program review rubric_school leadership prep_1595process

Certification Programs for Leaders in Education

Rubric Tool for Program Approval (Under Regulation 1595)

Suggested directions for completion of this rubric: First, read the complete application. Second, rate each criteria (there are nine total) listed below by circling one of the three options. Third, include in your comments supporting details of why you rated each criteria as such. Fourth, summarize your

overall thoughts at the end of the rubric.

1 CANDIDATE RECRUITMENT AND SELECTION

Criteria DOES NOT MEET EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONSThe program demonstrates high standards for entry and includes a rigorous selection process.

The program does not reflect the spirit of the minimum requirements for leadership certification (for the training area being considered) reflected in the application and DE Code.

The program is not cohort based and/or does not have a clear strategy to create mission cohesion across its candidates.

The program reflects the spirit of the minimum requirements for leadership certification reflected in the application and DE Code and treats those requirements as the “floor” for entry, including:

- GPA of 3.0 on a 4.0 scale or a GPA in the top 50th percentile for coursework completed during the two most recent years of the applicants education

- Demonstration of mastery of general knowledge by achieving a minimum score on a standardized test as defined in 14 DE Admin Code 1510 (PRAXIS).

- Meet the criteria for leadership certification (i.e. experience requirements of 5 years); however, programs may consider candidates that will meet this criteria upon

The program meets expectations plus:

The applicant program provides a targeted cohort size and composition.

The applicant names a specific way to identify educators who show potential success in competencies of leadership.

The applicant has more rigorous entrance requirements than required by state regulation, thus reflecting greater alignment to competencies/attributes that will drive student achievement, not simply

completion of the program. (Programs are permitted to waive these minimum criteria for up to 10% of the selected candidates provided they have a plan to successfully meet the requirements.)

The program is cohort based.

meet compliance requirements.

The program lacks a specific, comprehensive recruitment strategy.

- The program does not address a strategy to attract a diverse group of individuals.

- The program does not seek to create a larger pool of applicants than the minimum cohort size and/or has no recruitment goals.

- The recruitment process is targeted and comprehensive to meet specific state/district needs, including ensuring a diverse candidate pool.

- The program describes a recruitment process that identifies a clear strategy/type of candidate the program seeks.

- The program includes strategies to attract/recruit a diverse pool of applicants.

- The program includes various strategies for recruitment and does not rely solely on one approach.

- The program seeks to create a large pool of potential candidates before selecting the cohort.


Demonstrates a highly rigorous recruitment process that screens candidates, collects data on selection, and sets ambitious goals for the quality and quantity of candidate expectations.

Builds foothold in multiple regions of Delaware and beyond Delaware in an effort to attract diverse groups of candidates possibly (with a focus/strategy specific to Sussex, e.g.)

The program lacks a cohesive selection model.

The selection model could be seen as perfunctory and thus not designed to identify the best candidates.

The program utilizes a multi-faceted selection model considering the school leader standards/competency framework.

- There is a multi-step selection process including demonstration of knowledge and skills through various avenues (writing sample, scenarios, interview questions, etc.).

- The program uses a rubric to evaluate the


The program utilizes a multi-faceted selection model clearly aligned to a competency framework.

- There is a selection model aligned to standards/competency framework to identify potential for developing leadership skills based on

responses/demonstration of the candidate’s skills, knowledge, qualifications and leadership potential in the characteristics the program is seeking. A set “cut score” is provided and is clear.

specific evidence and/or research from the field

The application lacks a plan for the collection of data.

The application does not outline collection of all required data.

The program specifies the data that will be collected through the application process.

- The program identifies and ensures that they will collect data (minimally) through a process to include:

- Number of applicants: projected yield, actual yield, accepted, enrolled, completed, dismissed, withdrawn

- GPA (Overall/Major)- Certifications Held- Years Teaching- Other Leadership Experience- Previous educational experience


The program outlines a process by which it will analyze and utilize the data to make adjustments to the recruitment/selection components of the program in future Cohorts.

Comments:

2 LEA AND PROGRAM PARTNERSHIPS

Criteria DOES NOT MEET EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONSThe program has a clear strategy for creating and sustaining meaningful partnerships with LEA’s.

The program does not directly address formal partnerships with LEAs

The program articulates its strategy for identifying and cultivating quality LEA partnerships


The program describes structures and supports they will have in place to ensure strong placements/ partnerships such as training for mentors, a dedicated coordinator, etc.

The program describes the responsibilities of the program as well as the roles and responsibilities of the district partner at various points throughout the program (EX: selection, placement, evaluation, etc.)


The program includes a copy of a potential MOU

- The program includes letter(s) of support from potential district partners.

The program provides training and ongoing support for the mentors to ensure each candidate is placed in a setting that will allow them to practice and gain feedback.


The application demonstrates use of training supported through research and details collection of feedback.

. The program includes a process that allows for continuous improvement of the program, monitoring outcomes and district satisfaction


The application outlines a

way to refine program specifics to meet the ongoing needs of our districts and students.

Comments:

3 PROGRAM CURRICULUM AND STANDARDS & EDUCATOR EVALUATION TRAINING

Criteria DOES NOT MEET EXPECTATIONS

MEETS EXPECTATIONS EXCEEDS EXPECTATIONS

The curriculum content is based on the Delaware School Leader Standards, inclusive of research-based best and/or effective (evidence-based) practices for leadership training.

The application does not outline coursework aligned to Delaware School Leader Standards.

The program does not meet the hourly requirements outlined.

The program does not articulate a continuum by which the candidate learns and grows in a step-by-step fashion.

The program coursework are aligned to the Delaware School Leader Standards with a focus on the role of instructional leadership.

- There appears to be a rationale for the sequence across the curriculum.

- The curriculum uses problem-based learning to connect theory and practice.

- The program provides authentic engagement in problems of practice throughout the program.

- The program includes opportunities for assessment and feedback across the program based on the identified competencies/standards.

The program clearly articulates an alignment of coursework to meet program hourly requirements and alignment to standards/competency framework:

- 1591 - Principal/Assistant Principal (See 1595 for addtl) School Principal Certification Program

- A minimum of 200 hours of graduate level coursework or equivalent in professional development that must be completed prior to residency, internship


A rationale for the use of this specific curriculum and coursework is explicitly stated and explained/justified.

or clinical experience.- A minimum of 600 hours of residency,

internship or clinical experience. - An additional 100 hours of professional

development during and/or after the residency, internship, or clinical experience in areas appropriate for a school principal.Course of Study

- A minimum of 18 graduate level credit hours or their equivalent in professional development provided by a regionally accredited college or university

- A minimum of 240 additional clinical hours equitably distributed within the course of study. The clinical hours must be completed under the mentorship of currently employed effective or highly effective building level administrator.

The program provides training and successful certification to implement the state’s evaluation system DPAS II.

The program does not appear to have built in training for educator evaluation.

The program includes a plan to train candidates on the requirements of educator evaluation practices.

The program requires successful candidates to pass the state’s credentialing assessment.


The program includes practice and experiences to ensure candidate calibration:

- The program includes multiple opportunities for practice in the skills of observation and feedback..

- If there is a contract with an outside partner to deliver this training, the program should describe the partner’s experience in delivering this type of training.

Comments

4 RESIDENCY, INTERNSHIP, OR CLINICAL EXPERIENCES

Criteria DOES NOT MEET EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONSThe program includes field experiences designed to provide opportunities for candidates to apply program knowledge and demonstrate the identified leadership competencies in a K-12 setting.

The program lacks a specific plan for field experiences, perhaps only vaguely mentions that it will take place without a timeline for implementation.

The program articulates alignment between the residency, internship, or clinical experiences to the leader standards/competency framework.

- Field experiences are integrated within the overall program courses and/or an internship is provided.

- The program describes its design for candidate residency, internship, or clinical experience under a highly-qualified mentor.


The program describes how the residency, internship or clinical experiences are part of a cohesive program.

The program lacks a specific plan for field experiences, perhaps only vaguely mentions that it will take place without a timeline for implementation.

Field experiences are designed to provide application, practice, and reflection on required standards and competencies. The experience should provide meaningful experiences through the assignment of responsibilities of building leaders.

Candidates receive exposure to and practice in developing skills and knowledge in

- Driving measureable student achievement results through leading adults;

- Exposure to diverse student populations including general, special education, and ELL;

- Instructional leadership including observing and evaluating teachers, leading professional development and PLC’s, and driving assessment, curriculum, and instruction;

- Operations and resources, including talent acquisition, talent management, finance, strategic planning, and school operations


Specific steps for how to embed the candidate in a meaningful way are outlined.

The program does not mention any process for candidate feedback throughout the field

The program includes a plan for candidates to receive feedback and coaching on their performance during their field experiences.


The program includes a

experiences. process for monitoring the candidate’s progress by providing timely feedback and overall progress in demonstration of the principal leadership standards/competency framework skills.

The program does not identify selection criteria for mentors or identifies mentors strictly through formal/informal networks of relationships.

High-quality Mentors- The program includes meaningful,

measurable selection criteria for mentors.

- The program includes a process to ensure mentors are effective or highly effective administrators.


- Mentors are provided clear expectations and training as well as continued communication and support once they are selected for a mentee.

Comments

5 FACULTY, INSTRUCTORS, AND MENTORS

Criteria DOES NOT MEET EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONSCourses are taught and field experiences supervised by highly qualified and effective personnel.

The program provides evidence of the qualification, roles, and responsibilities of the faculty and instructors in the program

- Faculty / instructors demonstrate a track record of success in similar work and/or expertise in a particular area

- Resumes / Vitae are included for faculty/instructors

- Faculty/instructors have the appropriate education background and experience to deliver the courses and professional development required in the program.


- Several of the instructors have experience in school, district or state leadership positions in a K-12 setting leading & supervising teachers

Comments:

6 ORGANIZATION GOVERNANCE AND RESOURCES

Criteria DOES NOT MEET EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONSThe program demonstrates the systems and resources necessary to prepare candidates to meet certification requirements.

The program does not mention the basic structures to able to run the program – governance, fiscal resources, etc.

- The program has a sound organization structure and fiscal resources, and proposes a clear revenue model.

- The program shows evidence of an accreditation, business license and/or non-profit/corporation designations.


- The program describes a sufficient programmatic budget/revenue model that includes buy-in from multiple parties.- The program describes a sound revenue model for sustainability.

Comments

7 CANDIDATE ASSESSMENT AND EVALUATION

Criteria DOES NOT MEET EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONSMethods and procedures have been established to assess candidate’s progress in meeting outcomes of the program competencies aligned with the curriculum and state school leader standards as the candidate advances through the leader preparation program.

The program does not provide a clear outline of how or when candidates will received feedback.

- The program uses a rubric(s)/ competency model to provide feedback and assessment on the development of leadership skills at various points throughout the program with clear description of what is meeting and not meeting stated standards for candidate performance.


- The program includes various types of assessments and methods.

The program does provide clear expectations for meeting standards/mastering content and skills.

- The program articulates the standards and benchmarks that candidate must meet to successfully complete the program. A process and timeline is described for observing candidates to measure progress.


The program may include passage of a content exam (SLLA) or specific leadership assessment

The program does not provide a clear strategy to improve participants’ abilities when participants are not meeting standard.

The program describes intervention, support, and dismissal procedures.

- The application describes a process by which the program supports the development of skills necessary for the candidate to complete the program if they do not initially meet the benchmarks/ or creates a remediation plan for the candidate until they reach a point of sufficient skill development.

- The program may include various points throughout the program where the candidate receives feedback and/or the candidate exits the program without


completion if they are continually not meeting standards with the potential to drive student achievement results.

The program does not describe the methods/tools that will be utilized to evaluate the candidate skills.

The program uses a competency model/rubric to assess and communicate with candidates on their evaluation of skill.


- Various individuals assess and provide feedback to the candidate on their skill development.

Comments

8 PROGRAM ASSESSMENT AND EVALUATION

Criteria DOES NOT MEET EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONSThe program demonstrates high standards for program evaluation for continuous improvement.

The program does not clearly articulate how it will assess program effectiveness

Program Evaluation- The program includes either an internal structure and process or an external partner to evaluate overall program effectiveness.

- The program solicits feedback from the district partners for continuous improvement.


- The program includes an external partner to evaluate overall program effectiveness.

- - The program solicits feedback from the districts that hire the candidates (if possible) as to the satisfaction of their candidates to improve program outcomes.

* The program does not mention use of data to improve program outcomes.

-The program describes how it will document, collect, and analyze evaluation data and how this data will be used for ongoing improvement of the program.

-The program collects various data points to inform the effectiveness of the outputs/candidates. These data points should include at least a few of the following:

- Completion/graduation rate of candidates- Candidate, graduate, and LEA satisfaction- % of graduates placed in leadership positions- Graduate job placement rates and retention

The program meets expectations in additional to collecting multiple additional data points on performance which could include:

- Effectiveness rating on administrator evaluation system-Student achievement results-LEA satisfaction results

Comments:

OVERALL RECOMMENDATION

APPROVE (majority meets/exceeds)

DENY(majority does not meet OR several does not

meet in critical areas)

Overall Comments:

program review rubric_school leadership prep_1595process

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