How Will Leadership
Preparation, Certification, and
Training in Georgia CHANGE
During 2008-2009
Educational Leadership:
Redesign in Process
The Desired State
 Our new leaders have to hit
the halls running!
 They must be tested against
rigorous performance
requirements during a
challenging internship
supervised by experts in the
field.
 They need to lead real
teachers in real work in real
schools.
Redesign --- Why?
• Disconnect between local school system needs
and candidate skills upon program completion
• Closing the Knowing – Doing gap
• Short supply of leaders BUT significant number
of individuals “certified”
• Currently, program completers are paid on
highest certification level regardless of job
assignment
• ???
Timeline for Change
• 2004 – 2006
• Fall 2005
• Spring 06
• January 07
• March 07
• Spring 07
• Spring 07
Bi-annual meetings of EDL faculty
& advisory committee
Announcement of programs
sunset in 2008
PSC convenes advisory
committee for development of
standards and framework
Standards and framework
initiated by PSC
Standards approved, effective April 15,
2007
Test development for GACE
PSC Leadership/Partnership Task Force
established
Timeline for Change
• Oct 1, 07
• Jan 22, 08
• Mar 1, 08
• Fall 08
• Fall 09
Progress report due to PSC
Application for program approval
due
2nd Application for program
approval due
If approved, new preparation
programs enroll first cohort of
candidates
“Grandfather” process ends for
students under the old rules
Changes to come . . .
•
•
•
•
•
New Certificate Structure
Performance-based Preparation
University/District Partnerships
Teacher Leadership Endorsement
District- and School-level Certification
Special Note:
• The PSC rules do not change the GADOE salary
rules – no impact on salaries.
• Does not impact anyone who holds a valid L5,
L6 and L7 certificate issued prior to September
30, 2009 – may serve in any leadership
capacity.
• The following endorsements sunset in Fall 08:
–
–
–
–
–
Director of Special Education
Director Vocational Education
Instructional Supervision (IS)
Director of Media Services
Director of Student Services
LEADERSHIP REDESIGN
• PREPARATION STANDARDS AND
APPROVED PROGRAMS
• ASSESSMENT
• CERTIFICATE STRUCTURE
LEADER DEFINITION
AN INDIVIDUAL WHO HAS THE
AUTHORITY AND/OR RESPONSIBILITY,
IN A SUPERVISORY ROLE,
FOR BOARD-APPROVED EDUCATIONAL
PROGRAMS AND/OR PERSONNEL
REQUIRED TO HOLD CERTIFICATION
FOR THEIR ASSIGNED JOBS AS
DETERMINED BY THE PSC
LEADER DEFINITION
FOR THE PURPOSE (ONLY) OF
ACCEPTING CANDIDATES INTO AN L-6/7
PERFORMANCE-BASED PROGRAM,
LEADERSHIP POSITION DETERMINED BY
THE LOCAL SCHOOL SYSTEM
IN PARTNERSHIP WITH THEIR
COLLEGE/UNIVERSITY PROVIDER
Certificate Redesign
Incoming
“Old”
“Out of State”
Certificate
Certificate
“NEW”
Certificate
Almost Finished
“Old”
Cert Program
Leadership
Endorsements
NL-5 Programs
and GACE Assessment
• Similar structure to existing programs.
• Emphasis on Leadership Core Knowledge.
• Content must be aligned with new standards.
• GACE Leadership Assessment must be passed.
• An NL-5 Certificate will be issued.
PL-6 or PL-7 Program
• Performance-Based
• Building or System level, based on
leader’s area of job responsibility
• Building Leader programs emphasize
Instructional Leadership skills
focused on student achievement.
• System Leader programs emphasize
Management of Resources to
facilitate student learning.
New Georgia Leadership
Certificates
Superintendent (PL-6/7)
PL
PL
NPL
Building Leader
(PL-6/7)
System Leader
(PL-6/7)
PL
Employment in an Educational Leadership Position
NPL
Pre-Service Leadership Candidate (NL-5)
NL
LEADERSHIP PROGRAM
APPROVAL REQUESTS
APRIL 10, 2008 APPROVED
1.
2.
3.
4.
5.
Columbus State University
Georgia Southern University
Kennesaw State University
Mercer University
University of West Georgia
NL-5, PL-6
NL-5, PL-6
NL-5
NL-5, PL-6
NL-5, PL-6
MAY 8, 2008 APPROVED
6. Georgia State University
7. Valdosta State University
NL-5, PL-6
NL-5, PL-6, PL-7
LEADERSHIP PROGRAM
APPROVAL REQUESTS
JUNE 12, 2008 PENDING:
1.
2.
3.
4.
5.
6.
7.
8.
Albany State University
Augusta State University
Berry College
Clark Atlanta University
Georgia College & State Univ
Mercer University
North Georgia College
University of Georgia
NL-5, PL-6
NL-5, PL-6
PL-6
NL-5, PL-6, PL-7
NL-5, PL-6
PL-6, PL-7
NL-5, PL-6
NL-5, PL-6
LEADERSHIP PROGRAM
APPROVAL REQUESTS
JULY 10, 2008 PENDING:
9. Covenant College
NL-5
LEADERSHIP PROGRAM
APPROVAL REQUESTS
OUT-OF-STATE INQUIRIES
1.
2.
3.
4.
5.
6.
Central Michigan University
Lincoln Memorial University
Nova Southeastern University
Argosy University
Capella University
University of Phoenix
What is performance-based?
Provides developing and new school
leaders…
opportunities to practice and
demonstrate proficiency in real work, in
real time, in the real school working
environment
support by a performance coach who
provides specific feedback against clear,
written performance criteria
Standards from 505-3-.58
(i) Candidates who complete the program
are educational leaders who have the
knowledge and ability to promote the
success of all students by facilitating a
continuous change process to improve the
educational program through facilitating
the development, articulation,
implementation, and stewardship of a
shared school or system vision of learning
supported by the school community.
Standards from 505-3-.58
(ii) Candidates who complete the program
are educational leaders who have the
knowledge and ability to promote the
success of all students by promoting a
positive school culture, providing an
effective instructional program based on
Georgia standards, applying research
based best practice to student learning,
and designing comprehensive professional
growth plans for staff.
Standards from 505-3-.58
(iii) Candidates who complete the program
are educational leaders who have the
knowledge and ability to promote the
success of all students by implementing a
continuous organizational improvement
approach to developing and managing the
organization, operations, and resources as
prescribed in Georgia law, rules and
regulations and in a way that contains
costs and maximizes benefits for students,
parents and tax payers.
Standards from 505-3-.58
(iv) Candidates who complete the program
are educational leaders who have the
knowledge and ability to promote the
success of all students by collaborating
with families and other community
members, responding to diverse
community interests and needs, managing
conflict and mobilizing community
resources.
Standards from 505-3-.58
(v) Candidates who complete the program
are educational leaders who have
demonstrated the knowledge and ability to
promote the success of all students by
acting with integrity, fairness, and in a
legal and ethical manner based on
knowledge and understanding of Georgia
and federal laws, regulations, and judicial
decisions affecting education in Georgia.
Standards from 505-3-.58
(vi) Candidates who complete the program
are educational leaders who have the
knowledge and ability to promote the
success of all students by demonstrating
an understanding of, responding to, and
influencing the larger political, social,
economic, legal, and cultural context.
Standards from 505-3-.58
Applicable only to Specialist’s or Doctoral Level
Preparation:
(vii) Candidates participate in an internship
that provides significant opportunities for
candidates to synthesize and apply the
knowledge and practice and develop the
skills identified in Standards 1-6 through
substantial, sustained, and standardsbased work in real settings, planned and
guided cooperatively by the institution and
school district personnel for graduate
credit. (University-District Partnership)
Supervised Residency …
Specialist & Doctoral Level
Guideline 1: Trained and qualified coach …
a.
b.
c.
d.
Conference … 4 times
BLCS Team … at least 3 times …
On-site coaching sessions … 4 times
Examine portfolio documentation … Standards 16 … feedback.
e. Guide the beginning leader to apply the
knowledge and skills
Supervised Residency …
Specialist & Doctoral Level
Guideline 2: Supervisor/building or system (or designee)
a. Support institution personnel & activities of BLC
b. Assist the institution …arranging conferences.
c. Provide time …to fulfill the responsibilities of the
residency.
d. Serve on the BLCST
e. Meet with the beginning leader …36 clock hours
f. Observe … 6 times
g. Guide the beginning leader to apply the knowledge
and skills
Supervised Residency …
Specialist & Doctoral Level
Guideline 3: Beginning Leader Candidate
Support Team
a. Meet at least three times (B/M/E)
b. Create the Individual Induction Plan.
c. Establish observation experiences
d. Examine portfolio.
e. Evaluate progress and establish areas of need
f. Determine if requirements for the residency
have been satisfactorily met
Supervised Residency …
Specialist & Doctoral Level
Guideline 4: Develop a portfolio
a. artifacts to address skills, knowledge, and
research contained in Standards 1-6
b. Institution personnel sets specific
requirements
Supervised Residency …
Specialist & Doctoral Level
•
Guideline 5: Individual Induction Plan
a. Experiences based on Standards 1 – 6; substantial
responsibilities that increase over time in amount &
complexity
b. Occur in multiple settings to demonstrate K & S
working with community groups
Induction Plan
• The Individualized Induction Plan must:
1. Be based on Leadership Standards/Elements 1-6
and demonstrated in a way that quality performance
can be objectively assessed.
2. Include a timeline that reflects time and responsibility
and that evidence completion of all performances as
required by the end of the residency.
3. Clearly describe for the Beginning Leader Candidate
how performance will be assessed and at what points
in the program assessments will occur.
Induction Plan
•
The Individualized Induction Plan must:
4. Include description, evidence, and artifacts sufficient
to evaluate the performance.
5. Address substantive issues that have already been
empirically determined as important or that are
determined by the Beginning Leader Candidates
based on real world data.
6. Assure that activities occur in multiple settings and
require interaction with appropriate educators,
parents, and community organizations such as
social service groups, local businesses, community
organizations, and parent groups.
Assessment
• Should include:
– Include specific criteria to assure
performance on Standards 1 – 6 (quantitative
and qualitative)
– Descriptions of formative & summative
assessments
– Reflect on P-B responsibilities that increase
with complexity and job-embedded
performances
– Assign responsibilities for assuring
assessments are completed & feedback given
Supervised Residency …
Specialist & Doctoral Level
Guideline 6: Observation Experience of highly
skilled leaders
Supervised Residency …
Specialist & Doctoral Level
Guideline 7: The program shall meet the
requirements appropriate for school leaders as
specified in Rule 505-3-.01, Special Georgia
Requirements.
• Technology
• Special Needs Children
• Ga. Code of Ethics
Supervised Residency …
Specialist & Doctoral Level
Guideline 8: A written agreement shall be established
between the institution and systems (Partnership
Agreement)
University/School System/RESA
Partnership Agreement
Name of RESA: _______________________ Contact: ________________________
Address: ___________________
Phone: ________________ FAX: _____________ E-Mail ___________________
1. This comprehensive partnership agreement is mutually beneficial and is supported by:
RESA Director__________________ RESA _____________________ Date _________
Superintendent __________________ System ___________________ Date _________
Superintendent __________________ System ___________________ Date _________
President/Designee ________________________________________ Date _________
Department Chair __________________________________________ Date _________
SAMPLE – SAMPLE – SAMPLE – SAMPLE
College of Education
Commitment
• College of Education through its
Educational Leadership Program commits
to:
– Collaborate with school systems/RESA to
create a program design that meets the needs
of both the University and LSS/RESA
– Collaborate with RESA/system staff to
develop and implement a performance-based
residency program for BLC …
SAMPLE – SAMPLE – SAMPLE – SAMPLE
System/RESA Commitment
• The LSS commits to:
– Collaborate with institution faculty to create a
program design that meets the needs of both
the institution and the school system/RESA.
– Collaborate with institution faculty to develop
and implement a performance-based
residency program for BLC …
University - District Partnership
IHE
Partnership
LSS
• Coach
• Portfolio
• Req: 505-3-.01
• BLCST
• IIP
• Partnership
Agreement
• Supervisor/Bldg
Designee
• Observation
Experiences
University - District Partnership
Partnership
• Coach
• Portfolio
• Req: 505-3-.01
• BLCST
• IIP
• Partnership
Agreement
• Supervisor/Bldg
Desig.
• Observation Exp
Coming Soon!
Partnership Toolkit
Partnership
• Coach
• Portfolio
• Req: 505-3-.01
• BLCST
• IIP
• Partnership
Agreement
• Supervisor/Bldg
Desig.
• Observation Exp
Resources and Facilitation Assistance
Additional Information
Randy.Dobbs@galeaders.org
Sample Documents Website:
http://nextpractices.galeaders.org/gnp/default.aspx
Liability of School System
Tapping Candidates
“Leadership and learning are
indispensable to each other.”
John F. Kennedy
Q and A
Contacts
•
•
•
•
•
•
•
Rick Eiserman: Rick.Eiserman@GAPSC.com
David Hill: David.Hill@GAPSC.com
Penney McRoy: Penney.McRoy@GAPSC.com
Phil Blackwell: Phil.Blackwell@GAPSC.com
Randy Dobbs: Randy.Dobbs@galeaders.org
Mona Tucker: mtucker@nwgaresa.com
Lynne McGinley: lmcginley@nwgaresa.com