Commission on Teacher Credentialing
Biennial Report Fall 2015
Academic Years 2013-2014 and 2014-2015
Institution California Baptist University
Cohort Orange
Date report is submitted November 15, 2015
Indigo due on September 15, 2015
Orange due November 15, 2015
Program documented in this report Administrative Services
Please identify all pathways through Traditional
which this program is offered
(Traditional, Intern, Blended)
Credential awarded Preliminary Administrative Services Credential
Is this program offered at more than one site and/or online delivery model? On site
If yes, list all
N/A
sites/delivery models at
which the program is
offered
Dr. John Shoup
Program
Contact
Dean, School of Education
Title
Phone #
(951) 343-4205
E-Mail
jshoup@calbaptist.edu
If the preparer of this report is different than the Program Contact, please note contact information
for that person below:
Name
Dr. Shana Matamala
Title
Associate Dean
Phone #
(951) 343-4760
E-mail
smatamala@calbaptist.edu
Biennial Report Template 2015-1
SECTION A – CREDENTIAL PROGRAM SPECIFIC INFORMATION
PART I – Contextual Information
1Enrollment
2014-15
Traditional: 11
Intern: n/a
2Prior Enrollment 2013-14
Traditional: 24
Intern: n/a
3Expected Length of Program – the Admin
20 Months (part time).
Services credential is offered in a cohort
model with a part time load each semester.
4Completer Rates:
Other:
Other:
All 11 of the enrolled students in 14-15 were also counted in the 13-14 enrollment. There was a total of 24 students enrolled
over the course of both years. The data below is based on that number.
a
On time
(Expected Length of
Program)
b
c
Within One Year
More than One Year
beyond Expected Length beyond Expected Length
of Program
of Program
d
NonCompleters
i
23
0
0
Counseled
Out
0
ii
Other
1
5Analysis
of Completer Rate Data:
Completion is counted as completing all courses in the credential program. One candidate has not
completed because fieldwork requirements are incomplete.
6Program
Description
Biennial Report Template 2015-2
Briefly describe program. Pay specific attention to providing program details that will assist the reviewer
in understanding the context of the data and analysis provided in Part II. (limit 300 words)
The Preliminary Administrative Services credential program includes a purposeful, developmental, interrelated sequence of
learning experiences, some that are carried out in the field and some that occur in non-field settings-that effectively prepare
candidates as instructional leaders in public schools. The design of the program is based on a sound rationale informed by
theory and research aligned with (a) the principles articulated in the Candidate Competency and Performance Standards in
Category III and (b) the principles of various learning theories. Additionally, the program is designed to meet the competencies
required by the CCTC, and is specifically written to meet the ISLLC, NCATE, and ELCC standards.
Each course within the Preliminary Administrative Services Credential program is designed to include instruction and a critical
assignment in at least one of the California Baptist University Program Student Outcomes and the fifteen Standards of Quality
and Effectiveness for Preliminary Administrative Services Credential Program.
Preliminary Administrative Services credential (39-40 units)
Core Requirements
EDU 501 Leadership, Worldviews, and Contemporary Issues
EDU 521 Theories of Learning and Teaching
EDU 522: Curriculum Theory and Development
EDU 526: Applied Educational Research
Educational Leadership for Public Institutions coursework:
EDL 530: Introduction to Educational Leadership
EDL: 534: Program Evaluation and Development
EDL 544: Personal Leadership and Development
EDL 560: School Site Leadership and Organizational Development
EDL 556: School Law and Finance
EDL 558: Policy Governance and Community Relations
EDL 580 Fieldwork
Final Requirement (Choose one of the following)
EDU 594 Comprehensive Exam and 3 units of approved elective
EDU 596 Research Seminar and Project or Thesis
Biennial Report Template 2015-3
7Program
Changes Since Last Accreditation Activity
A PASC transition plan for aligning with the new program standards was
submitted to the commission and approved in January 2015. Please see the
attached approval letter.
aImplementation
Date
January 5, 2015
Response to Commission Feedback
8 Commission
Feedback
(prior BR, SV)
aInstitutional
Action/Response
bImplementation
Date
See Multiple and Single
Subject Reports for overall
program feedback/ No areas
were noted for the
Administrative Services
credential on the 2012 biennial
report.
Biennial Report Template 2015-4
PART II –Candidate Assessment and Program Effectiveness Analysis and Discussion of Data
REQUIRED Data Table #1
9
Briefly describe Key Assessment #1 (Candidate Competency): EDL560 Live Text Lab – This capstone course requires
that candidates demonstrate mastery of the knowledge and skills required of ethical school site leaders. In addition, candidates
integrate and synthesize knowledge and skills from previous courses in the administrative program into a coherent and
comprehensive model to refine and guide their leadership practices. This is measured by a rubric via LiveText.
10
CTC Competencies/Standards Assessed: PASC 6, 12, 14 and 15; SOE 9).
2013-14
11
Site/
Delivery
Model
Main
Campus
13
12
Pathway
(N)
Traditional (13 )
of
Scores
30
bMean
Score
153.08
Scoring Scale: 160
Points
b
Passing Score: 128
2014-15
Assessment Results
aRange
a
14
Candidates
cSD
Not
Assessed
11.36
0
13
12
Pathway
(N)
Traditional ( 0 )
Assessment Results
aRange
bMean
of
Scores
Score
n/a
n/a
14
Candidates
cSD
Not
Assessed
n/a
n/a
15
Summary of Findings and Data Analysis:
The Administration program is taught as a cohort. Due to lack of enrollment, there was not a new cohort for 2014-15 so EDL 560 was not offered.
The rubric scores are high for this assignment due to several factors. First, the candidate writes a philosophy paper in EDL 530 when the candidate firsts
enters the program. The paper is graded using the same rubric when it is written again for EDL 560. The candidate previously received feedback from
the professor for content, grammar, and organization of the paper. The candidate then assesses and rewrites the original phil osophy paper four semesters
later after the original submission.
16
a
Resulting Program Modifications
The program will continue using this same system of using the identical rubric in EDL 530 as in EDL 560. It is introduced in
530, but developed in EDL 560. Students then practice the skills in EDL 580. The intent of the student developing a
comprehensive philosophy of educational leadership that incorporates best practices for ethical instructional,
personnel, fiscal, legal, organizational and political leadership and a professional development plan is to illustrate the
growth of knowledge, experience, leadership practices and styles by the candidate over the period of the credential
program
Related Program Standard(s)
PASC 6, 12, 14 and 15; SOE 9
Biennial Report Template 2015-5
REQUIRED Data Table #2
9
Briefly describe Key Assessment #2 (Candidate Competency): a) EDL 556 Critical Assignment Interview Conduct an
interview with the Chief Business Official or Director of Fiscal Services in your school district. Write a five to six page double-spaced summary of
your interview including questions and answers, along with your analysis of the perspective of the particular leader you have interviewed. Include
in the report those legal issues most likely to be of concern to this administrator. Conclude with how you would apply what you learned in an
administrative role of interest to you in your future career. (120 points) b) Interview Conduct an interview with the Superintendent in your school
district. Write a five to six page double-spaced summary of your interview including questions and answers, along with your analysis of the
perspective of the particular leader you have interviewed. Include in the report those legal issues most likely to be of concern to this administrator.
Conclude with how you would apply what you learned in an administrative role of interest to you in your future career. (120 points) 3 c) Interview
Conduct an interview with a School Site Principal. Write a five to six page double-spaced summary of your interview including questions and
answers, along with your analysis of the perspective of the particular leader you have interviewed. Include in the report those legal issues most
likely to be of concern to this administrator. Conclude with how you would apply what you learned in an administrative role of interest to you in
your future career.
a
Scoring Scale: 360
Points
b
Passing Score:300
10
CTC Competencies/Standards Assessed: 2, 6, 8, 10, 12
2013-14
11
Site/
Delivery
Model
Main
Campus
13
12
Pathway
(11)
Traditional (11)
2014-15: *
Assessment Results
aRange
of
Scores
45
Intern ( 0 )
bMean
Score
341
14Candidates
cSD
Not
Assessed
20.23
3
13
12
Pathway
(0)
Traditional (0)
aRange
of
Scores
n/a
Assessment Results
bMean
Score
n/a
14
Candidates
cSD
Not
Assessed
n/a
n/a
Intern ( 0 )
15
Summary of Findings and Data Analysis:
*The Administration program is taught as a cohort. There was no new cohort for 2014-15, so EDL 556 was not offered.
Looking at the individual scores of the three interviews. Candidates scored the highest on the superintendent interview, second on the principal
interview, and lowest in the chief business officer interview.
It appears as a trend throughout the report that candidates need greater support on the area of fiscal administration. We believe that this is because
candidates are the most removed from this area as a teacher. While teachers are more familiar with the roles of principals and superintendents as
teachers, most have had little or no contact with the chief business officer from their district.
Biennial Report Template 2015-6
16
a
Resulting Program Modifications
Related Program Standard(s)
EDL 556 has been rewritten to meet the new standards. An increased emphasis is placed on supporting candidates on Standard 2: Collaboration,
fiscal administration. The course objectives show an increased focus on developing, implementing and monitoring a Communication, Coordination
school’s budget:
CACE A1-A20
 Utilize technology and systems to design and manage procedures and policies to achieve compliance with
legal and fiscal mandates in an efficient and effective manner(CACE D1-D11)
 Leverage and marshal efficient resources to achieve learning for all students (Student Learning Outcome)
(SLO 4) (CACE B 1-B32)
 Analyze and understand the components of managing a budget according to standard accounting practices and
procedures utilized by the school district (SLO 2)(CACE A1-A20)
Assignments used to assess these objectives:
Research School Finance (110 points) (CAPE 11- Identifying and using available human, fiscal, and material resources
to implement the school growth plan)
Candidates will research the Local Control Funding Formula (LCFF) which was signed into law July 1, 2013.
http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp; http://www.cde.ca.gov/fg/aa/lc/
and submit power point presentation summarizing major points.
Final Project (200 points). (CAPE 17- Developing, Implementing, and monitoring the school’s budget. CAPE18Implementing California school laws, guidelines, and other relevant federal, state, and local requirements and
regulations)
Imagine that you have been asked to share your expertise as a school leader on the foundations of school law and
finance at a County workshop for aspiring administrators. After the initial shock of this assignment and having reflected
on the readings, case studies and our course in general you have decided to create a product (e.g. brochure, video,
PowerPoint, pamphlet, formal paper, website, or other creative idea) that you can use to share your thoughts about
the key concepts of school law and finance that aspiring administrators must be aware of as they work in today's
schools. This is the critical assignment for EDU 556 that you will submit to your Live Text portfolio. See Rubric
Biennial Report Template 2015-7
REQUIRED Data Table #3
17Briefly describe Key Assessment #3 (Candidate Competency in Fieldwork/Clinical Practice):
a
Scoring Scale: 1-5
Passing Score: 3
b
EDL 580- Evaluation of the candidate by site principal- Form 4 (Fieldwork Handbook) and university
supervisor- Form 5 two separate semesters, designated A and B which address 10 domains of leadership
using a Likert scale 1-5.
18
CTC Competencies/Standards Assessed:
20
19
Results (Disaggregated by Pathway): There were no interns in 2013-14 or 2014-15
2013-14
2014-15
University
Field
University
Field
Total
Total
Supervisor
Supervisor
Supervisor
Supervisor
(N)
(N)
(N)
(N)
(N)
(N)
a
b
a
b
c
d
a
b
a
b
c
d
R
M
R
M
M
SD
R
M
R
M
M
SD
2
4.58
2
4.46
4.48
.61
5
4.13
1
4.74
4.46
1.39,
1
4.88
2
4.62
4.75
.48
5
4.13
1
4.8
4.49
1.89,
1
4.81
2
4.58
4.7
.51
5
4.13
1
4.9
4.54
1.39,
1
4.42
2
4.39
4.4
.57
5
4.13
2
4.47
4.32
1.42,
2
4.42
3
4.08
4.25
.90
4
3.1
5
3.8
3.46
1.61,
1
4.58
2
4.35
4.46
.64
5
3.97
5
4.3
4.16
1.71,
Key Indicators:
Educational Leadership
Organizational Planning
Instructional Program
Management of School Functions
Fiscal Resource Admin
Legal and Regulatory
Applications
Policy and Political Influences
2
4.35
2
4.39
4.37
.59
5
3.85
5
4.45
4.19
1.54,
School/ Community
1
4.69
2
4.58
4.63
.53
5
4.13
0
4.95
4.57
1.39,
Collaborations
Use of Technology
1
4.89
2
4.5
4.69
.51
5
4.13
3
4.5
4.38
1.44
Total Overall
1.33
4.62
2.11
4.44
4.53
.59
4.9
3.97
2.5
4.55
4.29
1.53
21
Summary of Findings and Data Analysis:
The Range of scores for the University Supervisor scores for 2014-15 is large because one candidate did not complete their fieldwork.
Overall, the scores reflect slightly higher University Scores over Field Supervisors for the 2013-14 year. The data for the 2014-15 year was
incomplete in that several students did not complete all fieldwork. We see a noticeable difference between the total scores between the two
years. The second year scores are lower. We attribute this to the fact that the program coordinator left part way through the cohort.
Biennial Report Template 2015-8
Areas of candidate competency strength noted in the final evaluation: Instructional Program and School/ Community Collaborations
Areas of candidate competency weaknesses noted in the final evaluation: Fiscal Resource Administration
22
Resulting Program Modifications
a
Fiscal Resource Administration is addressed in EDL 556. The course has been re-written to meet the new
PASC standards. The course objectives show an increased focus on developing, implementing and
monitoring a school’s budget:
Standard 2: Collaboration,
Communication,
Coordination

Utilize technology and systems to design and manage procedures and policies to achieve compliance
with legal and fiscal mandates in an efficient and effective manner(CACE D1-D11)
 Leverage and marshal efficient resources to achieve learning for all students (SLO 4) (CACE B 1B32)
 Analyze and understand the components of managing a budget according to standard accounting
practices and procedures utilized by the school district (SLO 2)(CACE A1-A20)
Assignments used to assess these objectives:
Related Program Standard(s)
CACE A1-A20
Research School Finance (110 points) (CAPE 11- Identifying and using available human, fiscal, and material
resources to implement the school growth plan)
Candidates will research the Local Control Funding Formula (LCFF) which was signed into law July 1, 2013.
http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp; http://www.cde.ca.gov/fg/aa/lc/
and submit power point presentation summarizing major points.
Final Project (200 points). (CAPE 17- Developing, Implementing, and monitoring the school’s budget.
CAPE18- Implementing California school laws, guidelines, and other relevant federal, state, and local
requirements and regulations)
Imagine that you have been asked to share your expertise as a school leader on the foundations of school law
and finance at a County workshop for aspiring administrators. After the initial shock of this assignment and
having reflected on the readings, case studies and our course in general you have decided to create a product
(e.g. brochure, video, PowerPoint, pamphlet, formal paper, website, or other creative idea) that you can
use to share your thoughts about the key concepts of school law and finance that aspiring administrators must
be aware of as they work in today's schools. This is the critical assignment for EDU 556 that you will
submit to your Live Text portfolio. See Rubric
Biennial Report Template 2015-9
REQUIRED Data Table #4
23
a
Briefly describe Key Assessment #4 (Program Effectiveness) Completer Survey
Scoring Scale: 1-5
24
CTC Program Standards Assessed: Standards 1- 14
26
Results (Disaggregated by Pathway):
Intern
(0)
25
Key Indicators:
Develop and articulate a vision of
teaching and learning for the school
consistent with the local education
agency's overall vision and goals
Promote implementation of K-12
standards, and pedagogical skills,
effective instructional practices and
student assessments for content
instruction
Work with others to identify student and
school needs and develop a data-based
school growth plan
Model life-long learning and job-related
professional growth
Help teachers improve their individual
professional practice through
professional growth activities
Develop, implement, and monitor the
school's budget
I received individualized mentoring and
professional development with
knowledgeable program supervisors.
a
R
b
M
2013-14
Traditional
(N)
a
R
b
M
Total
(N)
c
M
d
SD
CBU Survey
(4)
a
R
b
M
2015
Cal Survey
(663)
a
R
b
CBU Compared
Difference
%
M
in Means
Difference
1
4.25
3
4.55
-0.30
6.8%
2
4.25
4
4.29
-0.04
0.9%
1
4.50
4
4.25
+0.25
5.7%
1
4.50
4
4.57
-0.07
1.5%
1
4.50
4
4.41
+0.09
2.0%
1
3.50
4
3.75
-0.25
6.9%
1
4.50
4
4.21
+0.29
6.7%
Biennial Report Template 2015-10
Overall, how well do you think your
program prepares graduates to become
school leaders?
Total Overall
27
Summary of Findings and Data Analysis:
2
4.50
4
4.51
-0.01
0.2%
1.3
4.31
3.9
4.32
-0.01
3.8%
The Administrative Services data from the CTC is not yet separated by university. Since we do not have separate data for this credential, we
sent our completers the same survey. We chose to analyze our results in comparison to the overall state reports. We realize that it is difficult
to analyze the data because of the small sample size and the fact that the completer survey was only used for the year 2014/15. Due to
transition of coordinator and administration during the 13-14 year, data is not available.
Strengths that stand out in the survey include: Work with others to identify student and school needs and develop a data-based school growth
plan/ Help teachers improve their individual professional practice through professional growth activities/ I received individualized
mentoring and professional development with knowledgeable program supervisors.
An area of low candidate competency is: Develop, implement, and monitor the school's budget
28
Resulting Program Modifications
Develop, implement, and monitor the school's budget
This area of need is addressed in EDL 556. The course has been re-written to meet the new PASC
standards. The course objectives show an increased focus on developing, implementing and monitoring a
school’s budget:



a
Related Program Standard(s)
Standard 2: Collaboration,
Communication, Coordination
CACE A1-A20
Utilize technology and systems to design and manage procedures and policies to achieve
compliance with legal and fiscal mandates in an efficient and effective manner(CACE D1-D11)
Leverage and marshal efficient resources to achieve learning for all students (SLO 4) (CACE B 1B32)
Analyze and understand the components of managing a budget according to standard accounting
practices and procedures utilized by the school district (SLO 2)(CACE A1-A20)
Assignments used to assess these objectives:
Research School Finance (110 points) (CAPE 11- Identifying and using available human, fiscal, and material
resources to implement the school growth plan)
Candidates will research the Local Control Funding Formula (LCFF) which was signed into law July 1,
2013.
Biennial Report Template 2015-11
http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp; http://www.cde.ca.gov/fg/aa/lc/
and submit power point presentation summarizing major points.
Final Project (200 points). (CAPE 17- Developing, Implementing, and monitoring the school’s budget.
CAPE18- Implementing California school laws, guidelines, and other relevant federal, state, and local
requirements and regulations)
Imagine that you have been asked to share your expertise as a school leader on the foundations of school law
and finance at a County workshop for aspiring administrators. After the initial shock of this assignment and
having reflected on the readings, case studies and our course in general you have decided to create a
product (e.g. brochure, video, PowerPoint, pamphlet, formal paper, website, or other creative idea)
that you can use to share your thoughts about the key concepts of school law and finance that aspiring
administrators must be aware of as they work in today's schools. This is the critical assignment for EDU
556 that you will submit to your Live Text portfolio. See Rubric
Biennial Report Template 2015-12
REQUIRED Intern Data Table (Multiple, Single Subject and Education Specialist Intern Programs only)
Teacher Intern Support and Supervision
It is not necessary to submit individual candidate data for the Biennial Report*. Using that data, calculate the following :
29
Cohort
30
Total number
of candidates
31
Number of
Candidates
without prior
ELA
32
Average #
hours provided
by Program for
each candidate
33
Average #
hours provided
by Employer for
each candidate
34
Average hours
EL Support for
each candidate
w/o ELA
35
Total
No Interns
*Important: Individual data should be available upon the request of a site visit team.
Please Note
Data Tables 1-4 and the Intern Data Table 1 meet the requirement for the Biennial Report data and
analysis for 4 key assessments. Tables 5 and 6 are optional. If the program elects to use them, they
are on pages 9-10. All programs must provide a response to Part III Conclusion found on page 11.
Biennial Report Template 2015-13
Part III: Program Summary Conclusion
Upon reviewing data, analysis, and proposed modifications that were provided for each assessment, briefly describe any
conclusions that can be reached for the program as a whole. Are there trends that are prevalent across data
sources? This section will also inform the unit lead as s/he completes Section B of the Biennial Report. Please try to limit
comments to the space in the boxes below. This should suffice for most programs.
Summary of Overall Program Findings
37



Program Strengths
Candidates can effectively articulate their philosophy of ethical school site leaders as evidenced by their EDL 560 Philosophy
Paper and LiveText lab.
The Final Evaluation shows Instructional Program and School/ Community Collaborations as areas of strength.
Completer survey strengths include: Work with others to identify student and school needs and develop a data-based school
growth plan/ Help teachers improve their individual professional practice through professional growth activities/ I received
individualized mentoring and professional development with knowledgeable program supervisors.
40
38
Areas for Program Improvement
39
Related
Program
Standards
Response/Next Steps
As of 2014, the School of Education does not have a faculty
member to serve as the director of the Administrative
Services credential program. The dean and associate dean
are monitoring the activities of the program along with
qualified adjunct faculty who serve as current
administrators in surrounding districts.
Because of the current low enrollment in the administrative
credential, the SOE has been approved by administration to
refill the position with a professor who can serve dual roles.
The ideal candidate would coordinate the Admin program
and teach in the credential programs.
Fiscal Resource Administration, including developing,
implement, and monitor the school's budget
This area of need is addressed in EDL 556. The course Standard 2:
has been re-written to meet the new PASC standards.
Collaboration,
The course objectives show an increased focus on
Communication,
Common Standard
4
Biennial Report Template 2015-14
developing, implementing and monitoring a school’s
Coordination
budget:
CACE A1-A20
 Utilize technology and systems to design and
manage procedures and policies to achieve
compliance with legal and fiscal mandates in an
efficient and effective manner(CACE D1-D11)
 Leverage and marshal efficient resources to
achieve learning for all students (SLO 4)
(CACE B 1-B32)
 Analyze and understand the components of
managing a budget according to standard
accounting practices and procedures utilized by
the school district (SLO 2)(CACE A1-A20)
Assignments used to assess these objectives:
Research School Finance (110 points) (CAPE 11Identifying and using available human, fiscal, and
material resources to implement the school growth plan)
Candidates will research the Local Control Funding
Formula (LCFF) which was signed into law July 1,
2013.
http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp;
http://www.cde.ca.gov/fg/aa/lc/
and submit power point presentation summarizing
major points.
Final Project (200 points). (CAPE 17- Developing,
Implementing, and monitoring the school’s budget.
CAPE18- Implementing California school laws,
guidelines, and other relevant federal, state, and local
requirements and regulations)
Biennial Report Template 2015-15
From: Gay Roby [mailto:gayroby@me.com]
Sent: Friday, January 02, 2015 12:45 PM
To: Kathryn Norwood
Subject: CTC Response to your PASC Resubmission
Hello,
Congratulations! The CTC has finished examining your transition document and have found all responses to the prompts
to be within the expectations of the new standards. As you plan for implementation in July of 2015 and throughout your
first implementation year, we are here to help you in any way we can. We look forward to receiving your program
assessment document outlining your new program on July 1, 2016.
Gay Roby, Consultant
Professional Services Division
Commission on Teacher Credentialing
1900 Capitol Ave.
Sacramento, CA 95811
562.477.7537 cell
916.324.8003 office
The information provided in this message by the CTC is general and current as of the date of transmission. Any reliance
by recipients of the information is subject to the accuracy of the initial information and facts provided by the recipient.
This message contains information from the CTC that may be confidential or privileged. If you are not the
intended recipients, be aware that any review, retransmission, dissemination or other use of, or taking of any action in
reliance upon, this information by persons or entities other than the intended recipient is prohibited by law. If you
received this message in error, please notify the sender and delete the material from any computer.
Biennial Report Template 2015-16