principal preparation program self-study toolkit for use in … rubrics... · 2017. 12. 7. · qm...

10thEdition

Principal Preparation Program Self-Study Toolkit for use in developing, assessing, and improving principal preparation programs

• Candidate Admissions • Cl inical Pract ice• Course Content • Performance Assessment• Pedagogy-Andragogy • Graduate Performance Outcomes

QMSelf-StudyToolkit

TheWallaceFoundationgenerouslysupportsthiswork.Copyright©2017byEducationDevelopmentCenter,Inc.Allrightsreserved.CoverGraphic:©iStockphoto.comSuggestedcitation:King,C.(2017).QualityMeasures™principalpreparationprogramself-studytoolkit:Foruseindeveloping,assessing,andimprovingprincipalpreparationprograms(10thed.).Waltham,MA:EducationDevelopmentCenter,Inc.CopyrightNotice

ThisdocumentisprotectedbyUnitedStatescopyrightlawandmaynotbereproduced,distributed,transmitted,displayed,orotherwisepublishedwithoutthewrittenpermissionofEducationDevelopmentCenter,Inc.Youmaynotalterorremoveanytrademark,copyrightorothernotice.

© Education Development Center, Inc. 2

QMSelf-StudyToolkit

TableofContents

I. Acknowledgments……………………………………………………..………………………….….4

II. IntroductionandOverview…..………..………………………………….……………………...5

III. OperatingTheoryofChange…….……………………………………………………………….7

IV. ProgramDomainsandIndicatorsataGlance…….……………………………………..8

V. SupportingEvidence…………………………………………………………………………………9

VI. Rubrics……………………………………………………………………………………………………11

• CandidateAdmissions………………………………………………………………………12

• CourseContent………………………………………………………………………………...16

• Pedagogy-Andragogy………………………………………………………………………..18

• ClinicalPractice……………..……….………………………………..……………………...20

• PerformanceAssessment………………………………………………………………….24

• GraduatePerformanceOutcomes…..………………………………………………..26

VII. GlossaryofTerms…………………………………………………………………………….…..…28

VIII. SelectedReferences……………………………………………………………………………..…32


QMSelf-StudyToolkit

AcknowledgementsThe10theditionofQualityMeasures™representsamilestoneinmorethanadecadeofEDCworkwithschooldistrictsandprincipalpreparationprogramsacrossthecountry,workingtoprepareprincipalstoleadchronicallylowperformingschools,withanendgoalofimprovingstudentachievement.SubstantialchangesinQMcontent,format,andmethodsarereflectedinthiseditionandareindirectresponsetofeedbackfromusersaswellasinsightsgleanedfromourownobservationsofuserimplementation,overthecourseofthepasttwoyearswithadiversepoolofprogramsandschooldistricts.ItiswithsincereappreciationthatweextendourthankstoTheWallaceFoundationwhosegenerousfundingsupportedtheproductionofthis10theditionofQMaspartofthelaunchoftheUniversityPrincipalPreparationInitiative(UPPI)inthefallof2016.Programfacultyfrom:AlbanyStateUniversity,VirginiaStateUniversity,FloridaAtlanticUniversity,SanDiegoStateUniversity,UniversityofConnecticut,WesternKentuckyUniversity,andNorthCarolinaStateUniversityengagedtheirself-studyteamsinthecollectionofbaselineprogramdatausingQualityMeasures™toolsandprotocolsinpartnershipwithaffiliatedschooldistrictstaff.Wewouldalsoliketoacknowledgesurveyfeedbackreceivedfromnewpreparationprogramsthatconductedself-studiesinpartnershipwiththeiraffiliatedschooldistrictsasaninitialstepintheirpartnercollaborationeffortstoimprovetrainingoutcomesforprogramgraduates.MembersoftheNationalTrainingProvider-PrincipalGraduateProfessionalLearningCommunity(TPPGPLC)wereanotherimportantcontributingsourcetothiseditionoftheQualityMeasures™toolkit.Contributionsincluded,butwerenotlimitedto,carefulreviewandfeedbackonProfessionalStandardsforEducationalLeaders(PSEL,2015)aspartofa2016PLCsessioninMassachusetts.AdditionalcontributorsincludedmembersofthefirsttrainingcohortofQMFacilitatorswhoco-facilitatedself-studieswithPPIscale-outprogramsaspartoftheirtraining,andprovidedfeedbackandsuggestionsforimprovingtoolsandprocesses.Finally,itiswithheartfeltgratitudethatIacknowledgeMelissaLin.Hercountlesshoursoftooleditingandformatting,self-studymeetingcoordinationandscheduling,informationandmaterialsmanagement,andexemplarcataloguedesignandpopulationhavesupportedtheevolutionofQualityMeasures™since2009.HertalentedsupporthasbeenaconsistentsourceofbothinspirationandaspirationtoQMusers,trainers,facilitators,anddevelopers.CherylL.King,QMPrincipalInvestigatorEducationDevelopmentCenter,Inc.


QMSelf-StudyToolkit

IntroductionandOverviewEducationDevelopmentCenter,Inc.,fundedbyTheWallaceFoundation,ispleasedtointroducethe10theditionofQualityMeasures™evidence-basedtoolsandprotocols.TheQMtoolkitisintentionallydesignedtobeaself-led,analytic,andtopic-specificresourceforuseinthecriticalself-examination,reflection,andpeerreviewofprincipalpreparationprogrameffectiveness.HighlightsandNewResourcesThe10theditionoftheQMtoolkitreflectsseveralimportantchangesthatrespondtonewresearchfindings,performancestandardsforeducationleaders,andfeedbackfromQMprogramandschooldistrictusers.Amongthemorenoticeablechangesisareturn(bypopulardemand)toarubricformatanddevelopmentallevelcontinuum.Alsoincorporated,aspartofthe10thedition,ismoredetailedguidanceonassemblingsupportingevidencethatincludes:typesofevidence,descriptionsforeachtype,andillustrativeexamplesbydomainandlevelofevidencestrength.Inadditiontothesechanges,thiseditionofthetoolincludes:selectedreferencesthatareorganizedbydomain,theQMtheoryofchange,andan“ataglance”lookatQMdomainsandindicators.ResearchBaseandPerformanceStandardsQMrubricindicatorsandcriteriadescribethecharacteristicsassociatedwitheffectivepracticesfromtheliteratureandempiricalresearchonadulttransformationalpedagogy.Inaddition,indicatorsandcriteriatightlylinkedtoProfessionalStandardsforEducationalLeaders(PSEL). RubricOrganizationandRatingContinuumThisQualityMeasures™toolkitincludesarubricforeachofthefollowingprogramdomains:1)candidateadmissions,2)coursecontent,3)pedagogy-andragogy,4)clinicalpractice,5)performanceassessment,and6)graduateperformanceoutcomes.Eachdomainidentifiesspecificindicatorsofeffectivepracticeandcriteria.Rubricsprovideadetaileddescriptionofindicatorsandperformancecriteriaforeachprogramdomain.Afour-levelperformancecontinuumallowsteamstoexaminetheirprogrampracticesagainstindicatorcriteriaateachlevelofthecontinuumtodeterminethedegreetowhichtheirprogrammeetsthestatedcriteriaforaparticularlevel.Evidence-BasedProtocolQMusesaninteractivefacilitatedprocesstocompletetheprogramself-study.Self-studyteamsaretypicallycomprisedofprogramfaculty,affiliatedschooldistrictrepresentatives,andotherprogramstakeholders.Beginningwithafacilitatedorientationsession,theself-studytypicallyconsistsoffourparts:1)ageneralinformationsessionthatintroducesQualityMeasures™toanaudienceofpotentialusers;2)an


QMSelf-StudyToolkit

orientationsessionforteams,interestedincompletingaprogramself-study,tobuildasharedunderstandingofQMdomains,indicatorsofeffectiveness,criteria,andtobrainstormexamplesofevidenceofeffectivepractices;3)thepresentationofevidenceandself-scoringsessionthatistypicallyheldwhenteamshavecompletedpreliminaryself-ratingsforeachprogramdomainandassembledsupportingevidence,andfollowingthepresentationofevidenceforeachdomain,theteammakesfinaldeterminationsaboutratinglevels;and4)thefourthsessionthatincludesapresentationoffindingsandrecommendationsforteamconsiderationonwheretofocusinterventionefforts.Thefourpartsofaneffectiveself-studyprocessaretypicallyscheduledasfollows:• Thegeneralinformationsessionistypicallyaone-hoursessiondesignedforprograms,districts,andpolicymakersinterestedinlearning

moreabouttheQMself-studyprocessasawaytosupportcontinuousimprovementactivities.Thissessionisoftenconductedvirtuallyinordertoaccommodatelargeraudiencesofpotentialuserswhomaybelocatedindifferentlocations.

• Theorientationsessionisusuallya2-to3-hourmeetingthatisintendedforprograms,districts,andpolicymakerswhohavedecidedtoparticipateintheQMself-studyprocess,andhaveassembledaself-studyteamtoleadtheprocess.ThesessionisdesignedtofamiliarizeteamswithQMtoolsandprotocols,indicatorsandratingcriteria,andtheprocessforassemblingevidenceandcompletingpreliminaryratings.Teamsalsousethistimetofinalizeplansfortheevidencereviewandfinalratingsession.

• Theevidencereviewandratingsessionisoftendividedintomorethanonesittinginordertoallowadequatetimeforteamstoreviewevidenceandrateeachdomain(suggestaminimumof1-2hoursforeachdomain).Forexample,teamsmaychoosetoreviewallsixdomainsinoneday,ordividethereviewintotwohalf-daysessionsandreviewthreedomainsonone½dayandthreeonanother½day.

• Thereportoffindingsandimprovementplanningsessionismosteffectiveifagendasareplannedtoallowtimeforadiscussionoffindings,targetingareasforintervention,andconductingsomepreliminaryplanningfornextsteps.


QMSelf-StudyToolkit

OperatingTheoryofChange

OUTCOMES

HIGHLYEFFECTIVEPRINCIPALS

HighlyEffectiveTeachers

HighPerformingStudents

PrincipalPreparationPrograms

3.ActiveLearning

Experiences

6.Graduate

PerformanceOutcomes

4.Clinical

PracticeinReal

Schools5.

Performance-Based

Assessments

1.Selectingthe"Right"Candidates

2.Standards-BasedCourseContent

ProfessionalStandardsforEducationLeadersStandard1.

Mission,Vision,andCoreValuesEffectiveeducationalleadersdevelop,advocate,andenactasharedmission,vision,andcorevaluesofhigh-qualityeducationandacademicsuccessandwellbeingofeachstudent.

Standard2.EthicsandProfessionalNormsEffectiveeducationalleadersactethicallyandaccordingtoprofessionalnormstopromoteeachstudent’sacademicsuccessandwellbeing.

Standard3.EquityandCulturalResponsivenessEffectiveeducationalleadersstriveforequityofeducationalopportunityandculturallyresponsivepracticestopromoteeachstudent’sacademicsuccessandwellbeing.

Standard4.Curriculum,Instruction,andAssessmentEffectiveeducationalleadersdevelopandsupportintellectuallyrigorousandcoherentsystemsofcurriculum,instruction,andassessmenttopromoteeachstudent’sacademicsuccessandwellbeing.

Standard5.CommunityofCareandSupportforStudents.Effectiveeducationalleaderscultivateaninclusive,caring,andsupportiveschoolcommunitythatpromotestheacademicsuccessandwellbeingofeachstudent.

Standard6.ProfessionalCapacityofSchoolPersonnelEffectiveeducationalleadersdeveloptheprofessionalcapacityandpracticeofschoolpersonneltopromoteeachstudent’sacademicsuccessandwellbeing.

Standard7.ProfessionalCommunityforTeachersandStaffEffectiveeducationalleadersfosteraprofessionalcommunityofteachersandotherprofessionalstafftopromoteeachstudent’sacademicsuccessandwellbeing.

Standard8.MeaningfulEngagementofFamiliesandCommunityEffectiveeducationalleadersengagefamiliesandthecommunityinmeaningful,reciprocal,andmutuallybeneficialwaystopromoteeachstudent’sacademicsuccessandwellbeing.

Standard9.OperationsandManagementEffectiveeducationalleadersmanageschooloperationsandresourcestopromoteeachstudent’sacademicsuccessandwellbeing.

Standard10.SchoolImprovementEffectiveeducationalleadersactasagentsofcontinuousimprovementtopromoteeachstudent’sacademicsuccessandwellbeing.

OUTPUTSINPUTS


QMSelf-StudyToolkit

ProgramDomainsandIndicatorsataGlance

1. Standards2. LearningGoals3. CourseDesign4. CourseEvaluation5. CourseCoherence

1. ActiveLearningStrategies2. ExperientialLearning

Activities3. ReflectivePractices4. FormativeFeedback5. PerformanceBenchmarking6. CulturallyResponsive

Pedagogy

1. ClinicalDesign2. ClinicalQuality3. ClinicalCoaching4. ClinicalSupervision5. ClinicalPlacements6. ClinicalEvaluation

CLINICALPRACTICE

1. AssessmentPurpose2. CandidatePerformance

Targets3. AssessmentQuality4. AssessmentMethods5. Communicationof

AssessmentResults6. AssessmentImpact

PERFORMANCEASSESSMENT

1. MarketingStrategy2. RecruitmentPractices3. AdmissionStandards4. ApplicantScreening5. PredictorAssessments6. CandidateSelection

CANDIDATEADMISSIONS PEDAGOGY-ANDRAGOGYCOURSECONTENT

GRADUATEOUTCOMES

1. ExitCompetencies2. StateCertification3. SchoolDistrictEligibility4. SchoolDistrictHiring5. JobPlacementand

Retention6. JobPerformance


QMSelf-StudyToolkit

SupportingEvidenceTheQMself-studyprocessusesanevidence-basedprotocolthatasksteamstoprovideproofthatprogramsmeettheindicatorcriteriaforaparticularlevelontheratingcontinuum.Forthesepurposes,sixtypesofevidencearedescribedinthetablebelow:numerical,documents,demonstrational,observational,inferential,andanecdotal.Numericaldata,demonstratingdegreeofimplementation,isconsideredtobethestrongestproofofeffectiveness.Documents,demonstrations,andobservations,thoughstrongformsofevidence,involvesomedegreeofinferenceandsubjectivityandaregenerallyratedaslevel3.Inferentialandanecdotaldataareconsideredtobeinconclusivetypesofevidenceandareratedaslevel2andlevel1,respectively.Thefollowingtableisprovidedtoassistwithassemblingandclassifyingsupportingevidencefordiscussionandratingpurposes.Itdisplayssixtypesofsupportingevidence,andincludesashortdescriptionforeachtype.Finally,illustrativeexamplesforeachtypeandlevelofevidenceareprovidedbyprogramdomainandareincludedforreferencepurposes.

EvidenceType Strength Description QMDomain(Example) IllustrativeExamplesofEvidence

Numericaldata Level4Quantitativedatathatusesnumbers(orstatistics)tosupportaposition.Thistypeofevidenceisbasedontrackingsystemdata,surveyorpolls.

o CandidateAdmissions

o Longitudinalapplicantdatareportso Longitudinaladmissionsdatao Studentsurveydatao Predictorassessmentdata

Documents Level3Writtenformsofproofsuchasdocuments,catalogs,textbooks,other.Canalsoincludeothertypesofmedia,suchasimages,videooraudiorecordings,etc.

o CourseContento Coursesyllabio Programscopeandsequenceo Standardsalignmentmatrices

Demonstrations Level3 Anobjectordocumentisconsideredtobedemonstrationevidencewhenitdirectlydemonstratesfact/indicatorcriteria. o Pedagogy o Instructionalvideosusedtodemonstrate

ormodelaspecificpractice

Observations

Level3 Recordofsomethingactuallyseenandrecorded–involvessomeinference;documentedbyobserver. o Assessment o Fieldobservationnotes

o Videorecordingsofclinicalobservations

Inferentialdata Level2 Evidencepresentedimplies/concludesthatacertainconditionexists,basedoninconclusivedata. o ClinicalPractice o Fieldobservationnotes

o RecordedclinicalindividualobservationAnecdotaldata Level1 Evidenceisprimarilybasedonhearsay;unreliable,subjective,

questionable. o GraduateOutcomes o Lettersofreferencefromfieldsupervisor


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QMRubrics


QMSelf-StudyToolkit

Whilecandidaterecruitmentisavitalcomponentleadingtothesuccessofaschool,researchshowsthatlessthanhalfofallhighereducationinstitutionshaveaclearstrategythatguidesthedevelopmentoftheirrecruitmentefforts.1Whileinstitutionsarerelyingmoreonsocialmediaanddigitalpresencetodefinetheirbrandandattractstudents,mostpopulararethetraditionalformsofoutreachthatareevent-drivenandinvolvedirectinteractionwithprospectivestudents.2Amoreselective,probingprocessforselectingcandidatesfortrainingisthoughttobeanessentialfirststepincreatingamorecapableanddiversecorpsoffutureprincipals.3Effectiveprogramsprobetodetermineifapplicantshavetheneededexperience,leadershipskills,aptitudesanddispositionstoachievedistrictgoalsandimproveinstructionundertryingconditions.4Meta-analysesofpsychologyresearchstudiessuggeststhatthebestwaytoforecastleadershipistouseacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniques.5Bray(1982)reportedthattheseassessmentdatawerereasonablyvalidpredictorsofaperson’spromotionrecord.6,7

QMIndicatorsofEffectiveCandidateAdmissions:1. MarketingStrategy2. RecruitmentPractices3. AdmissionsStandards4. ApplicantScreening5. PredictorAssessments6. CandidateSelection

1Frolich,N.,&Stensaker,B.(2010).Studentrecruitmentstrategiesinhighereducation:promotingexcellenceanddiversity?InternationalJournalofEducationalManagement,24(4),359-370.2NoelLevitz,R.(2016).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearcollegesanduniversities.CedarRapids,IA:RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReports 3Mitgang,L.(2012).Themakingoftheprincipal:Fivelessonsinleadershiptraining.WallacePerspectiveSeries.NewYork:TheWallaceFoundation.4Ibid.,55Hogan,R.,Curphy,G.J.,&Hogan,J.(1994).Whatweknowaboutleadership:Effectivenessandpersonality.AmericanPsychologist,49(6),493-504.6Howard,A.(1986).Collegeexperiencesandmanagerialperformance.JournalofAppliedPsychology,71(3),530-552.doi:10.1037/0021-9010.71.3.530 7Bray,D.W.,&Howard,A.(1983).TheAT&Tlongitudinalstudiesofmanagers.InK.W.Schaie(Ed.),Longitudinalstudiesofadultpsychologicaldevelopment(pp.112-146).NewYork:Guilford.

Domain1:CandidateAdmissions


QMSelf-StudyToolkit

Domain1:CandidateAdmissions

QMIndicators Level4 Level3 Level2 Level1

1 MarketingStrategy

AcomprehensivemarketingstrategyisbasedonALLofthefollowingdata:1)anin-depthanalysisofthecurrentandfuturemarketforschoolprincipalsintheregion;2)anassessmentofprogramstrengthsandweaknesses;3)theidentificationofmarketopportunitiesandthreatsthatwillpositivelyornegativelyimpacteffortstoattractthebest,brightest,andmostdiversetalenttoapplyforadmissiontoyourprogram.

AcomprehensivemarketingstrategyisbasedonMOSTofthefollowingdata:1)anin-depthanalysisofthecurrentandfuturemarketforschoolprincipalsintheregion;2)anassessmentofprogramstrengthsandweaknesses;3)theidentificationofmarketopportunitiesandthreatsthatwillpositivelyornegativelyimpacteffortstoattractthebest,brightest,andmostdiversetalenttoapplyforadmissiontoyourprogram.

AcomprehensivemarketingstrategyisbasedonSOMEofthefollowingdata:1)anin-depthanalysisofthecurrentandfuturemarketforschoolprincipalsintheregion;2)anassessmentofprogramstrengthsandweaknesses;3)theidentificationofmarketopportunitiesandthreatsthatwillpositivelyornegativelyimpacteffortstoattractthebest,brightest,andmostdiversetalenttoapplyforadmissiontoyourprogram.

AcomprehensivemarketingstrategyisbasedonFEW/NONEofthefollowingdata:1)anin-depthanalysisofthecurrentandfuturemarketforschoolprincipalsintheregion;2)anassessmentofprogramstrengthsandweaknesses;3)theidentificationofmarketopportunitiesandthreatsthatwillpositivelyornegativelyimpacteffortstoattractthebest,brightest,andmostdiversetalenttoapplyforadmissiontoyourprogram.

2 RecruitmentPractices

ALLrecruitmentpracticesarepartofastrategicplanthatbuildsonprogramstrengthsandopportunitiesidentifiedinthemarketanalyses.Practicesaredesignedtoattractapplicantswhohavethemaximumpotentialforbecomingeffectiveschoolleadersandinclude:strategicsocialmedia,adigitalpresence(websitewithanalytics),andevent-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents.Employstrategiestoexpandtheethnicandgenderdiversityofcandidatepools.

MOSTrecruitmentpracticesarepartofastrategicplanthatbuildsonprogramstrengthsandopportunitiesidentifiedinthemarketanalyses.Practicesaredesignedtoattractapplicantswhohavethemaximumpotentialforbecomingeffectiveschoolleadersandinclude:strategicsocialmedia,adigitalpresence(websitewithanalytics),andevent-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents.Employstrategiestoexpandtheethnicandgenderdiversityofcandidatepools.

SOMErecruitmentpracticesarepartofastrategicplanthatbuildsonprogramstrengthsandopportunitiesidentifiedinthemarketanalyses.Practicesaredesignedtoattractapplicantswhohavethemaximumpotentialforbecomingeffectiveschoolleadersandinclude:strategicsocialmedia,adigitalpresence(websitewithanalytics),andevent-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents.Employstrategiestoexpandtheethnicandgenderdiversityofcandidatepools.

FEW/NOrecruitmentpracticesarepartofastrategicplanthatbuildsonprogramstrengthsandopportunitiesidentifiedinthemarketanalyses.Practicesaredesignedtoattractapplicantswhohavethemaximumpotentialforbecomingeffectiveschoolleadersandinclude:strategicsocialmedia,adigitalpresence(websitewithanalytics),andevent-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents.Employstrategiestoexpandtheethnicandgenderdiversityofcandidatepools.

3 AdmissionStandards

AdmissionstandardsfortheprogramincludearequirementthatALLapplicantsprovidedocumentedevidenceofpriorexperiencetheyhaveinleadingchange,fosteringcollaboration,andcontributingtotheprofessionalgrowthanddevelopmentofothersforuseinconsideringtheirapplication.

AdmissionstandardsfortheprogramincludearequirementthatMOSTapplicantsprovidedocumentedevidenceofpriorexperiencetheyhaveinleadingchange,fosteringcollaboration,andcontributingtotheprofessionalgrowthanddevelopmentofothersforuseinconsideringtheirapplication.

AdmissionstandardsfortheprogramincludearequirementthatSOMEapplicantsprovidedocumentedevidenceofpriorexperiencetheyhaveinleadingchange,fosteringcollaboration,andcontributingtotheprofessionalgrowthanddevelopmentofothersforuseinconsideringtheirapplication.

AdmissionstandardsfortheprogramincludearequirementthatFEW/NOapplicantsprovidedocumentedevidenceofpriorexperiencetheyhaveinleadingchange,fosteringcollaboration,andcontributingtotheprofessionalgrowthanddevelopmentofothersforuseinconsideringtheirapplication.


QMSelf-StudyToolkit

Domain1:CandidateAdmissionsQMIndicators Level4 Level3 Level2 Level1

4 ApplicantScreening

ALLapplicationsarescreenedtoensurethatapplicantsmeetadmissionstandardsincludingevidenceofpriorexperienceleadingchange,fosteringcollaboration,andsupportingthegrowthanddevelopmentofprofessionalstaff.

MOSTapplicationsarescreenedtoensurethatapplicantsmeetadmissionstandardsincludingevidenceofpriorexperienceleadingchange,fosteringcollaboration,andsupportingthegrowthanddevelopmentofprofessionalstaff.

SOMEapplicationsarescreenedtoensurethatapplicantsmeetadmissionstandardsincludingevidenceofpriorexperienceleadingchange,fosteringcollaboration,andsupportingthegrowthanddevelopmentofprofessionalstaff.

FEW/NOapplicationsarescreenedtoensurethatapplicantsmeetadmissionstandardsincludingevidenceofpriorexperienceleadingchange,fosteringcollaboration,andsupportingthegrowthanddevelopmentofprofessionalstaff.

5 PredictorAssessments

ALLscreenedapplicantsparticipateinacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniquesasthefinalstepintheapplicantscreeningprocess.

MOSTscreenedapplicantsparticipateinacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniquesasthefinalstepintheapplicantscreeningprocess.

SOMEscreenedapplicantsparticipateinacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniquesasthefinalstepintheapplicantscreeningprocess.

FEW/NOscreenedapplicantsparticipateinacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniquesasthefinalstepintheapplicantscreeningprocess.

6 CandidateSelection

CandidatefinalselectionprocessesincludeaformalinterviewofALLfinalistsbyacommitteecomprisedofprogramfacultyandschooldistrictstafftoconfirmthatapplicantsare:1)genuinelymotivatedtoleadachronicallylow-performingschool,2)likelytosuccessfullycompleteprogramrequirements,and3)areviewedaspotentialhiresbytheschooldistrict.

CandidatefinalselectionprocessesincludeaformalinterviewofMOSTfinalistsbyacommitteecomprisedofprogramfacultyandschooldistrictstafftoconfirmthatapplicantsare:1)genuinelymotivatedtoleadachronicallylow-performingschool,2)likelytosuccessfullycompleteprogramrequirements,and3)areviewedaspotentialhiresbytheschooldistrict.

CandidatefinalselectionprocessesincludeaformalinterviewofSOMEfinalistsbyacommitteecomprisedofprogramfacultyandschooldistrictstafftoconfirmthatapplicantsare:1)genuinelymotivatedtoleadachronicallylow-performingschool,2)likelytosuccessfullycompleteprogramrequirements,and3)areviewedaspotentialhiresbytheschooldistrict.

CandidatefinalselectionprocessesincludeaformalinterviewofFEW/NOfinalistsbyacommitteecomprisedofprogramfacultyandschooldistrictstafftoconfirmthatapplicantsare:1)genuinelymotivatedtoleadachronicallylow-performingschool,2)likelytosuccessfullycompleteprogramrequirements,and3)areviewedaspotentialhiresbytheschooldistrict.


QMSelf-StudyToolkit


QMSelf-StudyToolkit

Themostimportantdevelopmentinuniversityteachingoverthepastfewyearshasbeentheshiftfromteachingseenasanindividualresponsibilitytoonethattheinstitutionshouldassumeinmattersofassessmentpractice,overallteachingdesign,inaccordancewiththescholarshipofteachingandlearning.Recentinstitutionalconcernforbenchmarking,definingoutcomes,andthestatementsofgraduateattributes,providesanoutcomes-basedframeworkintowhichoutcomes-basedmodelsofteachingandassessmentreadilyfit.McMahonandThakore(2006),inacomprehensivereviewofhigherorderthinkingandcriticalthinkinginconstructivelyalignedcoursesatUniversityCollegeDublin,foundthatconstructivealignment(CA)ledto:greaterstandardizationleadingtofairerandmorereliableassessment;greatertransparencyleadingto(a)easierandmoreaccurateinter-universityandinternationalcomparisons,(b)studentsbeingabletofocusmoreeffectivelyonthekeylearninggoals;moreeffectiveevaluationofbothmodulesandcourses–giventheoutcomes,anevaluatorcanestimatehowwellteachingandlearningstrategies,content,materials,otherresourcesandassessmentproceduresactuallysupportstudentsinachievingthem;greatercoherenceinprogramsoflearning;andanincreaseinthecriticalityanddepthofstudentwork.

QMIndicatorsofEffectiveCourseContent:1. Standards2. LearningGoals3. CourseDesign4. CourseEvaluation5. CourseCoherence

Domain2:CourseContent


QMSelf-StudyToolkit

Domain2:CourseContent


1 Standards

ALLcoursesarebasedonleaderperformancestandardsanddesignedtodevelopleadercompetenciestoinclude:1)agencyforchange;2)parent-community-schoolpartnerships;3)professionalcapacitybuilding;4)studentcenteredlearning;5)instructionalguidanceandsupport;6)culturallyresponsiveteachingandlearning.

MOSTcoursesarebasedonleaderperformancestandardsanddesignedtodevelopleadercompetenciestoinclude:1)agencyforchange;2)parent-community-schoolpartnerships;3)professionalcapacitybuilding;4)studentcenteredlearning;5)instructionalguidanceandsupport;6)culturallyresponsiveteachingandlearning.

SOMEcoursesarebasedonleaderperformancestandardsanddesignedtodevelopleadercompetenciestoinclude:1)agencyforchange;2)parent-community-schoolpartnerships;3)professionalcapacitybuilding;4)studentcenteredlearning;5)instructionalguidanceandsupport;6)culturallyresponsiveteachingandlearning.

FEW/NOcoursesarebasedonleaderperformancestandardsanddesignedtodevelopleadercompetenciestoinclude:1)agencyforchange;2)parent-community-schoolpartnerships;3)professionalcapacitybuilding;4)studentcenteredlearning;5)instructionalguidanceandsupport;6)culturallyresponsiveteachingandlearning.

2 LearningGoals

ALLcoursesarticulateclearlearninggoalsforcandidatesthatidentifyboththeleaderbehaviortobedevelopedandthecontextwithinwhichthebehaviorwillbeperformed.

MOSTcoursesarticulateclearlearninggoalsforcandidatesthatidentifyboththeleaderbehaviortobedevelopedandthecontextwithinwhichthebehaviorwillbeperformed.

SOMEcoursesarticulateclearlearninggoalsforcandidatesthatidentifyboththeleaderbehaviortobedevelopedandthecontextwithinwhichthebehaviorwillbeperformed.

FEW/NOcoursesarticulateclearlearninggoalsforcandidatesthatidentifyboththeleaderbehaviortobedevelopedandthecontextwithinwhichthebehaviorwillbeperformed.

3 CourseDesignALLcoursedesignsexplicitlyconnectcoursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.

MOSTcoursedesignsexplicitlyconnectcoursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.

SOMEcoursedesignsexplicitlyconnectcoursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.

FEW/NOcoursedesignsexplicitlyconnectcoursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.

4 CourseEvaluation

ALLcourseevaluationsareauditedonaregularscheduletoensurethatassessmenttasksandcriteriaclearlyanddirectlyrelatetointendedlearningoutcomes.

MOSTcourseevaluationsareauditedonaregularscheduletoensurethatassessmenttasksandcriteriaclearlyanddirectlyrelatetointendedlearningoutcomes.

SOMEcourseevaluationsareauditedonaregularscheduletoensurethatassessmenttasksandcriteriaclearlyanddirectlyrelatetointendedlearningoutcomes.

FEW/NOcourseevaluationsareauditedonaregularscheduletoensurethatassessmenttasksandcriteriaclearlyanddirectlyrelatetointendedlearningoutcomes.

5 CourseCoherence

ALLcoursesareorganizedandlogicallysequencedtoensurethat:concepts,knowledge,andskillsbuilduponeachotherinstructuredprogressionoflearning,andlearninginonecoursemirrorslearninginthesamecoursetaughtbyadifferentinstructorincludingmethodsusedtoevaluatelearning.

MOSTcoursesareorganizedandlogicallysequencedtoensurethat:concepts,knowledge,andskillsbuilduponeachotherinstructuredprogressionoflearning,andlearninginonecoursemirrorslearninginthesamecoursetaughtbyadifferentinstructorincludingmethodsusedtoevaluatelearning.

SOMEcoursesareorganizedandlogicallysequencedtoensurethat:concepts,knowledge,andskillsbuilduponeachotherinstructuredprogressionoflearning,andlearninginonecoursemirrorslearninginthesamecoursetaughtbyadifferentinstructorincludingmethodsusedtoevaluatelearning.

FEW/NOcoursesareorganizedandlogicallysequencedtoensurethat:concepts,knowledge,andskillsbuilduponeachotherinstructuredprogressionoflearning,andlearninginonecoursemirrorslearninginthesamecoursetaughtbyadifferentinstructorincludingmethodsusedtoevaluatelearning.


QMSelf-StudyToolkit

Keyindicatorsofeffectivepedagogy/andragogyemergefromreviewsofempiricalstudiesontransformativelearningandarerootedindeeplyheldassumptionsaboutthenatureofadultlearningandpurposesofteachingforchange.Whentakentogether,theyseektoestablishareciprocalrelationshipbetweenthepracticesandthetheoreticalorientationoftransformativelearningthatcanprovidealensformakingmeaningandguidingtransformativeleaderpractice.

QMIndicatorsofEffectivePedagogy-Andragogy:1. ActiveLearningStrategies2. ExperientialLearningActivities3. ReflectivePractices4. FormativeFeedback5. PerformanceBenchmarking6. CulturallyResponsivePedagogy

Domain3:Pedagogy-Andragogy


QMSelf-StudyToolkit

Domain3:Pedagogy-AndragogyQMIndicators Level4 Level3 Level2 Level1

1 ActiveLearningStrategies

ALLcoursesconsistentlyuseactivelearningstrategiesincludingproject-basedandcase-basedinstructiontoengagecandidatesinthecontentbeingstudied.

MOSTcoursesconsistentlyuseactivelearningstrategiesincludingproject-basedandcase-basedinstructiontoengagecandidatesinthecontentbeingstudied.

SOMEcoursesconsistentlyuseactivelearningstrategiesincludingproject-basedandcase-basedinstructiontoengagecandidatesinthecontentbeingstudied.

FEW/NOcoursesconsistentlyuseactivelearningstrategiesincludingproject-basedandcase-basedinstructiontoengagecandidatesinthecontentbeingstudied.

2ExperientialLearningActivities

ALLcoursesincludestructuredexperientiallearningactivitiesinwhichlearnersapplynewlearningandbecomefamiliarwithvariousreal-worldcontextsandassociatedskillrequirements.

MOSTcoursesincludestructuredexperientiallearningactivitiesinwhichlearnersapplynewlearningandbecomefamiliarwithvariousreal-worldcontextsandassociatedskillrequirements.

SOMEcoursesincludestructuredexperientiallearningactivitiesinwhichlearnersapplynewlearningandbecomefamiliarwithvariousreal-worldcontextsandassociatedskillrequirements.

FEW/NOcoursesincludestructuredexperientiallearningactivitiesinwhichlearnersapplynewlearningandbecomefamiliarwithvariousreal-worldcontextsandassociatedskillrequirements.

3 ReflectivePractices

ALLcoursesincorporatereflectivepracticesasastandardofpracticeindevelopingtheessentialhabitofself-examinationandcontinuousimprovementofone’spractice.

MOSTcoursesincorporatereflectivepracticesasastandardofpracticeindevelopingtheessentialhabitofself-examinationandcontinuousimprovementofone’spractice.

SOMEcoursesincorporatereflectivepracticesasastandardofpracticeindevelopingtheessentialhabitofself-examinationandcontinuousimprovementofone’spractice.

FEW/NOcoursesincorporatereflectivepracticesasastandardofpracticeindevelopingtheessentialhabitofself-examinationandcontinuousimprovementofone’spractice.

4 FormativeFeedback

ALLcoursesuseformativefeedbackasanessentialtoolinguidinglearningtowardstatedgoals,objectivesandperformancebenchmarks.

MOSTcoursesuseformativefeedbackasanessentialtoolinguidinglearningperformancetowardstatedgoals,objectivesandperformancebenchmarks.

SOMEcoursesuseformativefeedbackasanessentialtoolinguidinglearningperformancetowardstatedgoals,objectivesandperformancebenchmarks.

FEW/NOcoursesuseformativefeedbackasanessentialtoolinguidinglearningperformancetowardstatedgoals,objectivesandperformancebenchmarks.

5 PerformanceBenchmarking

ALLcoursesprovidecandidateswithperformancebenchmarksofbestpracticesforuseinreflectinguponandrefiningspecificcompetenciesbeingdeveloped.

MOSTcoursesprovidecandidateswithperformancebenchmarksofbestpracticesforuseinreflectinguponandrefiningspecificcompetenciesbeingdeveloped.

SOMEcoursesprovidecandidateswithperformancebenchmarksofbestpracticesforuseinreflectinguponandrefiningspecificcompetenciesbeingdeveloped.

FEW/NOcoursesprovidecandidateswithperformancebenchmarksofbestpracticesforuseinreflectinguponandrefiningspecificcompetenciesbeingdeveloped.

6CulturallyResponsivePedagogy

ALLcoursesuseculturallyresponsivemethodstodevelopleadercompetenciesatthepersonal,instructional,andinstitutionallevel.

MOSTcoursesuseculturallyresponsivemethodstodevelopleadercompetenciesatthepersonal,instructional,andinstitutionallevel.

SOMEcoursesuseculturallyresponsivemethodstodevelopleadercompetenciesatthepersonal,instructional,andinstitutionallevel.

FEW/NOcoursesuseculturallyresponsivemethodstodevelopleadercompetenciesatthepersonal,instructional,andinstitutionallevel.


QMSelf-StudyToolkit

Clinicalpracticeisdefinedasaformofexperientiallearningthatintegratesknowledgeandtheorylearnedincourseswithpracticalapplicationandskilldevelopmentinareal-world,professionalsetting.Theseexperiencesareintendedtogivestudentstheopportunitytogainvaluableappliedknowledgeandmakeconnectionstotheprofessionalfieldbeingconsideredasapossiblecareerpath.Additionally,itgivesprospectiveemployerstheopportunitytoguideandevaluatetalent.8Practicumsandinternshipsaretwoformsofschool-basedexperientiallearningoftenusedbypreparationprogramsandschooldistrictstoprovideaspiringprincipalswithexperientiallearningexperiencesinrealschoolsettings.

Practicum Internship

Acomponentofsomeeducationalprogramswherestudentsareplacedinareal-worldsetting(i.e.,classroomorschool)toobservetheworkofprofessionalswhilealsospendingsometimeperformingassignedtasksthemselves.Typically,studentsarealsoenrolledinacourseconnectedtothepracticumfordeeperunderstandingandmeaningfulfacilitationofwhatisbeinglearnedduringtheexperience.

Ashort-termopportunityforstudentstowork(paidorunpaid)foranemployerwhere,ideally,theiracademiclearningcanbeappliedtoreal-worldtasks.Astructuredacademicprogramwherestudents“learnandearn”byworkingatajobsitewhiletakingalimitednumberofacademiccourses.Apprenticeshipscantakebetween3-4years,oftenrequireon-the-jobtraining,andcanleadtoprofessionalcertificationandoftenfull-timeemploymentatthejobsite.

QMIndicatorsofEffectiveClinicalPractice:

1. ClinicalDesign2. ClinicalQuality3. ClinicalCoaching4. ClinicalSupervision5. ClinicalPlacements6. ClinicalEvaluation

8NationalAssociationofCollegesandEmployers(2011).Positionstatement:U.S.internships.Retrievedfromwww.naceweb.org/advocacy/position-statements/united-states-internships.aspx

Domain4:ClinicalPractice


QMSelf-StudyToolkit

Domain4:ClinicalPracticeQMIndicators Level4 Level3 Level2 Level1

1 ClinicalDesign

ALLclinicaldesignsareco-developedbyacademicfaculty,prospectiveemployers,andcandidates.Theyareanchoredtoacademiccourseworkandarticulateclearandspecificlearningandcareerdevelopmentgoals/targetsforeachcandidate.

MOSTclinicaldesignsareco-developedbyacademicfaculty,prospectiveemployers,andcandidates.Theyareanchoredtoacademiccourseworkandarticulateclearandspecificlearningandcareerdevelopmentgoals/targetsforeachcandidate.

SOMEclinicaldesignsareco-developedbyacademicfaculty,prospectiveemployers,andcandidates.Theyareanchoredtoacademiccourseworkandarticulateclearandspecificlearningandcareerdevelopmentgoals/targetsforeachcandidate.

FEW/NOclinicaldesignsareco-developedbyacademicfaculty,prospectiveemployers,andcandidates.Theyareanchoredtoacademiccourseworkandarticulateclearandspecificlearningandcareerdevelopmentgoals/targetsforeachcandidate.

2 ClinicalQuality

ALLclinicalexperiencesareguidedbycriterionstandardsanddatasystemsthatproduceactionableinformationonthequalityandefficacyofclinicalexperiences.Standardsincludeexpectationsforthedurationoftheclinicalexperience,relevanthigh-levelleadershiptasks,high-qualityonsiteguidanceandmodeling,coordinationbetweenacademicprogramandschoolsitestoensurehigh-qualitylearningexperiencesforcandidates.

MOSTclinicalexperiencesareguidedbycriterionstandardsanddatasystemsthatproduceactionableinformationonthequalityandefficacyofclinicalexperiences.Standardsincludeexpectationsforthedurationoftheclinicalexperience,relevanthigh-levelleadershiptasks,high-qualityonsiteguidanceandmodeling,coordinationbetweenacademicprogramandschoolsitestoensurehigh-qualitylearningexperiencesforcandidates.

SOMEclinicalexperiencesareguidedbycriterionstandardsanddatasystemsthatproduceactionableinformationonthequalityandefficacyofclinicalexperiences.Standardsincludeexpectationsforthedurationoftheclinicalexperience,relevanthigh-levelleadershiptasks,high-qualityonsiteguidanceandmodeling,coordinationbetweenacademicprogramandschoolsitestoensurehigh-qualitylearningexperiencesforcandidates.

FEW/NOclinicalexperiencesareguidedbycriterionstandardsanddatasystemsthatproduceactionableinformationonthequalityandefficacyofclinicalexperiences.Standardsincludeexpectationsforthedurationoftheclinicalexperience,relevanthigh-levelleadershiptasks,high-qualityonsiteguidanceandmodeling,coordinationbetweenacademicprogramandschoolsitestoensurehigh-qualitylearningexperiencesforcandidates.

3 ClinicalCoaching

ALLcandidatesreceivedetailed,high-qualityfeedbackandcoachingsupport,frombothacademicstaffandseniorlevelprofessionals,onavarietyofauthentic,professional-leveltasks.

MOSTcandidatesreceivedetailed,high-qualityfeedbackandcoachingsupport,frombothacademicstaffandseniorlevelprofessionals,onavarietyofauthentic,professional-leveltasks.

SOMEcandidatesreceivedetailed,high-qualityfeedbackandcoachingsupport,frombothacademicstaffandseniorlevelprofessionals,onavarietyofauthentic,professional-leveltasks.

FEW/NOcandidatesreceivedetailed,high-qualityfeedbackandcoachingsupport,frombothacademicstaffandseniorlevelprofessionals,onavarietyofauthentic,professional-leveltasks.


QMSelf-StudyToolkit

Domain4:ClinicalPracticeQMIndicators Level4 Level3 Level2 Level1

4 ClinicalSupervision

ALLcandidatesaresupervisedthroughoutthedurationoftheirclinicalexperience,bybothacademicstaffandaschool-sitesupervisor(s).Performanceexpectationsandevaluationcriteriaareclearlydefined,priortobeginningtheclinicalexperience,byacademicstaffandschoolsitesupervisors.

MOSTcandidatesaresupervisedthroughoutthedurationoftheirclinicalexperience,bybothacademicstaffandaschool-sitesupervisor(s).Performanceexpectationsandevaluationcriteriaareclearlydefined,priortobeginningtheclinicalexperience,byacademicstaffandschoolsitesupervisors.

SOMEcandidatesaresupervisedthroughoutthedurationoftheirclinicalexperience,bybothacademicstaffandaschool-sitesupervisor(s).Performanceexpectationsandevaluationcriteriaareclearlydefined,priortobeginningtheclinicalexperience,byacademicstaffandschoolsitesupervisors.

FEW/NOcandidatesaresupervisedthroughoutthedurationoftheirclinicalexperience,bybothacademicstaffandaschool-sitesupervisor(s).Performanceexpectationsandevaluationcriteriaareclearlydefined,priortobeginningtheclinicalexperience,byacademicstaffandschoolsitesupervisors.

5 ClinicalPlacements

ALLclinicalplacementsareidentifiedbyacademicprogramstaffandensurethatschoolsitesareadequatelyresourcedtoprovidecandidateswithahigh-qualityclinicalexperience.

MOSTclinicalplacementsareidentifiedbyacademicprogramstaffandensurethatschoolsitesareadequatelyresourcedtoprovidecandidateswithahigh-qualityclinicalexperience.

SOMEclinicalplacementsareidentifiedbyacademicprogramstaffandensurethatschoolsitesareadequatelyresourcedtoprovidecandidateswithahigh-qualityclinicalexperience.

FEW/NOclinicalplacementsareidentifiedbyacademicprogramstaffandensurethatschoolsitesareadequatelyresourcedtoprovidecandidateswithahigh-qualityclinicalexperience.

6 ClinicalEvaluation

ALLcandidateclinicalevaluationsarebasedonsystematicallydevelopedprogramassessmentcriteriaandusedtoguidefieldsupervisionandevaluationappropriateforaspecificclinicalcontext.

MOSTcandidateclinicalevaluationsarebasedonsystematicallydevelopedprogramassessmentcriteriaandusedtoguidefieldsupervisionandevaluationappropriateforaspecificclinicalcontext.

SOMEcandidateclinicalevaluationsarebasedonsystematicallydevelopedprogramassessmentcriteriaandusedtoguidefieldsupervisionandevaluationappropriateforaspecificclinicalcontext.

FEW/NOcandidateclinicalevaluationsarebasedonsystematicallydevelopedprogramassessmentcriteriaandusedtoguidefieldsupervisionandevaluationappropriateforaspecificclinicalcontext.


QMSelf-StudyToolkit


QMSelf-StudyToolkit

Criterion-referencedassessmentsaredesignedtomeasurecandidateperformanceagainstafixedsetofpredeterminedcriteriaorlearningstandards—i.e.,concise,writtendescriptionsofwhatcandidatesareexpectedtoknowandbeabletodoataspecificstageoftheireducation.Theyareusedtoevaluatewhethercandidateshavelearnedaspecificbodyofknowledgeoracquiredaspecificskillset.Ifcandidatesperformatorabovetheestablishedexpectations,theyaredeemedtobeproficient.Inafullycriterion-referencedsystem,objectives(learningoutcomes)definewhatstudentsneedtoknowandbeabletodo(content),howtheywillbetaught(pedagogy),andhowlearningwillbeassessed.9Inacriterion-referencedsystemofassessment,instructorresponsibilitiesincludelinking/scaffoldinglearningandteachingactivitiestotheintendedoutcomesandstructuringassessmentsappropriatetotheleveloflearningexpected.

QMIndicatorsofEffectivePerformanceAssessment:

1. AssessmentPurpose2. CandidatePerformanceTargets3. AssessmentQuality4. AssessmentMethods5. CommunicationofAssessmentResults6. AssessmentImpact

9Biggs,J.,&Tang,C.(2011).Teachingforqualitylearningatuniversity:Whatthestudentdoes(4thed.).NewYork:McGraw-HillEducation.

Domain5:PerformanceAssessment


QMSelf-StudyToolkit

Domain5:PerformanceAssessment


1 AssessmentPurpose

ALLassessmentsaredesignedtocollectevidenceofcandidateprogresstowardproficiencythatisthenusedtoinforminstructionaldecisions.

MOSTassessmentsaredesignedtocollectevidenceofcandidateprogresstowardproficiencythatisthenusedtoinforminstructionaldecisions.

SOMEassessmentsaredesignedtocollectevidenceofcandidateprogresstowardproficiencythatisthenusedtoinforminstructionaldecisions.

FEW/NOassessmentsaredesignedtocollectevidenceofcandidateprogresstowardproficiencythatisthenusedtoinforminstructionaldecisions.

2CandidatePerformanceTargets

ALLcandidateperformancetargetsareclearlyarticulatedandalignwithhigh-priorityleaderperformancestandardsthatformthefoundationforcandidateassessments.

MOSTcandidateperformancetargetsareclearlyarticulatedandalignwithhigh-priorityleaderperformancestandardsthatformthefoundationforcandidateassessments.

SOMEcandidateperformancetargetsareclearlyarticulatedandalignwithhigh-priorityleaderperformancestandardsthatformthefoundationforcandidateassessments.

FEW/NOcandidateperformancetargetsareclearlyarticulatedandalignwithhigh-priorityleaderperformancestandardsthatformthefoundationforcandidateassessments.

3 AssessmentQuality

ALLassessmentsfacilitatevalidevaluationofcomplexcompetencies,promotelearning,andarecomplementedwithexemplarsand/ormodelsofperformance.Assessmentsmakeexpectationsandcriteriaexplicitwhichenablesfeedbackandpromotesself-assessment.

MOSTassessmentsfacilitatevalidevaluationofcomplexcompetencies,promotelearning,andarecomplementedwithexemplarsand/ormodelsofperformance.Assessmentsmakeexpectationsandcriteriaexplicitwhichenablesfeedbackandpromotesself-assessment.

SOMEassessmentsfacilitatevalidevaluationofcomplexcompetencies,promotelearning,andarecomplementedwithexemplarsand/ormodelsofperformance.Assessmentsmakeexpectationsandcriteriaexplicitwhichenablesfeedbackandpromotesself-assessment.

FEW/NOassessmentsfacilitatevalidevaluationofcomplexcompetencies,promotelearning,andarecomplementedwithexemplarsand/ormodelsofperformance.Assessmentsmakeexpectationsandcriteriaexplicitwhichenablesfeedbackandpromotesself-assessment.

4 AssessmentMethods

ALLassessmentmethodsaretightlylinkedtolearningtargetsandcollectbothformativeandsummativedatathatprovideasufficientsampleofcandidateperformancedatatoreliablyinferlevelsofproficiencyforaparticularperformancetarget.

MOSTassessmentmethodsaretightlylinkedtolearningtargetsandcollectbothformativeandsummativedatathatprovideasufficientsampleofcandidateperformancedatatoreliablyinferlevelsofproficiencyforaparticularperformancetarget.

SOMEassessmentmethodsaretightlylinkedtolearningtargetsandcollectbothformativeandsummativedatathatprovideasufficientsampleofcandidateperformancedatatoreliablyinferlevelsofproficiencyforaparticularperformancetarget.

FEW/NOassessmentmethodsaretightlylinkedtolearningtargetsandcollectbothformativeandsummativedatathatprovideasufficientsampleofcandidateperformancedatatoreliablyinferlevelsofproficiencyforaparticularperformancetarget.

5CommunicationofAssessmentResults

ALLmethodsforcommunicatingcandidateassessmentdataproduceaccurate,timely,andimmediatelyusableinformationaboutthelevelofcandidatemasteryofperformancetarget(s).

MOSTmethodsforcommunicatingcandidateassessmentdataproduceaccurate,timely,andimmediatelyusableinformationaboutthelevelofcandidatemasteryofperformancetarget(s).

SOMEmethodsforcommunicatingcandidateassessmentdataproduceaccurate,timely,andimmediatelyusableinformationaboutthelevelofcandidatemasteryofperformancetarget(s).

FEW/NOmethodsforcommunicatingcandidateassessmentdataproduceaccurate,timely,andimmediatelyusableinformationaboutthelevelofcandidatemasteryofperformancetarget(s).

6 AssessmentImpact

ALLcandidatesuseassessmentdataandcontinuousimprovementprocessestotakechargeoftheirownprogresstowardperformancemasteryandgrowthovertime.

MOSTcandidatesuseassessmentdataandcontinuousimprovementprocessestotakechargeoftheirownprogresstowardperformancemasteryandgrowthovertime.

SOMEcandidatesuseassessmentdataandcontinuousimprovementprocessestotakechargeoftheirownprogresstowardperformancemasteryandgrowthovertime.

FEW/NOcandidatesuseassessmentdataandcontinuousimprovementprocessestotakechargeoftheirownprogresstowardperformancemasteryandgrowthovertime.


QMSelf-StudyToolkit

Outcomesareclearlearningresultsthatwewantstudentstodemonstrateattheendofsignificantlearningexperiences.Theyarenotvalues,beliefs,attitudes,orpsychologicalstatesofmind.Instead,outcomesarewhatlearnerscanactuallydowithwhattheyknowandhavelearned.Theyarethetangibleapplicationofwhathasbeenlearned.Thismeansthatoutcomesareactionsandperformancesthatembodyandreflectlearnercompetenceinusingcontent,information,ideas,andtoolssuccessfully.Havinglearnersdoimportantthingswithwhattheyknowisamajorstepbeyondknowingitself.Becauseoutcomesinvolveactualdoing,ratherthanjustknowingoravarietyofotherpurelymentalprocesses,theymustbedefinedaccordingtotheactionsordemonstrationprocessesbeingsought.10

QMIndicatorsofEffectivePrincipalPreparation:1. ExitCompetencies2. StateCertification3. SchoolDistrictEligibility4. SchoolDistrictHiring5. JobPlacementandRetention11,126. JobPerformance

10Spady,W.G.(1994).Outcome-basededucation:Criticalissuesandanswers.Arlington,VA:AmericanAssociationofSchoolAdministrators.11Daloisio,J.(2017).Principalchurn:Acasestudyonprincipalturnoverandstrategiestobuildsustainabilityandcontinuity(Doctoraldissertation).Retrievedfromhttp://d-scholarship.pitt.edu/33237/12Goldring,R.,&Taie,S.(2014).Principalattritionandmobility:Resultsfromthe2012–13PrincipalFollow-upSurvey(NCES2014-064rev).Washington,DC:U.S.DepartmentofEducation,NationalCenterforEducationStatistics.Retrievedfromhttp://nces.ed.gov/pubsearch(accessed2017October)

Domain6:GraduatePerformanceOutcomes


QMSelf-StudyToolkit

Domain6:GraduatePerformanceOutcomesQMIndicators Level4 Level3 Level2 Level1

1 ExitCompetencies

ALLcandidatesdemonstrateprogramexitcompetenciesrequiredtobecomeeducationleaders,basedonprogramexitexams,professionalstandardsforeducationalleaders,andlocalschooldistrictperformanceexpectationsforprincipalandassistantprincipal.

MOSTcandidatesdemonstrateprogramexitcompetenciesrequiredtobecomeeducationleaders,basedonprogramexitexams,professionalstandardsforeducationalleaders,andlocalschooldistrictperformanceexpectationsforprincipalandassistantprincipal.

SOMEcandidatesdemonstrateprogramexitcompetenciesrequiredtobecomeeducationleaders,basedonprogramexitexams,professionalstandardsforeducationalleaders,andlocalschooldistrictperformanceexpectationsforprincipalandassistantprincipal.

FEW/NOcandidatesdemonstrateprogramexitcompetenciesrequiredtobecomeeducationleaders,basedonprogramexitexams,professionalstandardsforeducationalleaders,andlocalschooldistrictperformanceexpectationsforprincipalandassistantprincipal.

2 StateCertification

ALLprogramgraduatesarecertifiedandlicensedbythestateuponprogramcompletionoradvancedtothenextlevelofthestatecertificationprocess.

MOSTprogramgraduatesarecertifiedandlicensedbythestateuponprogramcompletionoradvancedtothenextlevelofthestatecertificationprocess.

SOMEprogramgraduatesarecertifiedandlicensedbythestateuponprogramcompletionoradvancedtothenextlevelofthestatecertificationprocess.

FEW/NOprogramgraduatesarecertifiedandlicensedbythestateuponprogramcompletionoradvancedtothenextlevelofthestatecertificationprocess.

3SchoolDistrictEligibility

ALLeligibleprogramgraduatesareadmittedintooneormoreschooldistrictapplicantpoolsandareeligibletobeinterviewedforprincipaland/orassistantprincipalpositions.

MOSTeligibleprogramgraduatesareadmittedintooneormoreschooldistrictapplicantpoolsandareeligibletobeinterviewedforprincipaland/orassistantprincipalpositions.

SOMEeligibleprogramgraduatesareadmittedintooneormoreschooldistrictapplicantpoolsandareeligibletobeinterviewedforprincipaland/orassistantprincipalpositions.

FEW/NOeligibleprogramgraduatesareadmittedintooneormoreschooldistrictapplicantpoolsandareeligibletobeinterviewedforprincipaland/orassistantprincipalpositions.

4 SchoolDistrictHiring

ALLeligibleprogramgraduatesarehiredasprincipalsand/orassistantprincipalleadershippositionswithinoneyearofprogramcompletionorprogresstothenextlevelofthehiringprocess.

MOSTeligibleprogramgraduatesarehiredasprincipalsand/orassistantprincipalleadershippositionswithinoneyearofprogramcompletionorprogresstothenextlevelofthehiringprocess.

SOMEeligibleprogramgraduatesarehiredasprincipalsand/orassistantprincipalleadershippositionswithinoneyearofprogramcompletionorprogresstothenextlevelofthehiringprocess.

FEW/NOeligibleprogramgraduatesarehiredasprincipalsand/orassistantprincipalleadershippositionswithinoneyearofprogramcompletionorprogresstothenextlevelofthehiringprocess.

5 JobPlacementandRetention

ALLprogramgraduateshiredbyaschooldistrictareplacedinvacanciesinchronicallylowperformingschoolsandremaininthesamepositionforatleastthreeyears.

MOSTprogramgraduateshiredbyaschooldistrictareplacedinvacanciesinchronicallylowperformingschoolsandremaininthesamepositionforatleastthreeyears.

SOMEprogramgraduateshiredbyaschooldistrictareplacedinvacanciesinchronicallylowperformingschoolsandremaininthesamepositionforatleastthreeyears.

FEW/NOprogramgraduateshiredbyaschooldistrictareplacedinvacanciesinchronicallylowperformingschoolsandremaininthesamepositionforatleastthreeyears.

6 JobPerformance

ALLprogramgraduatesplacedinleadershippositionseithermeetorexceedexpectationsondistrictperformanceevaluationsduringtheirinductionperiod.

MOSTprogramgraduatesplacedinleadershippositionseithermeetorexceedexpectationsondistrictperformanceevaluationsduringtheirinductionperiod.

SOMEprogramgraduatesplacedinleadershippositionseithermeetorexceedexpectationsondistrictperformanceevaluationsduringtheirinductionperiod.

FEW/NOprogramgraduatesplacedinleadershippositionseithermeetorexceedexpectationsondistrictperformanceevaluationsduringtheirinductionperiod.


QMSelf-StudyToolkit

GlossaryofTerms

Thisglossaryof terms is includedhereasaquick reference tool for self-study teamsengaged in theprocessofexamining theirprincipalpreparationprogrampracticesusingQualityMeasures™rubrics.Theglossaryisintendedtooffergeneraldefinitionsoftermstoassistteamsindevelopingasharedunderstandingofindicatorsassociatedwitheachprogramdomain.

Domain1:CandidateAdmissionsMarketingStrategy:Acomprehensiveplanforrecruitingadiversepoolofhighlyqualifiedapplicantstoenrollintheinstitution’sprincipalpreparationprogram.RecruitmentPractices:Specificactionstakenbyprogramstoattractapplicantswhodemonstratestrongpotentialforbecomingeffectiveschoolleaders.Practicesmayinclude:strategicsocialmedia,digitalcampaigns(websitewithanalytics),event-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents,andotherpracticesthattargetethnicandgenderspecificapplicants.AdmissionsStandards:Admissionstandardsdefinethespecificrequirementsforscreeningprogramapplicationsandselectingcandidatesforadmission.ApplicantScreening:Referstospecificprocessesdesignedandimplementedtoscreenapplicationsinordertoidentifyhighlyqualifiedapplicantswhomeetprogramadmissionrequirements.PredictorAssessments:Abatteryofassessmentsusedaspartoftheapplicantscreeningprocesstopredictdifferentleadershipbehaviors(e.g.,task-orientedbehaviors,relational-orientedbehaviors,andchange-orientedbehaviors).CandidateSelection:Processesusedtoselectcandidateforadmissiontotheprogram.Mayincludeface-to-faceinterviews,jobshadows,referencechecks.Mayinvolveaselectioncommitteecomprisedofprogramfacultyandschooldistrictstaff.


QMSelf-StudyToolkit

Domain2:CourseContentStandardsBased:ReferstoProfessionalStandardsforSchoolLeaders(PSEL).LearningGoals:Identifyboththeleaderbehaviortobedevelopedandthecontextwithinwhichthebehaviorwillbeperformed.CourseDesign:Approachtodesigningcurriculumthatintegrateslearninggoals,coursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.CourseEvaluation:Theprocessofgatheringinformationabouttheimpactoflearningandofteachingpracticeonstudentlearning,analyzingandinterpretingthatinformation,andrespondingtoandactingontheresults.CourseCoherence:Referstoasetofinterrelatedcoursesandlearningexperiencesthatarelogicallysequenced(verticallyaligned)andguidedbyacommonframework/designforcurriculum,instruction,assessment,andlearningclimate,andpursuedoverasustainedperiodoftime.

Domain3:Pedagogy-AndragogyActiveLearning:Amethodoflearningthatengagesstudentsintwoaspectsofthelearningprocess–doingthingsandthinkingaboutthethingstheyaredoing.ExperientialLearning:Theprocessoflearningthroughexperience.Morespecificallydefinedas"learningthroughreflectionondoing."Experientiallearningisdistinctfromroteordidacticlearning,thelatterinwhichthelearnerplaysacomparativelypassiverole.ReflectivePractice:Involvesthepracticeofreflectingonone'sactionsasawaytoengageinaprocessofcontinuouslearning.Accordingtoonedefinition,reflectivepracticesinvolve"payingcriticalattentiontothepracticalvaluesandtheorieswhichinformeverydayactions.”FormativeFeedback:Ongoingfeedbackthroughoutthelearningprocessthatcanbeusedbyinstructorstoimprovetheirteachingandbystudentstoimprovetheirlearning.PerformanceBenchmarking:Awayofdiscoveringwhatisthebestperformancebeingachieved–whetherinaparticularcourse,inacompetitorprogram,orinanentirelydifferentindustry.Thisinformationcanthenbeusedtoidentifygapsinprogramcontentandprocessesinordertoimproveoutcomesandachieveacompetitiveadvantage.CulturallyResponsivePedagogy:Aninstructionalmethodthatisgroundedinteachers'displayingskillatteachinginacross-culturalormulticulturalsetting.Enablesstudentstorelatecoursecontenttotheirownculturalexperiences.


QMSelf-StudyToolkit

Domain4:ClinicalPracticeClinicalDesign:Referstotheessentialelementsofaneffectiveexperientiallearningexperiencethatintegratesknowledgeandtheorylearnedintheclassroomwithpracticalapplicationandskillsdevelopmentinaprofessionalschoolsetting.Essentialelementsincludelearninggoalsthatarestructuredintothelearningexperienceandsupervisedbyaprofessionalwithrelevantandrelatedbackgroundinthefield.Theoverallclinicaldesignbalancestheintern’slearninggoalswiththeorganization’s(school)needs.Maybepart-timeorfull-time.ClinicalQuality:Referstothedegreetowhichclinicaldesignsincorporatethedesignelementsthatresultindesiredlearnerperformanceoutcomes.ClinicalCoaching:Referstothededicatedtimesupervisorsand/orcoachesspendobservingandprovidingfeedbacktointernsonbothaccomplishmentsandareasforimprovement.Includesintentionalsupportintheintern’stransitionfromtheclassroomtotheworkplace.ClinicalSupervision:Referstothelevelofguidanceandoversightprovidedtointerns.Generallyincludes:familiarizingthemwiththeschoolassignment,providingassignments,andservingasa“contact”personforquestions.Internshipsupervisionshouldbeconductedbyanexpertinthetypeofworktheintern(s)willbeperformingtoprovidetheappropriateguidancefortheintern’sassignments.Aninternsupervisor’sresponsibilitiestypicallyinclude:takingpartinanintern’splacement,screening,andinterviewprocess;conductingtheinternorientation;developinginternlearninggoals;meetingwithandobservinganinternregularlytoevaluateperformanceanddetermineifneeds/goalsarebeingmet;andassessingtheinternshipprogram’ssuccess.ClinicalPlacements:Referstotheprofessionalschoolsidentifiedforinternstocompletetheexperientialsegmentoftheirpreparationandtraining.ClinicalEvaluation:Referstotheevaluationoftheintern’sinitiallearningobjectivesidentifiedatthestartoftheinternship.Typically,supervisorsareaskedtoevaluateinternsatthemidpointandendoftheinternship.Employersareencouragedtoreviewtheinternshipwiththeinternbeforeheorsheleaves.Evaluationsarehelpfulindeterminingtheintern’ssuccesswithintheassignedschoolandalsoserveaspredictorsofsuccessforfutureinternshipsoremploymentupongraduation.

Domain5:PerformanceAssessmentFormativeAssessment:Providesfeedbacktoteachersandlearnersthroughouttheteachingandlearningprocessaboutwhatisworking,whatisnotworking,andwhatthestudentandtheteachershoulddonexttoimprove.

SummativeAssessment:Measurestheextenttowhichthelearnerhasaccomplishedtheintendedlearningoutcomesandcontributestothefinalgrade.Itismostoftenusedattheendofacourseofstudytoquantifylearningachievementandprovidedatafordeterminingthenextlevelofstudy.


QMSelf-StudyToolkit

CandidatePerformanceTargets:Definesthespecificlearnerperformancetobeaccomplishedbytheendofthecourseofstudyaswellasinterimindicatorsofprogressalongtheway.AssessmentQuality:Asusedhere,assessmentqualityisdefinedastheextenttowhichanassessmentaccuratelymeasurestheperformanceitisintendedtomeasure.AssessmentMethods:Referstothestrategies,techniques,toolsandinstrumentsusedtocollectinformationtodeterminetheextenttowhichlearnersdemonstratedesiredlearningoutcomes.Severaldifferentmethodsshouldbeusedtoassesslearneroutcomes.CommunicationofAssessmentResults:Referstothemethodsandtimelinesusedtocommunicateprogresstowardperformancetargetsandlearninggoalstolearners.AssessmentImpact:Referstothemethodsusedtodeterminetheeffectsofteachingandlearningonchangesinlearnerbehaviors,eitherintendedorunintended.

Domain6:GraduatePerformanceOutcomesExitCompetencies:Ageneralstatementthatdescribesthedesiredknowledge,skills,andbehaviorsofastudentgraduatingfromaprogram(orcompletingacourse).Competenciescommonlydefinetheappliedskillsandknowledgethatenablepeopletosuccessfullyperforminprofessional,educational,andotherlifecontexts.StateCertification:Thecertificationprocessisdifferentforeachstate,butmoststatesrequireanin-depthanalysisofapotentialprincipal'sbackground,aswellasexamsthattesthisorherknowledgeofrunningaschool.SchoolDistrictEligibility:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhomeetschooldistrictrequirementsand,asaresult,areeligibletobeinterviewedbytheschooldistrictforthepositionofschoolprincipal.Requirementsforhiringeligibilityvarybyschooldistrict.SchoolDistrictHiring:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhoarehiredbyschooldistrictsasschoolprincipals.JobPlacementandRetention:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhoareplacedasfirst-yearprincipalsorassistantprincipalsinchronicallylowperformingschools,andtheirtenureintheposition.JobPerformance:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhomeetorexceedschooldistrictperformanceexpectationsasreflectedinperformanceevaluationsconductedduringthefirstthreeyearsofinduction.


QMSelf-StudyToolkit

DOMAIN1:CANDIDATEADMISSIONSBray,D.W.(1982).Theassessmentcenterandthestudyoflives.AmericanPsychologist,37,108-189.Bray,D.W.,&Howard,A.(1983).TheAT&Tlongitudinalstudiesofmanagers.InK.W.Schaie(Ed.),Longitudinalstudiesofadultpsychological

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JournalofEducationalManagement,24(4),359-370.doi:10.1108/09513541011045281.Hogan,R.,Curphy,G.J.,&Hogan,J.(1994).Whatweknowaboutleadership:Effectivenessandpersonality.AmericanPsychologist,49(6),493-504.Howard,A.(1986).Collegeexperiencesandmanagerialperformance.JournalofAppliedPsychology,71(3),530-552.doi:10.1037/0021-

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RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReportsNoelLevitz,R.(2016).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearcollegesanduniversities.CedarRapids,IA:

RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReportsDOMAIN2:COURSECONTENTAckoff,R.L.(1974).Redesigningthefuture:Systemsapproachtosocietalproblems.NewYork:JohnWiley&Sons.Anyon,J.(1997).Ghettoschooling:Apoliticaleconomyofurbaneducationalreform.NewYork:TeachersCollegePress.Anyon,J.(2005).Radicalpossibilities:Publicpolicy,urbaneducation,andanewsocialmovement.NewYork:Routledge.doi:

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