appnedix b-1 0240 scope and sequence of courses · professional skills (educational...

EDLD 607: SCHOOL LAW & SOCIAL JUSTICE 4 credits Team Building/Personal/Corporate Vision Phil McCullum/Kim ShermanSchool Law Kathryn Murdock/David Wood Social Justice Gus Baldares & OALACultural Competency John Lenssen/Phil McCullumClosing the Achievement Gap John Lenssen/Phil McCullum

EDLD 607: ACADEMIC ORGANIZATION & PLANNING 4 credits Curriculum & Instruction S.Storm/P.McCullum/K.ShermanProactive School-Wide Management I Rob HornerSchool Improvement Planning B. Rhoades/Krista ParentData Driven Decision-Making J.Tindal/K.Sherman

EDLD 607: SCHOOL MANAGEMENT & BUDGET 3 credits SPED Policy & Law J.Newman/D.Egan/K.Sherman Crisis Planning Cathy PaineSchool Budget J. Rexford/K.Hledik/P.McCullum Proactive School-Wide Management II Jeff Sprague

EDLD 607: SUPERVISION & INSTRUCTIONAL LEADERSHIP 3 credits Instructional Leadership Colt Gill/Bill RhoadesFacilitative Leadership Nancy Golden Professional Skills (Educational Philosophy/Resume Workshop) Lidona Wagner/Peter MillerPersonnel Issues Ron Wilkinson/Deb Egan/Bruce ZagarScheduling/Elementary/esis V. VanBuren/B.Bartlett/J. WeberSchool Supervision Nancy Golden

EDLD 607: ETHICS & SCHOOL/COMMUNITY RELATIONS 3 credits Social & Community Services Bill Rhoades/Tom Horn/Chris ParraCommunications & Media Krista ParentLicensure Issues Vickie ChamberlinPolicy & Ethics Vickie Fleming/Tom Henry/Krista ParentIntegration Seminar Phil McCullum/IAL Team

SCOPE AND SEQUENCE OF COURSES

TSPC APPLICATION: IAL Curriculum Sequence

INSTITUTE INSTRUCTOR

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SCHOOL LAW & SOCIAL JUSTICE

Institute: Team Building/Personal & Corporate Vision

Instructor: Phil McCullum, Ph. D., Director of UO Administrator Licensure Program& Kim Sherman, Ph.D., Assistant Director of UO Administrator Licensure Program

Rationale/Description: Future administrators need to know how to build school personnel into a vision-oriented team and how to be an effective member of such a team.

Course Outcomes:1. Group Agreements2. Cohort logo3. Personal IAL objectives

Course Activities:1. Meeting and introducing a cohort member to the group2. Cooperative games that lead to self and group awareness3. Overview of IAL program: developing personal objectives 4. Assessment Tool: Each person assessing her/his strengths and weaknesses as an educational leader. 5. Developing agreements around what is necessary for everyone to totally participate in IAL learning activities.6. Textbooks & Readings: a. The Culturally Proficient School, An Implementation Guide for School Leaders by Randall B. Lindsey, Laraine M. Roberts, Franklin CampbellJones b. Campus Cohort IAL Student Handbook

Procedures and Criteria for Evaluation of Student Achievement:In Class: Students will participate in several activities designed for them to demonstrate leadership and team building while solving problems with a group.

Assignment: Students will reflect on the question, what are diverse teams? Write a short purpose statement on the role of leadership, including considerations, challenges and caveats to consider when developing work teams. Students will participate in a table discussion on team building sharing out to the larger cohort. Reflection papers will be submitted to the instructor.

Practicum: Knowledge and skills developed in this course have direct connection to practicum experience. Assignments may require activities at the practicum site. Institute assignments are evaluated by institute leaders; practicum activities are evaluated by practicum supervisors. Please refer to the Practicum Handbook for information regarding practicum requirements.

All institutes in the IAL are based on Proficiency Standards. All students are required to meet minimum pass standards for assignments; students who fall below the standard will be asked to re-do and re-submit assignments until the work meets the proficiency standards for a Pass. Institute leaders are available to work with students who fail to meet proficiency standards.

Participation expectations and assignment/examination grading and scoring rubrics will be provided by the institute leaders. A complete set of institute assignments and handouts may also be located in the IAL Materials Notebook.

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The assignments for this particular institute comprise 10% of the course grade and are recorded in the Summer Session 1 grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

Correlation with Standards:1.4 (c) Candidates assume stewardship of the vision through various methods.3.1 (a) Candidates demonstrate the ability to optimize the learning environment for all students by applying

appropriate models and principles of organizational development and management, including research and data-driven decision-making with attention to indicators of equity, effectiveness, and efficiency.

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SCHOOL LAW & SOCIAL JUSTICEInstitute: School Law

Instructor: Kathryn Wells Murdock, JD

Rationale/Description:The legal needs of the initial administrator primarily include finding, understanding and applying the various sources of the law that relate to student behavior and the teaching/learning process. This knowledge will guide the administrator in 1) developing policies and regulation to comply with state and federal law, 2) minimizing district legal liabilities and 3) maximizing district resources.

Understanding due process is necessary for administrators for several reasons. A constitutional framework is necessary to be able to meaningfully review and develop policies in this area. A vice-principal who is assigned disciplinary duties needs to be able to immediately locate the applicable administrative rules as well as state and federal statues in order to fairly and correctly mete out discipline and to be able to explain to a parent the “why” of his or her actions.

Course Outcomes:1. Promote excellence in the educational environment through the law2. Understand the principal’s leadership role in:

a. Assuring that the school, as an arm of the state in a democratic society, operates within boundaries of federal and state law and local district policies.

b. Dealing with conflicting interests in clear, legal, and ethical ways. c. Exercising sound judgment in decision-making. d. Articulating the legal bases for policies and procedures in a way that will stimulate respect for

and adherence to the law by staff, students and parents.. Course Activities:

1. Introductions and expectations2. The court system, sources of law

a. How to read statutes and judicial decisions3. Overview of religion in the public school4. A closer look: cases, constitutions and statutes governing religion5. Torts, negligence and liability of the district 6. Scenarios and discussion7. Student speech and the First Amendment: Balancing schools’ and students’ rights8. Teacher speech and freedom of expression9. Due process and student discipline

a. A closer look at ORS 339.250 b. Search and understand the Fourth Amendment and New Jersey v. T.L.O. and student

appearance10. Sexual Harassment: Direction from the U.S. Supreme Court

a. Prevention through policies, procedures and educationb. PowerPoint presentation Handoutc. Small group simulations

11. Other forms of prohibited discrimination, harassmenta. Protected classesb. School and race since Plessy v. Ferguson

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Course Activities: (Continued)12. Open forum for student questions on legal issues13. An exception to confidentiality of records: Confidentiality of students’ records under Family

Educational Rights and Privacy Act Handout14. Public Records and Education Records - compare and contrast15. Privileged communication Handout16. The mandate of child abuse reporting Handout17. Parents’ rights and the schools’ responsibilities Handout18. Custodial issues and the school principal

a. Parental access to student recordsb. Parental access to school, to studentsc. Working with attorneys for child, parentsd. Reading Court Documents

19. Open forum for student questions on legal issues

Procedures and Criteria for Evaluation of Student Achievement:

ASSIGNMENTS:1. In no more than one page, state the facts, the issue, and the holding for the following cases: Tinker v.

Des Moines, Bethel v. Fraser, and Hazelwood v. Kuhlmeier. Compare the three cases as to whether they expand or limit schools’ authority

2. Final examination

EVALUATION CRITERIA:Practicum: Knowledge and skills developed in this course have direct connection to practicum experience. Assignments may require activities at the practicum site. Institute assignments are evaluated by institute leaders; practicum activities are evaluated by practicum supervisors. Please refer to the Practicum Handbook for information regarding practicum requirements. All institutes in the IAL are based on Proficiency Standards. All students are required to meet minimum pass standards for assignments; students who fall below the standard will be asked to re-do and re-submit assignments until the work meets the proficiency standards for a Pass. Institute leaders are available to work with students who fail to meet proficiency standards. Participation expectations and assignment/examination grading and scoring rubrics will be provided by the institute leaders. A complete set of institute assignments and handouts may also be located in the IAL Materials Notebook. General requirements and procedures for preparing institute written assignments are further explained in the Initial Administrator Licensure Student Handbook, on pages 2.14 through 2.16. The matrix which aligns the Administrator Standards to evaluation indices and practicum experience is located in the Initial Administrator Licensure Student Handbook, on pages 3.7 through 3.16.

The assignments for this particular Institute comprise 80% of the course grade and are recorded in the Summer Session 1 grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

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Correlation with Standards:2.3 (b): Candidates apply human development theory, proven learning and motivational theories, and concern for

diversity to the learning process.3.2 (c): Candidates demonstrate an understanding of how to apply legal principals to promote educational equity

and provide safe, effective, and efficient facilities.4.1 (b): Candidates demonstrate an ability to involve all families in the education of their children based on the

belief that families have the best interests of their children in mind.4.2 (d): Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and

special interest groups) of the school community to improve school programs and meet the diverse needs of all students.

5.1 (a): Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions to promote such respect.

5.3 (a): Candidates make and explain decisions based upon ethical and legal principles.5.3 (b): Candidates demonstrate respect and diligence regarding the law and compliance with its requirements.6.1 (b): Candidates demonstrate the ability to explain how the legal and political systems and institutional

framework of schools have shaped a school and community, as well as the opportunities available children and families in a particular school.

6.1 (d): Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities.

6.3 (a): Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws.

6.3 (b): Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.


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Institute: Social Justice

Instructor: Gus Baldares & OALA

Rationale/Description: What does it mean to leave no child behind? What does it mean to be from poverty and to go to school in America? Through sharing her journey out of “generational poverty,” findings from her doctoral research on generational poverty and successful completion of a bachelor’s degree, and fifteen years of working in schools struggling with educating students from poverty, Donna Beegle will frame the discussion of how to successfully engage students and families from generational poverty in the education process.

Course Outcomes:1. Understand how poverty in the U.S. is internalized as a personal deficiency. 2. Understand how to develop a welcoming climate and meaningful curriculum for students from poverty backgrounds.3. Understand how to implement changes in communication, teaching and learning styles to enhance educational success for students from poverty.4. Understand how to connect in meaningful ways to redefine the meaning and value of education.

Course Activities:1. Discuss the impact and meaning of education for students from generational poverty.2. Explain the difference between immigrant poverty and poverty in the U.S.3. Discuss the confounding of race and class issues in developing strategies for educating students from poverty.4. Explain the barriers perceived by people in poverty when dealing with educators.5. Discuss ways to motivate and provide meaningful incentives to students from poverty backgrounds.6. Explain how to frame education goals from the perspective of students and families from poverty.

Procedures and Criteria for Evaluation of Student Achievement:In Class: Participation in value-laden scenario. There is not an out of class assignment for this institute.




General requirements and procedures for preparing institute written assignments are further explained in the Initial Administrator Licensure Student Handbook, on pages 2.14 through 2.16. The matrix which aligns the Administrator Standards to evaluation indices and practicum experience is located in the Initial Administrator Licensure Student Handbook, on pages 3.7 through 3.16.

The assignments for this particular Institute comprise 10% of the Course grade and are recorded in the Summer Session 1 grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

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Correlation with Standards:1.1 (b): Candidates base this vision on culturally relevant knowledge and theories, including but not limited to

an understanding of learning goals in a democratic and pluralistic society, the diversity of learners and learners’ needs, school and interactive social and cultural systems, and social and organizational change.

1.5 (a): Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts.3.2 (c): Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities.4.1 (b): Candidates demonstrate an ability to involve all families in the education of their children based on the belief that families have the best interests of their children in mind.4.1 (f): Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.4.1 (g): Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services.4.2 (d): Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students.6.1 (b): Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have a school and community, as well as the opportunities available to children and families in a particular school.6.1 (c):Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.6.1 (e): Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools.6.2 (a): Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.6.3 (c): Candidates advocate for policies and programs and instructional strategies that promote equitable

learning opportunities and success for all students, regardless of native language, socioeconomic background, ethnicity, gender, disability, or other individual characteristics.


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Institute: Cultural Competency

Instructors: John Lenssen/Phil McCullum

Rationale/Descriptions: This institute focuses on the changes occurring in Oregon’s ethnic and cultural makeup, and their significance for Oregon teachers, students, classified employees and administrators who are responsible for the education of an increasingly diverse student body.

Course Outcomes:1. How do we acknowledge other cultures and engage them when they close the door? 2. How do we create an environment to encourage discussions on diversity in a safe way?3. Retention of students of color? Also, staff and administrators.4. How do we move from an unconscious competence to a conscious competence?5. Assimilation process?6. How get to a place of discussing diversity as part of the environment instead of an add-on?7. How do people get comfortable enough with themselves to be able to engage conversations about diversity?8. How do we create the best learning environment for children and adults?9. What is it that diversity asks of us other than to treat people fairly? Course Activities:1. Cultural Proficiency 5. Cultural Precompetence2. Cultural Destructivemess 6. Cultural Competence3. Cultural Incapacity 7. Cultural Proficiency4. Cultural Blindness

Procedures and Criteria for Evaluation of Student Achievement:In Class: Role play of three different scenarios involving race and education.Assignment: Analysis of case study identifying the following:• The cultural lenses through which the tow analysts unconsciously view the case.• Critical inquiry questions (select from the Guiding Principles, the Essential Elements and/or the Six

Conditions of Courage Conversations about Race).• Continuum of culturally competent response(s).




General requirements and procedures for preparing institute written assignments are further explained

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in the Initial Administrator Licensure Student Handbook, on pages 2.14 through 2.16. The matrix which aligns the Administrator Standards to evaluation indices and practicum experience is located in the Initial Administrator Licensure Student Handbook, on pages 3.7 through 3.16.

The assignments for this particular Institute comprise 30% of the Course grade and is recorded within the Summer Session 2 grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

Correlation with Standards:

1.1 (b): Candidates base this vision on culturally relevant knowledge and theories, including but not limited to an understanding of learning goals in a democratic and pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

1.5 (a): Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts.

2.1 (a): Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.4.2 (d): Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and


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Institute: Closing the Achievement Gap

Instructors: John Lenssen/Phil McCullum

Rationale/Descriptions:This institute explores the relationships between social class, race/ethnicity, and schooling and shares research on the intersections between these areas and education/social policy. Background reading helps future administrators identify educational issues unique to diverse populations.

Course Outcomes:1. An understanding of the seriousness and complexity of the problem. 2. Some ideas about successful approaches to the problem.

Course Activities:1. Class & Schools: Using Social, Economic and Educational Reform to Close the Black-White Achievement Test by Richard Rothstein.2. Doug Ready research.3. After the Test: How Schools are Using Data to Close the Achievement Gap by Kiley Walsh Symonds. 4. Newwork News, Newsletter of the Minority Student Achievement Network.5. Charles Martinez research on Latino students and families.

Procedures and Criteria for Evaluation of Student Achievement:In class activities: Students will review academic and behavioral data and investigate effective interventions. This course is designed to prepare students to respond effectively to achievement gap issues and lead staff and community in the discussion needed to effectively implement a change in policy and practice needed to close the achievement gap in their schools.

Assignment: School wide or classroom data will be analyzed to develop a report on achievement and equity for a specific organizational unit. Students will present their report to the instructor and be prepared to present to the cohort. A grading rubric will be provided in class.





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Procedures and Criteria for Evaluation of Student Achievement (continued):The assignments for this particular institute comprise 30% of the course grade and are recorded within the Summer Session 2 grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

Correlation with Standards:1.1 (b): Candidates base this vision on culturally relevant knowledge and theories, including but not limited to

an understanding of learning goals in a democratic and pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

3.1 (a): Candidates demonstrate the ability to optimize the learning environment for all students by applying ap-propriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency.

4.1 (b): Candidates demonstrate an ability to involve all families in the education of their children based on the belief that families have the best interests of their children in mind.

4.2 (d): Candidates provide leadership to programs serving students with special and exceptional needs.4.2 (d): Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and

special interest groups) of the school community to improve school programs and meet the diverse needs of all students.

6.1 (d): Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities.

6.3 (c): Candidates advocate for policies and programs and instructional strategies that promote equitable learn-ing opportunities and success for all students, regardless of native language, socioeconomic background, ethnicity, gender, disability, or other individual characteristics.


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Institute: Curriculum and Instruction

Instructors: Sally Storm, Phil McCullum, and Kim Sherman

Rationale/Description:This class is designed around the general topic of schoolwide curriculum reform, development and implementation. The goal is to provide future administrators with the knowledge and decision-making skills for establishing a schoolwide focus and commitment to increasing student learning and performance. The sessions will examine strategies for selecting, managing, and adapting components of effective curricula for the full range of learners. However, because the design, architecture, delivery, assessment, and organization of curricula are not content neutral, the specific content for the schoolwide model and curriculum examples are in the area of beginning reading and language arts.

Course Outcomes:1. Understand the important role that research, scientific inquiry, and program evaluation play in all educational decisions. Utilize research and a data-based approach as primary bases for making administrative decisions. 2. Identify ways to enhance student learning by managing and optimizing alterable variables. 3. Identify the components of effective beginning reading curricula for the primary and elementary grades that could serve as examples of other effective curricula.4. Understand the architecture of curricula that meet the needs of a broad range of learners (i.e., racial, ethnic, linguistic, economic, instructional, social diversity).5. Understand strategies, models, and examples for organizing a school building or district to examine curricular initiatives, successful school improvement efforts, effective instructional innovations and tools.6. Identify, describe, analyze, evaluate, and defend effective instructional strategies, approaches, and tools that are (a) designed to meet the learning and curricular needs of all learners, especially diverse learners, and (b) developed according to a set of empirically-validated principles.

Course Activities:

Course Introduction and Organization 1. Overview of content, goals, objectives, readings, and student expectations. 2. Review theoretical and empirical models for beginning reading.3. Examine the characteristics of diverse learners and the implications of curriculum materials on their performance/achievement.

Schools as Complex Host Environments1. Examine a theoretical framework for thinking about and examining curriculum and learning issues at the school level.2. Review the context of school reform and accountability, changing demographics, and results-based school change models.3. Discuss and consider the elements and features of schools as complex host environments.

Schoolwide Beginning Reading Model1. Review critical dimensions of a schoolwide beginning reading model and conduct a “mock” internal audit on instructional goals and academic assessment using the Planning and Evaluation Tool (see Kamèenui & Simmons, 2003).

2. Review critical dimensions of school improvement and conduct a “mock” internal audit (see Planning and Evaluation Tool for Effective Schoolwide Reading Programs, Kamèenui & Simmons, 2003) of instructional programs, allocated time, differentiated instruction, organization, and professional development.

ACADEMIC ORGANIZATION & PLANNING

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1. Class participation that adds to the discussion, expands perspectives, and respects the views of others.2. Completion of a school-wide performance improvement plan, a format for which will be provided in

class.





The assignments for this particular institute comprise 40% of the course grade and are recorded within the Summer Session 2 grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).


2.2 (a): Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials.

2.2 (b): Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.

2.3 (a): Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.

2.3 (b): Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.

2.3 (c): Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

3.1 (b): Candidates develop plans of action for focusing on effective organization and management of fiscal, human and material resources, giving priority to student learning, safety, curriculum, and instruction.


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Institute: Proactive School-Wide Management I

Instructor: Rob Horner, Ph.D.

Rationale/Description: Provides future administrators with the knowledge and skills needed to establish and maintain an effective school-wide discipline system. A systems approach to school-wide discipline that sustains a continuum of positive behavior support will be emphasized.

Course Outcomes:1. Define the essential features of, and rationale behind, school-wide positive behavior support.2. Define the procedures for implementing school-wide positive behavior support.3. Self-assess if critical features of school-wide positive behavior support are present in a school.4. Build a curriculum that defines and teaches school-wide behavioral expectations.5. Build a support system that rewards appropriate behavior.6. Build and implement a continuum of consequences for undesirable behavior.7. Collect and use information for on-going decision-making.8. Define features of effective classroom behavior support.9. Describe features of function-based support at the individual level.

Course Activities:1. Overview of Objectives and Expectations2. School-wide Positive Behavior Support: Logic, Definition, Core Features3. Examples of School-wide PBS4. Evaluation Outcomes5. Implementation Process6. Implementing School-wide PBS7. Team Checklist and EBS Survey8. Classroom Management Systems9. Self-evaluation of classroom management10. Debrief questions from June 3011. Using Data for Decision-making12. Individualized Student Supports: Targeted Interventions13. Effective Behavior Support Plans: Individual Interventions14. Function-based Behavior Support Systems15. Summary and Next Steps

Procedures and Criteria for Evaluation of Student Achievement:1. Examine the extent to which school-wide behavior support systems are in place within one school, and

provide recommendations. You may conduct this survey with a school that is or is not implementing school-wide positive behavior support.

2. Define a set of school-wide behavioral expectations, organize these expectations within a curriculum matrix, and design the teaching plan for one location in the school.

3. Demonstrate the organization and use of office discipline referral data for decision-making.


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The assignments for this particular institute comprise 45% of the course grade and are recorded within the Fall grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

Correlation with Standards:1.2 (b): Candidates demonstrate the ability to use data-based research strategies and

strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

1.4 (b): Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.

2.1 (a): Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.

3.1 (b): Candidates develop plans of action for focusing on effective organization and management of fiscal, human and material resources, giving priority to student learning, safety, curriculum, and instruction.


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Institute: School Improvement Planning

Instructor: Bill Rhoades, Krista Parent, D.Ed.Rationale/Description: It is critical that future administrators have the skill and knowledge to implement a continuous progress school improvement model that is constantly evaluating and refining current school practices so students will reach high academic and social standards.

Course Outcomes:1. Recognize the dominant rhythms (new realities) at play in the world in order to better craft change

strategies in tune with the times.2. Understand the new and emerging roles of leadership and management in Information and Post-

Information Age organizations.3. Recognize management and leadership for what they are and be able to distinguish between the two.4. Understand the systemic nature of reform today and how to keep multiple innovations coherent/

connected.5. Recognize the primacy of vision/values in planning/ utilize systemic reform templates as channel

markers.6. Recognize the influence of infrastructure in supporting of stifling new practices.7. Understand all major components of the Educational Act for the 21st Century.

Course Activities:1. What is school improvement? a. Think Ink Link

b. Ticket Exchangec. Consensus Definitiond. Components of school improvement (State/ODE version, Paul’s version, Your version)e. School and teacher level factors to consider no matter the version

2. Getting to know your staff a. Background and personal interests b. Conceptions or world views on education c. Professional interests d. Beliefs/barriers and connection to motivation e. Teamwork f. Opportunities for leadership g. Humor and fun h. Active listening and the danger of becoming a know-it-all i. Be yourself3. Knowing your data and owning your data

a. Why use data?b. State test resultsc. School profilesd. How are the children?e. QEM comparisonf. Oregon Healthy Teens Surveyg. What else?


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4. Using your data, setting goals and planning for actiona. Analyzing state testsb. Analyzing other datac. Achievement gap and equity auditsd. Proactive redundancye. Set just a few goals and keep them simple and measurable (triangulate the data)f. Revisiting your interpretation of data and looking for evidence of results

5. Good teaching is the key to school improvement: the case for staff developmenta. True or False activityb. Key components of staff developmentc. Model for staff developmentd. Celebrate teaching

6. Big changes versus little changesa. Small steps directed at big changesb. What pieces are in place and what pieces may be missing?

7. Instructional Leadership a. Principal as noun or adjective b. Leadership versus management

c. Taking risks and innovative practicesd. Recognizing elements of good teaching

8. Wrap-up a. Consensus definition revisited b. Questions and answers

Procedures and Criteria for Evaluation of Student Achievement:Using one of the systemic reform templates presented in class, construct a mind map to keep track of your school’s, district’s, or organization’s reform initiatives. Include a key or legend with the mind map which indicates: currently in place, partially in place, and under consideration.





The assignments for this particular institute comprise 10% of the course grade and are recorded within the Winter grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).


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Correlation with Standards:1.2 (a): Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership

processes necessary to implement and support the vision.1.3 (b): Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related

goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).

2.3 (a): Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.

2.4 (a): Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals.3.3 (a): Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning.6.2 (a): Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

COURSE SYLLABIACADEMIC ORGANIZATION & PLANNING

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Institute: Data Driven Decision-Making

Instructor: Gerald Tindal, Ph.D., Kim Sherman, Ph.D.

Rationale:The purpose of this institute is to examine the role of assessment in making student-level as well as systems-level decisions. We will discuss the importance of using reliable data to establish goals and continuous progress monitoring as goals are implemented. Highlighted topics include selecting tools that align with your goals, determining the appropriateness of the measures, and evaluating the information to inform your decisions. We will address contextual assessment issues, both classroom-based and large scale. The classroom-based assessment discusses issues around alignment to state standards, progress monitoring, and teacher decision-making. Large scale discussions surround interpreting statewide data in relation to AYP, and school-based decisions based on those scores. Course Outcomes:

Students will be able to:1. Demonstrate their understanding of the data driven decision making process by asking questions of their

data, analyzing data, interpreting the results of data, and then making informed instructional decisions.2. Identify the basic strengths and weaknesses of assessments in relation to reliability, validity, and domain

and skill sampling.3. Use basic EXCEL functions to analyze data sets.4. Use the data analysis results from EXCEL worksheets to make decisions based on their data.5. Apply their knowledge of data driven decision making to their school context.

Course Activities:

1. Data driven decision makinga. Validityb. Applications of data driven decision making and NCLB/State and district c. datad. Reliability

2. Distributiona. Measures of central tendencyb. Measures of variancec. Percentile rankd. Box and whisker plots

3. Standard error of measurea. Standard scoresb. Cut scoresc. Skill and domain samplingd. Knowledge formse. Intellectual operationsf. Sampling

4. Group worka. Group presentationsb. Wrap-upc. Feedback forms

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Probes:Probes, or reflective pieces, will be sent to you via e-mail three weeks prior to the due date. They are composed of approximately 6 reflective questions based on how you are applying you new skills in data driven decision making and how they are currently being used in your school site.Due dates for probes: First probe: September 16/17 Second probe: December 2/3Probes (reflective pieces) will be sent to you on August 26 and November 11 respectively. You will find that these probes and the artifacts you collect to support your probes, when complete, will fit very nicely into your portfolio under either goals/programs or decision making.

Using Data to Make Decision:Demonstrate how you have used data to inform an instructional decision.1. Select a data set from your school that is related to student achievement data (include that data set in your

assignment). *This could be your biggest challenge*2. Describe the data set (where it is from, constraints, how it is used in your school, etc.).3. What question(s) do you want to ask the data?4. What analyses did you use?5. Why did you choose these particular types of analyses?6. What were your findings?7. What decisions did you make?8. Why did you make those decisions?9. How were your decisions supported by your findings?10. What were the implementation outcomes of your decisions?

a. Based on the findings was it the right decision? Why/why not?b. Were there road blocks? (Implementation, Finding usable data, Other)






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1.2 (b): Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.1.4 (b): Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.2.2 (b): Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.2.2 (d): Candidates demonstrate the ability to use aggregated and disaggregated student achievement data to develop effective instructional programs.2.2 (e): Candidates demonstrate the ability to use individual and group achievement data

to develop school improvement plans.2.2 (f): Candidates are able to use a variety of assessment tools and techniques to improve student achievement.2.3 (c): Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement. 3.1 (a): Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency.4.2 (b): Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics.

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SCHOOL MANAGEMENT & BUDGET

Institute: SPED Policy and Law

Instructor: Judy Newman, M.S.Rationale/Description: Provides future administrators skills for making educational decisions while safeguarding the rights of the many stakeholders concerned with the teaching-learning process. Course Outcomes:Students will learn how to obtain and interpret legislative and governmental regulations bearing on the legal implications of educational decisions.

Course Activities:1. History of SPED 4. SPED Process 8. Panel2. Component of Special education 5. Scenarios 9. Debrief3. Procedural Safeguards 6. Discipline 10. Assignment 7. Scenarios 11. SPED Jeopardy

Procedures and Criteria for Evaluation of Student Achievement:Part 1: • Attend an IEP meeting, preferably and annual IEP.

• Use the IEP Meeting Checklist to track meeting compliance (turn it in with checks and comments). Write a brief summary (1/2 to 1 page maximum) of the meeting: Were the legal requirements followed? Was the meeting organized? Well run? Participation encouraged? Would you need to change anything as the responsible administrator?

Part 2: • Look at a student’s IEP and then see if the IEP is being implemented as it is written. Consider the services provided, the goals and objectives being taught, the data being collected, the accommodations, the modifications, the setting, all aspects of the IEP. Use the Guide for IEP Implementation Activity to help you evaluate this.

• Write a short summary (1/2 to 1 page maximum) of how the IEP is being implemented. Is what is said on the IEP being done? Are the legal agreements being kept? How do you know? Would you need to change anything as the responsible administrator?






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Correlation with Standards:2.2 (b): Candidates demonstrate the ability to make recommendations regarding the

design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.

4.2 (c): Candidates provide leadership to programs serving students with special and exceptional needs.

5.1 (a): Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions to promote such respect.

6.1 (b): Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school.


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Institute: Crisis Planning

Instructor: Cathy Paine, M. A., Springfield School District Special Services Coordinator

Rationale: Provides future administrators knowledge and skills for crisis planning. Threat assessment addresses the reality that violence, natural disaster, or death can happen any time, anywhere. By considering real-life school examples, participants learn how administrators can effectively respond to crises to protect the wellbeing and security of students and staff, deal with the media, and support students, staff, and families.

Course Outcomes:1. The class and manual are intended to be a “Quick Guide” and pre-planning tool to the important tasks which school administrators face in responding to the physical and emotional needs students and staff during and following an emergency situation. It is a supplement to any district’s Emergency Procedures Manual.

2. Following an emergency situation, such as an accident or natural disaster, or a tragedy such as the death of a student or staff member, it is not unusual for staff members to be emotionally upset and to find it difficult to organize and prioritize tasks that must be performed. This class covers the functions that are the responsibility of the building principal should an emergency or tragedy occur.

3. As the chief officer of the building, the principal or administrator is responsible for the implementation of Emergency Procedures and Emergency Response plans. Aside from putting the plans into motion, the attitude the principal or administrator presents about the importance of the plans and how sensitively they should be carried out, can set the tone for how the entire school or building staff responds. The principal’s and administrator’s active participation and leadership is necessary from the first step of receiving the notification of the emergency or tragedy to after the immediate emergency is over when the effectiveness of the emergency procedures and response plans are evaluated.

Course Activities:1. What is Emergency Response? 6. Grief and Loss Information 2. Planning for an Emergency 7. Memorials 3. Crisis Day: What to Do 8. Post-Incident Suggestions4. Telephone Tree Network 9. School/Building Emergency Response Plan & Supplies5. Media Communications 10. Building Planning Tools 11. Hope & Healing


In Class: Participation in group discussions and activities

Assignments:1. Complete the attached “Crisis Management Components” Checklist. Obtain the information about your

current school or site through district documents or interviews with key people.2. Put an * by the top 5 priorities (i.e. areas of need) that you see for your school/site based on the checklist.3. For each item you marked with an *, write a statement of acationplan and identify who would be

responsible. For example, “principal will” distribute copies of crisis plan to all staff during fall inservice week.”

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4. Compose a brief (1 page) reflection on this Institute. Please type.a. Given the cultural make-up of the population in your school/site, what factors would you need to

consider in responding to a student death?b. What was most meaningful for you in this institute?

5. Return the following: a. The completed checklist with action planb. Reflection paper






Correlation with Standards:3.1.b.: Candidates develop plans of action for focusing on effective organization and management of fiscal, human and material resources, giving priority to student learning, safety, curriculum, and instruction.

4.1.b.: Candidates demonstrate an ability to involve all families in the education of their children based on the belief that families have the best interests of their children in mind.


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Institute: School Budget

Instructors: John Rexford, M.B.A., Kathie Hledik, M.A., & Phil McCullum, P.hd.

Rationale/Description:The Central function of educational resource management is expediting the teaching-learning mission of the school. This course is designed to present an overview to prospective administrators of the responsibilities in educational resource management. Administrators need to be able to assess the fiscal implications of fiscal decisions and alternatives. Fiscal responsibility and stewardship of public trust are essential. The management of educational resources is demonstrated on three levels: 1. The accomplishment of technical tasks such as budgeting and accounting 2. Management decisions by the administrator regarding the allocation of educational resources; and 3. Long-range planning and policy considerations at the site and district level.

Course Outcomes:1. Building a Budget Process Framework: a. Projected enrollment b. Staffing ratios, certified and classified c. Additional FTE, not used in staffing ratio (SPED, Speech, ELL-ESL, Media, Tech, Specialists) d. Supply allocations (per student)

2. Line Item Numbers: a. 300 Series, 400 Series, 500 Series b. Plus, any carryover from the prior year c. Plus, any revolving accounts (maintenance)

3. District Accounts vs. Building Accounts: a. Revenue types b. Fundraising c. Building rental d. Transferring funds

4. Making Cuts to Balance the Budget a. Staffing ratios for certified and classified b. Supply monies c. Can some supply monies be replaced from other sources (off-loading expenses from grants, sponsorships, partnerships, matching funds)

5. Grant Accounting a. How does it differ? b. How it can help (extra staff and programs) c. How it can hurt (dependence, then programs are eliminated d. What are the reporting requirements? (Goals, gathering data, analysis, evaluation) e. Can the program continue when the grant expires? (Infrastructure)

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Course Activities:1. Introduction and overview of fund accounting and school budgeting2. Budget process timeline3. Umbrella of fund accounting4. Walk through the PBAM document5. Elementary budgets (Nancy Danebo documents)6. Middle school budgets (Glen Cascade documents)7. High school budgets (Jim Willamette documents)8. Divide into three groups by levels and answer questions on cards9. Small group activities: a. Develop budget with cut scenarios b. Which stakeholder groups would you contact?

Procedures and Criteria for Evaluation of Student Achievement:Assignment: 1. Given these parameters (enrollment, staffing ratios, per student allocations), build a budget for your building. 2. Superintendent says cut 10% across the board in 300 and 400 series due to reduced monies from the state: a. Protect programs which are essential to your school. b. Can cuts be replaced with other resources?

3. Superintendent says cut 5% of FTE of staff, including certified and classified staff, in order to balance the district budget:

a. What impact will this have on your building and programs? b. Are there any creative ways to finance programs which are essential services to your students and families? c. What process would you use to develop this cut? d. Which stakeholder groups would you contact?






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Correlation with Standards:3.1 (b): Candidates develop plans of action for focusing on effective organization and management of fiscal, human and material resources, giving priority to student learning, safety, curriculum, and instruction.3.1 (c): Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement.3.3 (b): Candidates creatively seek new resources to facilitate learning.4.3 (c): Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.


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Institute: Proactive School-Wide Management II

Instructor: Jeff Sprague, Ph.D.

Rationale/Description: Provides future administrators with the knowledge and skills needed to establish and maintain an effective school-wide discipline system. A systems approach to school-wide discipline that sustains a continuum of positive behavior support will be emphasized.

Course Outcomes:Students will:

1. Describe the essential features and relationships among (a) school-wide discipline systems, (b) classroom management plans, and (c) individual student behavior support planning.

2. Identify, adopt, evaluate, and modify research-validated school-wide behavior support practices, processes, procedures, and curricula.

3. Describe the relationship between effective instructional and behavioral support systems.4. Describe the strategies, procedures, and processes associated with the development, implementation,

and evaluation of specially designed, individualized behavior support planning for students with high frequency and intensity problem behavior.

5. Establish and sustain procedures and processes for on-going professional/staff development related to school-side discipline and behavior support.

6. Establish and sustain procedures and processes for describing, collecting, and evaluating data to make school-wide behavior support decisions.

Course Activities:1. Establishing an EBS Leadership Team2. Securing School-wide Agreements & Supports3. Establishing Data-based Action Plan4. Arrange for High Fidelity Implementation5. Conduct Formative Data-based Monitoring6. Understanding & Managing Escalating Behavior

Procedures and Criteria for Evaluation of Student Achievement: Nonclassroom Observation Activity a. Identify one nonclassroom setting in which supervision is emphasized. b. Assess the level of active supervision occurring during a 20 minute observation on two separate days. c. Also complete items 1.-8. of the “Supervision Self-Assessment” (in booklet) for those same two observations. d. Develop a written statement that describes the overall status of supervision in this setting. Use your data to support your summary. e. Provide a written recommendation on what, if anything, should be done and accomplished by (a) 3/1/2010 and (b) 6/1/2010. Be specific.

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Procedures and Criteria for Evaluation of Student Achievement (continued):






Correlation with Standards:1.4.b. Candidates design or adopt a system for using data-based research strategies to

regularly monitor, evaluate, and revise the vision.3.1.b. Candidates develop plans of action for focusing on effective organization and

management of fiscal, human and material resources, giving priority to student learning, safety, curriculum, and instruction.

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Institute: Instructional Leadership

Instructor: Colt Gill, M.Ed.

Rationale/Description: With the pressure for accountability, the role of administrators is increasingly that of an instructional leader. Cur-rently in our schools time and support are the constant, and level/amount/depth of learning for individuals is the variable. To really help kids succeed, we need a major shift in assumption, i.e. 2nd order change. This institute exposes future administrators to a variety of ways by which to create this change. Course Outcomes:Students will examine how their school ensures achievement for all by:• Usingandunderstandingdataandusingittomakedecisions• Encouragingactiveengagementfromfamilyandcommunity• Teamingtofocusonimprovingteachingandlearningandtosustaintheseefforts

Course Activities:1. Sharing the Data a. 3 words/phrases that describe school’s culture b. Songs representing school’s culture

2.Examplesofschoolmissionstatements a. Thinking about, b. Writing about, c. Sharing your school’s culture

3. Readings: DuFour’s Whatever It Takes: Chapters 4 & 7 and Marzano’s School Leadership That Works: From Research to Results: Chapters 4 & 5 Activity: Save the Last Word for Me, developed by Patricia Averette

4.DevelopingaCommonUnderstanding

5. Resistance to change and how to overcome it

6. Managing Complex Change

7. Determining 1st and 2nd Order Change

8. Sustain & Celebrate

9. Failure Is Not An Option

10. Marzano’s 21 areas for impacting student achievement

11.5StepsforEffectiveSchoolLeadership

12. Leadership Team BethelSchoolDistrict:AdministratorGrowth&EvaluationTool

13. Distribute Responsibility a. Think about a leader going after one of the 21 areas, b. Write about it c. Post and share it

SUPERVISION & INSTRTRUCTIONAL L EADERSHIP

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Procedures and Criteria for Evaluation of Student Achievement:Assignment Reread Marzano chapter on 1st and 2nd order change.Reread DuFour chapter on elementary, middle, or high school efforts (whichever best applies to your situation)

Create a chart that:• Names the interventions presented in the DuFour chapter• Describes a similar intervention in your school or states that your school does not have a similar inter-

vention in place and• States whether instituting such an intervention would constitute 1st or 2nd order change for your staff

and, briefly, why.Expectation: You will address each intervention listed in the chapter.

Alternate Assignment 1• Complete the chultre check activities at your school (including the bulleted list of words or statements,

the culture songs, and DuFour’s 4 schools.• Write a one-page summary describing the experience and the staff responses.• Expectation: You will carry-out the exercises at a staff meeting, briefly describe your actions, describe

participant reactions, and describe any responses that surprised you about your school’s culture.

Alternate Assignment 21. Create an electronic presentation featuring your school. The audience would be your school community (staff and families), but you must focus on four principles from Failure Is Not An Option:

• Share the mission/vision, values & goals (try to get a feel for your school’s culture here) • Share how the school ensures achievement for all (include info about systems for prevention and inter-

vention of academic failure)• Share some data and how your school uses it to make decisions• Share how the school gains/encourages active engagement from family and community• Bonus points: Share how your school teams to focus on improving teaching and learning. Share how

your school sustains these efforts.

2. Technical aspects• Create the presentation in a form I can access (web pages, blog, ppt, etc.)• Include at least 3 of the following: text, audio (podcast, music, etc.), graphics/photos, and/or video




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Correlation with Standards:1.2 (a): Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.1.3 (a): Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision.1.4 (a): Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision.1.5 (b): Candidates acquire and demonstrate the skills needed to communicate effectively with all stake holders about implementation of the vision.2.3 (a): Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.3.2 (a): Candidates demonstrate the ability to involve staff in conducting operations and setting priori ties using appropriate and effective needs assessment, research-based data, and group process skillstobuildconsensus,communicate,andresolveconflictsinordertoalignresourceswiththe organizational vision.3.3 (a): Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal,human,andmaterialresourceallocationandalignmentthatfocusesonteachingand learning.5.2 (b): Candidates make decisions using an inclusive process.6.2 (a): Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.6.3 (a): Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws.6.3 (b): Candidates apply their understanding of the larger political, social, economic, legal, and cultural contexttodevelopactivitiesandpoliciesthatbenefitstudentsandtheirfamilies.

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Institute: Facilitative Leadership

Instructor: Nancy Golden, Ph.D.

Rationale/Instruction: Designed to give future administrators hands-on tools for guiding groups in collaborative planning and decision-making. Students will learn how to facilitate meetings or work teams having varied functions, life spans, or numbers and types of members, and how to develop team leaders through modeling of facilitation strategies.

Course Outcomes:1. Experience in using formal facilitation tools in a meeting at your site2. Clarity about whether you would use facilitation tools as an administrator of teacher-leader.

Course Activities:1. What is facilitative leadership?

a. Key componentsb. Examples of when I used the toolkit with groups

2. What are your key questions about facilitative leadership?3. Learning the tools in The Complete Toolkit for Building High-Performance Work Teams.

a. Synthesize the information in the toolkitb. Quiz

4. Describe effective and ineffective meetings5. Facilitate a meeting using the toolkit6. Outline the tools that you would use with a meeting scenario

a. Silent generationb. Working in groups

7. Review the assignmenta. Clarifying questionsb. Other

8. Review questions about facilitation generated by the participants9. Debrief

Procedures and Criteria for Evaluation of Student Achievement:1. Plan and facilitate a meeting at your site.2. Reflect on and write about the experience.

Practicum: Knowledge and skills developed in this course have direct connection to practicum experience. Assignments may require activities at the practicum site. Institute assignments are evaluated by institute leaders; practicum activities are evaluated by practicum supervisors. Please refer to the Practicum Handbook for information regarding practicum requirements. All institutes in the IAL are based on Proficiency Standards. All students are required to meet minimum pass standards for assignments; students who fall below the standard will be asked to re-do and re-submit assignments until the work meets the proficiency standards for a Pass. Institute leaders are available to work with students who fail to meet proficiency standards. Participation expectations and assignment/examination grading and scoring rubrics will be provided by the institute leaders. A complete set of institute assignments and handouts may also be located in the IAL Materials Notebook.

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Procedures and Criteria for Evaluation of Student Achievement (continued):


The assignments for this particular institute comprise 10% of the course grade and are recorded within the Spring grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

Correlation with Standards:1.2 (a): Candidates demonstrate the ability to articulate the components of this vision for a school and the

leadership processes necessary to implement and support the vision.1.3 (a): Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision.1.4 (a): Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision.1.5 (b): Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.2.3 (a): Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.3.2 (a): Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision.3.3 (a): Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning.5.2 (b): Candidates make decisions using an inclusive process.6.2 (a): Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.6.3 (a): Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws.6.3 (b): Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

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Institute: Educational Philosophy/Resume Workshop

Instructor: LiDoña Wagner, M.S., UO Administrator Licensure Coordinator

Rationale/Description: Future administrators need to be able to put forward their educational philosophy in a compelling and inviting manner.

Course Outcomes:1. Knowledge of the components of an effective professional leadership resume 2. Ability to create an active language resume3. Clear statement of personal educational leadership goal 4. Articulation of a core educational philosophy upon which to continue to build

Course Activities:1. Career Goal: Individual and pairs2. Resume Handbook Overview: Table teams jigsaw3. Self Assessment & Educational Philosophy: Individuals

4. Resume Critiques: Pairs and trios5. Textbook: Preparing & Applying for Administrative Positions

Procedures and Criteria for Evaluation of Student Achievement:In Class: Create Personal Objective as School Administrator Assignment: Write Personal Educational Philosophy Create a professional educational leadership resume






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Correlation with Standards:1.1 (a) Candidates develop a vision of learning for a school that promotes the success of all students.1.2 (a) Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.

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Institute: Personnel Evaluation

Instructor:Ron Wilkinson, Ed.M., Deb Egan, M.S., & Bruce Zagar, J.D.

Rationale/Description: Provides future administrators knowledge and tools for the evaluation and support of teachers and staff who need a plan of improvement or a plan of assistance. Students will learn legal procedures that pertain to assistance.

Course Outcomes:1. Understand reasons for keeping “evaluation” out of the contract and how “just cause” relates. 2. Know Statutes and Administrative Rules regarding Teacher Evaluation and Programs of Assistance for Improvement (PAI) and specifically: Probationary Teacher (generally a 3 year period), Non- renewal of Probationary Teacher, Contract Teacher (formerly known as permanent teacher), Non-extension of Contract Teacher, Program of Assistance for Improvement (formerly known as Plan of Assistance)3.Learn methods of effective administrator communication with teachers who may be in need of a PAI.4. Understand how cultural differences may impact teacher supervision and evaluation methods.5. Understand decision-making considerations (probably in consultation with your Human Resources Department) and the politics of who goes on a plan and who does not (rhetoric vs. reality in attempting to maintain building harmony.6. Understand the role of the Association in the PAI process, negotiating resignations, and what not to do (the Skeen Case).

Course Activities:1. U.S.Constitution a. Due Process b. ElementsofDueProcess c. Importance of Due Process d. Other Constitutional Provisions2. StatutesrelatedtoClassifiedEmployees,ProbationaryTeacher,&ContractTeacher3. WhatisEvaluation4. PurposeofEvaluation5. Review of the Requirements of ORS 342.8506. Evidence(Documentation)7. What “Facts” Should be Presented to Decision-Maker?8. “Facts” are Supported by Documentation: i.e. The Record of What Happened. What is Documentation (Evidence)?9. Things That Will Produce of Be the Documentation10. All of the Above Should be Looked to for Sources of Documentation11. Discovery12. The Five Actors in This Process13. Proper Documentation Must Convince the Third Party and It Must Assist the Teacher

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Course Activities (Continued):14. The Plan of Assistance a. Preliminary Considerations b. When it is Required c. What Must Precede Plan of Assistance d. ElementsofPlanofAssistance–GeneralandSpecific15. Considerations of Public Perception, staff morale, assuring removal of poor teachers16. Discipline/DismissalofClassifiedEmployees a. Distinction between Dismissal & Discipline b. Issues in common between Dismissal & Discipline c. Constitutional Protections d. Collective Bargaining Agreement e. ERB’sJustCauseStandard17. Disciplinevis-à-visEvaluation18. Collective Bargaining Agreement19. District Policies20. Hints for Successful Discipline/Dismissal21. Discipline/DismissalofEmployeesforMisconduct22. The Negotiated Resignation23. Drafting the Disciplinary Document

Procedures and Criteria for Evaluation of Student Achievement:In Class: Participation in group discussions and activities.

Assignments: 1. Complete a fictitious Program of Assistance for Improvement worksheet, identifying

a. Present conditions needing changeb. Expectations and accomplishmentsc. Strategies, assistance and resourcesd. Method of assessmente. Timelines and progress reports

2. Draft a fictitious Program of Assistance for Improvement notification letter, identifyinga. Performance inadequacies or significantly inappropriate behaviorb. OAR Standard(s) violatedc. Directive(s) for correctiond. Assistance availablee. Method(s) of assessment/follow-up evaluation

3. Draft a fictitious “Failure to complete Program of Assistance for Improvement” letter, identifyinga. Specific behavioral or programmatic failureb. Next stepsc. Employee rights re: next stepsd. Participants in next steps meeting.e. Appropriate CC line

Practicum: Knowledge and skills developed in this course have direct connection to practicum experience. Assignments may require activities at the practicum site. Institute assignments are evaluated by institute leaders; practicum activities are evaluated by practicum supervisors. Please refer to the Practicum Handbook for

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information regarding practicum requirements.




The assignment for this particular institute comprise 10% of the course grade and is recorded within the Winter grading period (please see Grading Values matrix on page 2.17a of the Student Handbook).

Correlation with Standards:2.4.a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals.2.4.b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult-learning strategies to form comprehensive professional growth plans with teachers and other school personnel.2.4.c. Candidates develop and implement personal professional growth plans that reflect a commitment to life- long learning.3.1.c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement.

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Institute: Scheduling/Elementary/esis

Instructor: Vicki VanBuren, Bill Bartlett, & Jill Weber

Rationale/Description: This institute focuses on the administrator’s role in scheduling at the elementary, middle, and high school levels. Areas of emphasis include planning, preparation, forecasting, staffing, verification issues, and development of the master schedule for a school. Students will have the opportunity to simulate schedule building to better understand its complexities.

Course Outcomes:1. Knowledge of the different issues faced in elementary, middles and high school scheduling.2. Practice with computerized scheduling scenarios.

Course Activities:1 Overview of scheduling values & issues2. Three Groups: Building a Master Schedule for Elementary Schools, Computerized scheduling for Middle & High Schools, and esis


Elementary – Using the information provided, give the number of students at each grade level and number of teachers recommended for each grade level, along with the teacher/student ratios. Show a sample schedule for two grades with rationale and explanations. How will you provide for music, library, and physical education? How will you make provisions for supervision of bus loading and unloading, morning recess, lunch recess, end of day transitions? Give your rationale for these.

Middle School – Using the information provided: lay out your master schedule by period and by subject; do not use teacher names (Grading rubric: Why you selected – a.class size, b. number of classes needed per period & per grade level to seat every student, c. number of days in your schedule, d. number of periods in your day, e. length of each period, f. how lunches will be handled, g. if any courses will be ability grouped, h. course format for 18, 12, 9, or 6 week courses, i. SPED philosophy – separate courses or main streamed, j. Electives to be offered)

High School – You are a principal of a new high school and are given the task of building the schedule for this school having a 6 period day and that meets teacher contract language. Attached you will find data that will be useful for this task: Course tallies with student course request numbers and the staffing data for a Social Studies department.

Using the materials provided, please include the following: a. Record student request numbers for each section offered in the Social Studies department. b. Calculate the number of sections needed for sections with a 32 cap; then record the number of sections recommended based off F.T.E. in the department. c. Show the teaching assignment for each teacher by indicating the number of sections they will teach for each course they are assigned.

In no more than 2 typed pages, please respond to the following: a. Explain the rationale for the scheduling decisions that you made, including any recommendations you might have if you come across any conflicts. B. What are the considerations that you needed to keep in mind as you built this schedule beyond the ones I provided?

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General requirements and procedures for preparing Institute written assignments are further explained in the Initial Administrator Licensure Student Handbook, on pages 2.14 through 2.16. The matrix which aligns the Administrator Standards to evaluation indices and practicum experience is located in the Initial Administrator Licensure Student Handbook, on pages 3.7 through 3.16.

The assignment for this particular institute comprise 10% of the course period (please see Grading Values matrix on page 2.17a of the Student Handbook) and is recorded within the Spring grading period.

Correlation with Standards:3.1.b. Candidates develop plans of action for focusing on effective organization and management of fiscal, human and material resources, giving priority to student learning, safety, curriculum, and instruction.

3.3.c. Candidates apply and assess current technologies for school management, business procedures, and scheduling.

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Institute: School Supervision

Instructor: Nancy Golden, Ph.D., Superintendent

Rationale/Description: Provides future administrators knowledge and tools for effective selection, development, supervision and evaluation of teachers and support staff who are beginning, exemplary, or average in performance.

Course Outcomes:1. Students will understand Danielson’s Enhancing Professional Practices. 2. Students will have the skills necessary for fair and objective observation of teachers.

Course Activities:1. Sharing the Model2. Preview Assignment: What will we need to do? Model Papers.3. Reciprocal Teaching on Enhancing Professional Practices. Synthesize the information in the book. Discuss use of the materials and models.4. Cultural Proficiencies for All Staff5. Using Clinical Tools with the Danielson model: What are the clinical tools. Aligning with Danielson.6. Modeling the Supervision Cycle7. Questions & answers

Procedures and Criteria for Evaluation of Student Achievement:Assignment:

1. The UO student clearly documents that he/she had a specific time when s/he went over the process (planning conference). The UO student documents that during this planning conference s/he discussed the Danielson materials as well as the data collection techniques and tools they would use during the observation.

2. The UO student provides background information relative to school supervision on the teacher.3. The UO student documents that the teacher’s lesson plan was reviewed in the planning conference. The

lesson plan included the learner outcomes (skills and knowledge) that the teacher was attempting to achieve during the lesson. The lesson plan is attached as a supporting document.

4. The UO student documents a discussion with the teacher where specific examples were generated of what a lesson would look like that was in the distinguished category. This discussion occurred while referring to the lesson plan and focusing on the learner outcomes.

5. The UO student chose a Danielson scoring guide that supported a documented student need and the scoring guide is included as a supporting document.


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2.2.c. Candidates demonstate the ability to use and promote techonolgy and information systems to enrich curriculum and instruction, to monitor instructional practice and provide staff the assistance needed for improvement.

2.4.a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals

2.4.b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult-learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

2.4.c. Candidates develop and implement personal professional growth plans that reflect a commitment to life- long learning.

3.1.c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement.

3.2.a. Candidates demonstrate the ability to involve staff in conducting operations and setting priori ties using appropriate and effective needs assessment, research-based data, and group process skillstobuildconsensus,communicate,andresolveconflictsinordertoalignresourceswiththeorganizational vision.

3.3.a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning(includingapplicationsoftechnology)intheeffective,legal,andequitableuseoffiscal,human, and material resource allocation and alignment that focuses on teaching and learning.

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Institute: Social & Community Services

Instructor: Tom Horn, M.S., & Chris Parra, D.Ed.Rationale: Often children from disadvantaged or minority families or broken homes cannot focus on learning because their home environment is in a state of constant flux. The children are anxious or acting out their frustrations in school. School leaders need to be aware of services in the community that can help these children.

Course Outcomes:1. To know the community services available to support children and families.2. To be aware of: Federal, state and local policy that support and guide community resources and agencies.

Course Activities:1. Youth Services County and State: Department of Youth Services/Juvenile Justice, Oregon Youth Authority2. Tour of Juvenile Justice Center (John Serbu Campus)3. Lane County Mental Health: Overview of mental health services, Indigent and OHP services, Continuum of services available/minimal to residential, Coordination of services with community and school resources4. Alternate Options for Drug and Alcohol Rehabilitation5. McKinney-Vento Homeless Assistance Act/Education of Homeless Children and Youth Program (2002): Rights of Students, Rights of Famileis, School Responsibilities, Networking & coordination of social agencies.6. Wrap Up Procedures and Criteria for Evaluation of Student Achievement: Assignment:1. Meaningful participation in course activities2. Reflection (collected at a later date) regarding a meeting with several minority community group leaders/

advocates regarding available youth programs and services specifically designed for students of color.






ETHICS & SCHOOL/COMMUNITY RELATIONS

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1.5.a.: Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts. 2.1 (a): Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.3.2 (b): Candidates develop communications plans for staff to develop their family and community collaboration skills.3.3 (b): Candidates creatively seek new resources to facilitate learning.4.1 (a): Candidates demonstrate an ability to bring together the resources of family members and the community to positively affect student learning.4.1.c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members.4.1 (f): Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.4.1 (g): Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services.4.3.a.: Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals.4.3.b.: Candidates demonstrate how to use school resources and social service agencies to serve the community.4.3 (c): Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.6.1.f.: Candidates demonstrate ability to analyze/describe the cultural diversity in a school community.


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Topic: Communications and Media

Instructor: Krista Parent, D.Ed. & Pat McGillivry

Rationale/Description: The class shares means of negotiating with the media to develop communications that enable the community to participate in the vision of the school. Concrete experiences will provide the backbone of this institute.

Course Outcomes:. 1. Knowing and practicing the art of communication: How to listen effectively & promote dialogue when

speaking. 2. Knowing how and when to work with different media3. Practice with media interviews 4. Develop Skill in creating key message and talking points 5. Writing an effective school newsletter Course Activities:1. What is public or media relations?2. Audiences3. Newspapers, radio, TV4. Visionary versus Crisis Management5. Design a plan to get input from staff & community

Procedures and Criteria for Evaluation of Student Achievement:In Class: Role playing media interviewsAssignment – Develop one of the following:1.Utilize the talking points model and address three local issues, assuming that a reporter or television interview

call is seeking commentary from you. (Evaluation rubric: a. determine central concept to be communicated, b. develop a series of four supportive points, c. provide a suggested order of the talking points, d. assure the talking points are specific to the article’s key issues and the anticipated questions that will be asked)

2.Develop an overall school or district newletter that supports the key goals of the school or district. The newsletter should follow the school newsletter checklist you received and need not be a finished and complete newsletter, but must reflect the suggested format and provide a template that the school or district would use in the future. (Evaluation rubric: a. simple easy to read fonts, b. no more than three columns, c. use headlines to focus reader, d. conversational style, e. brief – use bullet points)

3.Develop the key aspects of a website, though it is not necessary to actually develop a website. Outline the content and purpose of a website that is consistent with the organization’s values and goals. Follow the outline of review used in the class. (Evaluation rubric: a. ensure parent-friendly language, b. avoid acronyms, c. keep it easy to navigate from home page, d. keep it simple, e. consider the ethnic culture/languages of your community, f. remember the k-12 website is a means to an end, g. remember that the website is visible all over the world)

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Correlation with Standards:1.5 (b): Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.3.2 (b): Candidates develop communications plans for staff to develop their family and community collaboration skills.4.1 (h): Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media.

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Institute: Licensure Issues

Instructor: Vickie Chamberlain, J. D., TSPC Director

Rationale/Description: Future administrators need to have a clear understanding of when an employee has performed an unethical action and what the consequences are.

Course Outcomes:Students will know the difference between non-consequential and consequential behavior infractions.

Course Activities:1. Presentation of OARs2. Test case scenarios

Procedures and Criteria for Evaluation of Student Achievement:In class: Scenario judgmentsThere are no outside assignments for this institute.





Correlation with Standards:3.1.d. Candidates have knowledge of licensure rules and apply them properly to assignment of personnel.5.1.b. Candidates demonstrate behaviors that are honest and consistent.5.2.c. Candidates understand and avoid any conflict of interest and avoid the appearance of impropriety.5.3.a. Candidates make and explain decisions based upon ethical and legal priorities. 5.3.b. Candidates demonstrate respect and diligence regarding the law and compliance with its requirements.

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Institute: Policy & Ethics

Instructor: Vickie Fleming, Redmond SD Superintendent, Tom Henry, Eugene 4J Director of Instruction, Krista Parent, D.Ed.

Rationale/Description: Addresses the impact of ethics, power, and value issues on the governance structure and policy-making process of educational systems. Students will learn how to identify the ethical dimensions of educational decisions, how these are affected by educational politics, and how to formulate specific policies reflecting those dimensions. The institute focuses on approaches that facilitate maximum participation and input into the policy formulation process.

Course Outcomes:1. Demonstrate and promote ethical standards of democracy, equality, diversity, and excellence and promote

communication among diverse groups. 2. Demonstrate and promote values, ethics, beliefs, and attitudes that achieve the goals of the school and district.3. Assist in the work of district decision-making groups, including the school site council.4. Develop a collaborative learning organization that meets the needs of students within the constraints of

school, district, and community resources and priorities.5. Manage the school in accordance with statutes, administrative rules, school district polities, and collective

bargaining agreements.

Course Activities:1. Ethics and Leadership 5. Powerful Responsibilities and Practices2. Responsibilities and Practices 6. Leadership for Change and Empowerment 3. Group Activity I 7. Ethical Dilemmas4. Group Activity II 8. Policy & Rule

Procedures and Criteria for Evaluation of Student Achievement:Assignment: Select an ethical issue at your school. Explain why it’s an issue, how you will address it, and how you will work with others in your school to address it.



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General requirements and procedures for preparing institute written assignments are further explained in the Initial Administrator Licensure Student Handbook, on pages 2.14 through 2.16. The matrix which aligns the Administrator Standards to evaluation indices and practicum experience is located in the Initial Administrator Licensure Student Handbook, on pages 3.7 through 3.16


Correlation with Standards:4.3 (c): Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.5.1.b. Candidates demonstrate behaviors that are honest and consistent.5.2.a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.5.3.b. Candidates demonstrate respect and diligence regarding the law and compliance with its requirements.5.3.a. Candidates make and explain decisions based upon ethical and legal priorities.

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Instiute: Integration Seminar

Instructor: Phil McCullum, Ph.D., Director of UO Administrator Licensure Program

Rationale/Description: Designed to help future administrators synthesize the knowledge and skills gained from the IAL learning blocks and their practicum experiences. This institute allows participants to evaluate their own learning from the IAL Program and develop an individual professional development plan that will focus their learning during their first year of administrative experience.

Course Outcomes

1. Demonstrate their ability to engage in designing and promoting their own learning.2. Expand the knowledge and skills of their fellow candidates and the administrator licensure leadership team. 3. Work in groups to prepare a one-hour and 15 minute presentation that addresses one of six “critical success factors” for educational leaders:

a. Visionary Leadershipb. Improving Staff Effectivenessc. Cultural Competencyd. Data Drives Changee. Improving Student Learningf. Community Leadership

Course Activities:

1. The IAL leadership team has grouped cohort candidates from similar school levels (e.g. elementary) into six work teams. Your work team has approximately four months to research best-practices and prepare a presentation on the assigned dimension of leadership. We have scheduled group time for the remainder of the IAL institutes, but expect that you’ll be communicating electronically prior to the presentations.

2. Presentations should demonstrate how well you transform the assigned concept into an explicit training strategy. Each team will synthesize and communicate the knowledge and skills learned in the IAL seminars and practicum with new and expanded knowledge and skills that your team discovers and learns as it develops and engages in a professional growth plan for the assigned competency area. The activity has several purposes: (1) developing a professional growth plan focused on expanding knowledge and skills in the competency domain, (2) learning individually and together - supporting each other as you expand your knowledge and skills, and (3) designing a creative presentation focused on engaging the cohort in new learning.

3. Presentations will take place during the concluding IAL seminar. In developing your professional growth plan, each team will select a book to read and discuss as a group. Team members are encouraged to locate and share pertinent articles that will help inform the group. Ideas and information covered in many of the IAL institutes as well as practicum experiences may contribute to the work of the project. We encourage you to be thoughtful and creative, but also be realistic about what you can accomplish with the time and resources at your disposal. You may consider a wide-range of formats. Each member of the group must participate fully and equally, but you may divide the labor to take advantage of individual skills and personalities. It is not necessary that each team member have a speaking role in the group presentation.

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Procedures and Criteria for Evaluation of Student Achievement:In Class: PresentationsAssignments:

1. Each team has one hour and 15 minutes to engage the cohort in depth in their own learning about the arena of their assignment.

2. While the presentation would summarize and reflect upon the IAL experience, the emphasis would be not on what they learned but on what they see as the next step of their journey beyond the cohort.

3. The team will select a book to read as a group in preparing their presentation and to lead the cohort in a book discussion. They would also select articles. The book and articles would take the group to a new level.

4. Develop a Professional Growth plan for this competency area.






Correlation with Standards:2.4.c. Candidates develop and implement personal professional growth plans that reflect a commitment to life- long learning.6.1.a. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context.

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