work.

Provides moral support.

Acts as a role model.

Interacts with the candidate with humor, flexibility, and generosity.

Provides guidance, counsel, and advisement.

Works collaboratively with the University supervisor assigned to the candidate.
Roles and Responsibilities of the Mentee:

Seeks out and interacts with mentor.

Discusses goals.

Receives guidance on career issues.

Uses time with mentor effectively by asking questions and discussing concerns and interests.

Identifies own needs/goals and formulates an action plan for accomplishing these.

Takes responsibility and initiative for own learning and professional development.

Actively seeks challenging assignments and greater responsibility.

Receptive to coaching/utilizes the mentor’s feedback.

Maintains regular contact with University supervisor.
Revised, 9/26/11 (LK)
Page 14
Comments from Past Participants:

I think the instructor did a great job in developing, implementing, troubleshooting and coordinating these
Tier II courses. She really streamlined the whole process by eliminating much of the non-academic paperwork so we
could concentrate on learning. She actually, provided us a great lesson in leadership skills through her example -- I
believe the instructor developed a very substantive Tier II program that was really meaning-centered and valuable
for working administrators like me. She made us come to grips with and learn the California Professional Standards
for Educational Leaders on our own terms; through our recognition of how we already employ many of them in our
daily leadership practices. She also gave us the opportunity to improve as administrators by making us identify for
ourselves the areas of leadership in which we needed to improve.

I am so glad that Cal State LA (Dr. Kim) had the foresight to see that a program like this was very much
needed!! Having the opportunity to complete the program entirely during the summer was absolutely wonderful! It
will allow me to focus more on my job during the school year, and have time in the evening for my family. I found it
very valuable and I hope that it will be offered again next summer! Thanks CSULA!

Thanks!

This speedy-option was especially well-suited for meeting my needs, as I have an extremely busy personal
and professional life. I am so glad I had the opportunity to participate.

My words cannot express the appreciation I feel for having this vehicle for meeting the Tier II requirement.
I compare it to the many courses I've had in educational administration and it surpassed them all in terms of being a
genuinely meaningful experience.

Thank you for a Tier 2 program which depended on the student's competency demonstrated in projects and
ultimately the portfolio. Thank you to Dr. Kim for her creative thinking to develop a more authentic measure of one
already working in school administration.

I enjoyed this experience very much.

The process was evolving as we went through the quarter. While I understand and appreciate that changes
were done as we went along--and were willingly made by the instructor to accommodate the students' needs-sometimes it felt as though the program was disorganized. This is NOT a complaint!! It is simply a reflection of a
first-time process. I greatly appreciate all the time and effort and assistance Dr. Kim offered to all of us. She
understands the differences each administrator deals with in our unique positions and was willing to adapt to meet
our needs. I especially appreciate the one-quarter approach to the program.
Revised, 9/26/11 (LK)
Page 15
360-degree feedback
Liked the Most
Liked the Least
Authentic Assessment

I learned a process by which I
could objectively assess my leadership
practices

This provided the most valuable
feedback as to my performance and my
competence in the CPSEL standards.

I was glad to find out how others
saw me as an administrator at my work
site.

Enlightening, good feedback for
appropriate change and improvement

Reflection piece to improve on
my current practices

Provided useful feedback that I
have used and plan to use for delivery of
my services and program improvement.

The opportunity to get feedback
from a wide assortment of people I work
with

Feedback from those I
supervise--gave good insight and areas
for improvement

It proved useful after being
asked to rate one's strengths, not
weaknesses

self-assessment

I learned a great deal and
enjoyed the feedback.

This was a great way for me to
receive honest feedback from the people
with whom I work regularly. I only wish
my boss could have seen the responses I
received!

I have a more comprehensive
understanding of the stakeholder's
opinions about my performance. It lifted
me up and helped me to acknowledge
weaknesses. I've targeted these for
growth on my Individual Development
Plan for next year.
 Not enough time to present
 There was nothing I didn't like.
 dissemination and collection
 Needs revision to apply more to a
district level administrator.
 The difficulty of getting everyone to
turn in the survey
 Some of the questions did not "fit" my
area of practice.
 In the time frame of ten weeks, to
gather a representative sample is a
tremendous task, but it can be
accomplished.
 Nothing
 It was sometimes difficult to read
critical remarks about oneself; it was also
uncomfortable for me to solicit this input
from my peers.
 Not everyone responded; I thought 2
weeks was enough of a "turn-around"
time, but perhaps it was too long.
 This allowed student sufficient
flexibility to demonstrate competence in
his/her leadership practices - all the
student had to do was adapt the 360
survey instrument and analyze the results
 EXCELLENT AUTHENTIC
ASSESSMENT
 I found the validity or authenticity of all
the assessments to be very high.
 Authentic but difficult for district office
employees
 This is an effective tool for measuring
one's work. It is also a good tool for
reflection.
 This was a personally powerful piece.
 High--authentic picture of the
evaluation of supervisor, peers, and staff.
 Effective
 worked wonderfully for standard 5
 excellent
 This is a good way to evaluate what my
peers feel about me as a person and as a
professional.
 Very authentic. Probably the best thing
we did.
Revised, 9/26/11 (LK)
Page 16
Memo
Liked the Most
Liked the Least
Authentic Assessment
 Sharing the subject matter of my
memo with classmates and instructor and
providing a rationale for its relation to the
CPSELs
 This was valuable for me since I
have never made a board presentation
before. It was beneficially to see my
peers' presentation who had given REAL
board presentations before. I came away
with good ideas.
 I never had a chance to write a memo
to the board before. I wish this program
had shown us how; however, I am glad of
the experience.
 good experience for formalized
communication with the board
 Justification is always necessary to
add context decisions
 I didn't have to re-create this as this
was something that I had actually done.
 The opportunity to showcase my
ability to lay out policy and programs.
 Good experience to try to affect the
policy-makers.
 Allowed students to demonstrate
writing skills.
 It gave me an avenue to express my
opinions.
 I like being able to use something
I've already prepared and presented, and
not having to generate a brand new
document. I appreciate the fact that we
each could submit this memo in whatever
form is required by our own districts, and
that the instructor did not impose
arbitrary requirements on us.
 I liked best that I "do" this kind of
thing frequently and I was able to use it
for an upcoming presentation to the
board.
 Not enough time to present
 Since I have never done a board memo,
I felt unsure about the format or what the
final product should look like.
 I wasn't sure how it should have been
done because I never had the opportunity
to write to the board. I wish I had
learned more about it from this program.
 Sense of powerlessness to affect change
at this level.
 This assignment was not authentic.
Rarely do administrators at our level have
to address a Board, except for a possible
response to a Board inquiry. A better
measure could be a correspondence as a
result of a school issue.
 It was fine
 Nothing! It was great to be able to use
what I do everyday.
 The memo, video and PowerPoint were
fair assessment methods since most
administrators have dealt with these at
some time or other in his/her
administrative career. They allowed
sufficient flexibility to demonstrate
competence in leadership practices  Good assessment
 I found the validity or authenticity of all
the assessments to be very high.
 Very authentic
 This is a good tool to measure Standard
6.
 This piece was the epitome of
authenticity for me. It was/is the work I
do and wasn't a trumped up fabrication
which is what I perceived from some of
the others' work.
 High--impressed me about the need to
look higher toward policy makers even in
a large district.
 Effective with modifications
 good vehicle for expressing ones
opinions
 This is valuable only insofar as it meets
the various needs of a district. It is really
more of an exercise in writing clearly and
concisely.
 I happen to be in a position to speak
occasionally to the board, but I'm not sure
others do; not sure how useful this may
have been to site admin.
Revised, 9/26/11 (LK)
Page 17
Video
Liked the Most
Liked the Least
Authentic Assessment
 Sharing the subject matter of my video
with classmates and instructor
 I did not really like anything about this
assessment measure - it was just a
required assignment.
 It was an interesting way to show what
I did as an administrator.
 Difficult to accomplish, but good for
presentation
 Demonstration of technology ability
 I didn't have to re-create this as this
was something that I had actually done.
 Displaying my ability to present in
another language and in different venues.
 Gave me an opportunity to share with
the group a very effective teaching video
 Allowed students to use an emerging
type of multimedia.
 Learned a new skill, and program
 found out I need more experience as a
videographer
 I liked being able to produce something
that I can use in the board presentation
and other areas for accountability.
 I didn't have the opportunity to edit the
video and there was very little time (5-10
min.) to present
 I did not find this assessment to be
beneficial. I had to reenact a scenario that
I did with a staff member so that I could
video tape myself doing an
administrative task.
 difficult to coordinate and arrange at
times
 It was not professional done, but
adequate enough to meet the requirement.
 It was difficult to edit the video. I did
not have a sophisticated computer
program or video editing equipment as
some others seemed to have.
 Nothing
 In many cases, it did not measure what
the intent was.
 It was difficult for me, as a central
office administrator, to prepare a video
during the summer which was relevant to
the requirements.
 Squishing a month long process down
to 5 minutes was hard. Difficult to
"show" how I work as an administrator in
5 minutes
 Not a valuable assessment tool. Photo
collage or computer photo slide show
with explanations might work better.
 I found the validity or authenticity of all
the assessments to be very high.
 Some videos did not demonstrate
technological ability of students. In other
words, the videos were created and edited
by those not in the program.
 This is a good tool for measuring use of
technology, which is integral to the
standards.
 Without seeing the entire video I think
it must be hard to gauge what the content
of the video is all about.
 High--demonstrated competency in area
of training for school safety.
 Needs to be revised
 It was hard to watch but taught me a lot
 As a central office administrator it is
difficult to fully articulate my duties with
the specific credential program
requirements. I do very little group
presentation activities, but more one-onone meetings which do not lend
themselves to a video.
 I showed a month-long process and felt
it was VERY authentic.
Revised, 9/26/11 (LK)
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Powerpoint
Liked the Most

Sharing the subject matter of my
PowerPoint with classmates and
instructor

This was an effective
assessment tool since it required me to
use my technology skills and to gather
information about a topic.

This powerpoint was useful at
our school site.

Visual aide and organization

Leaders must be good presenters
that posses knowledge and charisma

I didn't have to re-create this as
this was something that I had actually
done.

I like everything about
PowerPoint. It's best way to make
presentations.

Stimulated me to put together a
presentation which I will use in my
practice.

Demonstrated the students'
ability to use multimedia.

Learned a new skill and program

I like giving presentations on
power point

I appreciate using the
instructor's equipment!

Again, I "do" these regularly
and am able to use immediately what I
produced.
Revised, 9/26/11 (LK)
Liked the Least
 Not enough time to present  There was nothing I didn't like.
 No comment.
 I wished I had added some other
information which I will when I use it
with my staff.
 I think program administrators need to
know, that rarely are effective
presentations done in isolation.
Unfortunately, this assignment forces
administrators to disregard collaborative
processes.
 Nothing! It was great to be able to use
what I do everyday.
Authentic Assessment

Excellent assessment tool.

I found the validity or
authenticity of all the assessments to be
very high.

Very authentic and
demonstrated how we use technology to
lead.

This is a good tool in measuring
use of technology, which is integral to the
standards.

Everyone should be able to
create and present with PowerPoint. It is
a more realistic and necessary skill than a
video.

High--authentic measure of
presentation based on research,
organization, and goal for student
success.

Needs to have flexibility

Good

As a central office administrator
it is difficult to fully articulate my duties
with the specific credential program
requirements. I do very little group
presentation activities, but more one-onone meetings which do not lend
themselves to a powerpoint presentation.

Very authentic. I use these all
the time. They represent my work.
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