Program Orientation

Name of Local Program

Date
 Engage
• Chart responses
for each prompt What do you
What is the
expect as
role of the
• Rotate and chart celebrations?
coach?
next response

What What do you

induction anticipate at
is/is not ? challenges?
2
 Welcome and Introductions

Please share

Name, district/school, role

Guilty Pleasure

Surprising Fact 3
 Outcomes
• Deepen understanding of CCTC Clear ASC Program Requirements

• Introduce coaches to ACSA’s CACP outcomes and program components

• Understand leadership coach and candidate responsibilities

• Learn requirements for candidate recommendation and coach certification

• Explore Learning Management System (Schoology)

• Engage with Network of Leadership Coaches

4
 Agenda
• Engage
• Overview & Program at a Glance
• Individual Induction Plan
• Professional Experience & Work Context
• Assessment
• Leadership Learning Goal
• Professional Development
• Program Completion & Credential Recommendation
• Introduction to the Learning Management System: Schoology
• Closure
• Coach Certification Process
 Agreements

• Everyone participates
• All ideas are valid
• Listen, ask and be curious
• Observe time frames
• Engage in relationship-enhancing conversations
• Other 6
 Feedback

Write down questions on Post-it Notes:

• What’s working?

• Suggestions

• Questions

7
 Program Overview
CTC Requirements
Program at a Glance
California Professional Standards for Education Leaders
 CCTC Clear ASC Standards

Category I, Program Standard 1:

Program Design and Rationale

• The design of the program is primarily coaching-based

• Includes personalized learning (Individual Induction Plan)
• Grounded in the California Professional Standards for
Education Leaders (CPSEL) 9
 California Commission on Teacher
Credentialing
With the implementation of the 2013-14 Administrative Services
Credential Program Standards, the Commission embarks upon a
new era in the preparation of California's education leaders. The
primary focus of the clear credential program is on job-embedded,
real-life experiences of education leaders. The heart of the clear
credential program is a coaching-based professional induction
process contextualized for whatever job the administrator
currently holds while still continuing to develop candidates for
future leadership positions. This new structure is designed to
provide the best career preparation for effective leadership in
California's 21st century schools. 10
Program Overview

11
 Program at a Glance: Year 1
Coaching begins 30 Days from the time of enrollment

12
 Program at a Glance: Year 2

Program Completion and Credential Recommendation 13

 Professional Learning
Two-Year Growth-Oriented Program

14
 Table Discussion

Discuss your understanding of the CTC Program

requirements:

• What questions do you still have?

• Write questions on post it notes.

15
 California Professional Standards for
Education Leaders

Standards

Elements

Indicators

Descriptions of Practice
 California Professional Standards for
Education Leaders
Standard 1: Development of a Shared Vision
Standards Standard 2: Instructional Leadership
Standard 3: Management and Learning
Elements Environment
Standard 4: Family and Community
Indicators Engagement
Standard 5: Ethics and Integrity
Descriptions Standard 6: External Context and Policy
of Practice
 California Professional Standards for
Education Leaders

Standards Standard 1: Development of a shared Vision

• 1A - Student Centered Vision
Elements • 1B - Developing Shared Vision
• 1C - Vision Planning and Implementation
Indicators

Descriptions
of Practice
 California Professional Standards for
Education Leaders
Standard 1: Development of a shared Vision
Standards Student-Centered Vision
• Advance support for academic, linguistic, cultural, behavioral,
social-emotional,, and physical development of each learner.
Elements • Cultivate multiple learning opportunities and support systems
that build on student assets and address student needs.
• Address achievement and opportunity disparities between
Indicators student groups, with attention to those with special needs;
cultural, racial, and linguistic differences; and disadvantaged
socio-economic backgrounds.
Descriptions • Emphasize the expectation that all students will meet content
and performance standards.
of Practice Developing Shared Vision
Vision Planning and Implementation
 California Professional Standards for
Education Leaders

Standards

Elements

Indicators

Descriptions
of Practice
 Program Outcomes
• Candidates must demonstrate competency in each of the
six California Professional Standards for Education Leaders
• Choice of element within a Standard to document
competency
• Responsible for documenting competency in each standard
• Documentation housed in online portfolio
21
 Table Discussion

• How can you use CPSEL elements and indicators to

guide coaching conversations?

• How can you assist with documentation of

competency?

22
 RETURN AT
______

RETURN at ____
Individual Induction Plan
Professional Experience & Work Context
Assessment
Leadership Learning Goal
Professional Development
Progress Monitoring
Program Completion & Credential Recommendation
 IIP Components
Section I: Professional Experience and Work Context
Section II: Assessment
Section III: Leadership Learning Goal Include in Portfolio as
required documentation
Section IV: Professional Development for IIP

Section V: Progress Monitoring?

Section VI: Program Completion & Credential Recommendation
25
 Section I: Coaching Agreement

• Signed commitment between

coach and candidate
• Complete within the first 30 days
• Explains commitments and
expectations
• Outlines CONFIDENTIALITY

26
 Section I: Professional Experience
and Work Context
• Overview of candidate’s prior
experience
• Shows preparation route for
Preliminary Credential
• Highlights strengths and areas for
growth
• Foundation for building relationships
and trust 27
Section I:
Coach Resources and Guidelines

Appendix ___
Professional Experience
& Work Context
Guidelines

Supervisor Input Meeting

Guidelines

Appendix ____

28
 Walk and Talk Discussion
Professional Experience and Work Context Review

• Review purpose of each section and the Guidelines for

Professional Experience and Work Context (p. ___ in manual)
• Find someone across the room you do not know
• Choose 1-2 prompts to practice
taking turns (4 minutes each)
29
Section II: Assessment

30
 Section II: Assessments
Initial
• Professional Experience and
Work Context
• CPSEL Self-Assessment and
Reflection
Formative
• Collaborative Summary—
Coaching Conversations
• Professional Development
Reflections
Benchmark
• CPSEL Self-Assessment and
Reflection
• Leadership Learning Goal Revision
• Mid-Program Progress Portfolio
Final and Summative
• CPSEL Self-Assessment and
Reflection
• Leadership Learning Goal
• Exit Presentation or Interview
• Verification of 2 years as admin
31
 Collaborative Summary
• Completed for each coaching session
• Documents coaching conversation
• Next steps and obstacles
• Determine focus for next meeting
• Review Leadership Learning Goal and
professional development needs
• Document progress toward CPSEL
competency 32
 Logging Coaching Hours
• Completed for each coaching session
• Documents coaching conversation
• Next steps and obstacles
• Determine focus for next meeting
• Review Leadership Learning Goal and
professional development needs
• Document progress toward CPSEL
competency 33
 Table Discussion
Review the Collaborative Summary purpose
and prompts

Discuss with elbow partner:

• What strategies might you utilize to document

collaborative conversations?

34
 Section II: CPSEL Self-Assessment
and Reflection
• Completed for each coaching session
• Documents coaching conversation
• Next steps and obstacles
• Determine focus for next meeting
• Review Leadership Learning Goal and
professional development needs
• Document progress toward CPSEL
competency 35
 CPSEL Self-Assessment and
Reflection “Rubric” for Competency
Descriptions of Practice Assessment Tools

36
Section II:
Coach Resources and Guidelines

Appendix ___
Collaborative Summary
Guidelines

CPSEL Self-Assessment and

Reflection Directions

Appendix ____

37
 CPSEL Self-Assessment and Reflection
Hands on Activity
Think about your candidate or a new administrator:

• Choose one of the elements for Standard 3

• Read through the Description of Practice starting with the
Directed toward Standard (left column)
• Highlight phrases that describe a new administrator
• Move to the next column and do the same
38
 Table Discussion
Work with a partner sharing your work on the DOPS Activity:

• Discuss with your partner your marks and provide examples or

rationales for your markings.
• How will this process guide coaching conversations?
• What strategies do you intend to use in Section II
with your candidate?
• What questions do you have? 39
RETURN at
____
Individual Induction Plan
Professional Experience & Work Context
Assessment
Leadership Learning Goal
Professional Development
Progress Monitoring
Program Completion & Credential Recommendation
 Section III:
Leadership Learning Goal

• SMARTER Goal Outcomes

• Strengths and Possibilities
• Action steps or strategies
• Timeline
• Tied to CPSEL
• Identify resources and professional development needed
• Reflection at End of Year 1 and End of Year 2 42
 SMART Goal Samples
Sample 1
By the end of the 2017-2018 school year, candidates will facilitate the
formation of an AAAC junior and parent group that will meet at least
bi-monthly as noted by sign in sheets.

Sample 2
By June 2018, 100% of the staff will be trained on Thinking Maps;
providing varied (trained and implement at least 7/22 strategies of
action steps identified) instructional strategies with newly adopted
reading language arts curriculum to achieve a 20% (approx. 40
students) reduction of students qualifying from Tier 1 to Tier 2. 43
 Leadership Learning Goal
Hands on Activity
Practice Goal Writing with a partner:
• Determine intended outcome.
• Deconstruct goal and identify 2-4 action steps.
• Discuss possible professional development and/or
resources needed.
• Which standards/elements do the action steps
and strategies cover? 44
 Section IV:
Professional Development
Guidelines
• Must be grounded in the CPSEL
• Documented in the Individual Induction Plan (IIP)
• Collaboratively determined by candidate and coach (coach approves)
• Address common beginning administrator needs
• May provide differentiated learning opportunities
• May be individualized for the candidate needs
45
 Section IV: Professional
Development Reflection
• Completed by candidate
following each PD activity
• Aligned to LLG
• Coach must review and approve
ahead of activity
• Applicable to CPSEL
development and progress 46
 Logging Professional Development
Hours
• 20 hours per year = 40 TOTAL
• Grounded in CPSEL
• Job-embedded
• Collaboratively planned by
candidate and coach
• Flexible in content and delivery
• Candidate Logs Hours 47
 Professional Development Choices
and Opportunities
• Reflection on current practice
• Research-based instructional best practices
• Modeling, problem-based practice
• Planning and adaptation to current leadership responsibilities
• Attendance at trainings, workshops, webinars, district professional
development, seminars or conferences
• Visitations to other schools, districts or programs
• Enrollment in graduate courses
• Job shadowing of another administrator
• Participation/review of online webinars or ACSA online Resource Hub
• Participation or development of a Personal Learning Network (PLN)
48
 Section V:
Progress Monitoring
Program Requirements
Coaching Hours Leadership Learning Goal
• Monitored by Coach • Developed with Coach
• LPC views in Gradebook • Reviewed by LPC in Year 1
• ACSA office Notices Portfolio

Professional Development Hours CPSEL Self-Assessment and

• Monitored by Coach Reflection
• LPC views in Gradebook • Reviewed with Coach
• ACSA office Notices • LPC views in Year 1 Portfolio
49
Section V:
Candidate Portfolio

50
 Section V:
Program Completion
Portfolio
• Requirements listed in participant
manual

• Portfolio owned by candidate:

Invite coach, Local Program
Coordinator and ACSA office

Exit Presentation or Interview

• Determined by Local Program
51
 Section V:
Program Completion
Portfolio Components Schoology Location Information

1. Coaching Agreement Section IA First Coach meeting

2. Professional Experience and Work Context Section IB First month

Initial – first 90 days

3. CPSEL Self-Assessment and Reflection Section II Benchmark – end of year 1

Final – end of program

4. Collaborative Summaries Section II Minimum of 3

40 hours per year 1
5. Coaching Logs Section II
40 hours per year 2
First 90 days

6. Leadership Learning Goal Section III Review end of year 1

Review end of program

7. Professional Development Reflections Section IV Minimum of 2

20 hours per year 1

8. Professional Development Log Section IV
20 hours per year 2
9. CACP Graduate Survey Section V Emailed at end of year 2

10. Verification of Program Completion Section V Exit interview or presentation

Verification Letter: Completed 2 years full-time as successful Must be on district letterhead and signed by Supt., Asst. Supt or
11. Section V
administrator Human Resources Dept. 52
 Section V:
Program Completion Questions
• Of the six CPSEL for which you documented competency in your
portfolio, which two elements did you select for the exit
presentation or interview? Provide examples and/or evidence of
CPSEL knowledge, skills, behaviors and/or dispositions for each.

• Reflecting on the CPSEL and your induction experience, describe

your growth and how you have made an impact as a leader.

• Discuss future learning goals and intended actions toward

achieving them.
53
Section V: Program Completion
Summative Assessment

54
 CACP Central Office Support
Dr. Tracy Robinson – trobinson@acsa.org
• Executive Program Director

Joan Ruzic – jruzic@acsa.org

• Coach Support: training, certifcation

Kimberly Rhoden – krhoden@acsa.org

• Candidate Support:

Christina Cruz – ccruz@acsa.org

• ?? 55
RETURN at ____
Learning Management System
 Agenda
• Login and Home Page
• Courses: new course for each cohort year
• Groups: CACP Group
• Resources: Shared Folders (Candidates create)
• Collaborative Summaries and Logging Hours (Coaches log)
• Home Page: Advisees and “grades”
• PD Reflection and Logging Hours (Candidates log)
• Professional Development Resources 58
 Login
acsa.schoology.com

User name: your email

Password: unique, sent with
login information

Help: email Christina

chochleitner@acsanetwork.org 59
Home Page

60
Courses Tab
Courses are
organized by the
school year the
candidate began the
program

61
Courses
All course materials
and documents can
be found within the
course.

62
Groups Tab

63
CACP Coach Group Resources

These group resources

are a one-stop shop for
all forms, tools and
information including
links to all coaching
logs.

64
 Resources Tab

Candidates will create

a shared “Personal”
Resource with the
coach in order to share
documents and files

65
Resources: Shared Folder

66
 Collaborative Summaries

1. Navigate to Section II
in Schoology

2. Download Collaborative
Summary Template and
Save to desktop

3. Fill out the Collaborative

Summary

Video Tutorial: Create and Upload Collaborative Summary

67
 To Upload Collaborative Summaries

1. Go to Resources menu 3. Click on the folder on the

2. Select Personal left navigation bar that you
want to upload doc to (it will
populate to right)

4. Navigate to file on computer

you wish to upload and
Attach

5. Click Add

68
Logging Coaching Hours
1. Return to Section II
2. Select Coaching Hours Log
3. Fill out form in Schoology OR
Click on link, fill out form and bookmark for
future use OR
Add link to Home Screen on Phone
4. You will receive an email verification
each time you log hours.
Link to Coach Hours Log 69
Home Page: “Advisees”
1. Select the Home menu
2. Click Advisees tab on left navigation bar
3. Select candidate name from drop down menu
4. Click on Grades tab (3rd from left)
5. Click on Course Title
6. View number of coaching hours out of 40
7. View number of PD hours out of 20

70
“Advisee” Grades/Hours
“Grades” represent the
number of hours a
candidate has completed
toward total.

• 28.5 Coaching hours

out of 40

• No PD hours are
logged in this case

71
 Professional Development
• Candidates complete a PD Reflection Form for
each PD activity
• Coaches review the reflection
• Candidate uploads PD Reflection Form to the
Schoology Shared Folder
• Candidate logs hours on PD Hours Log
• See “PD Reflection Guidelines” for directions to
complete form
72
Professional Development Resources

• Located in Section IV:

Professional Development

• Free PD webinars, materials,

videos, articles, book studies
and activities

• Organized by CPSEL
 Professional Development Resources
Scavenger Hunt
For each scenarios listed, find a resource which may help your candidate
1. Implementing PBIS and restorative justice 8. Put in charge of increasing family partnerships
measures 9. Struggling with decision making (what’s right
2. Influence School Site Council to support for kids vs. staff)
funding for a project 10. Create a Facebook page for school
3. Candidate is now in charge of 11. Improve staff meeting engagement
implementing PLC program 12. Must have difficult teacher evaluation
4. District asks schools to sign the Future conversations
Ready pledge 13. Implement an intervention program based
5. Asked to develop workshop on on data
determining staff strengths 14. School climate and moral is at a low
6. In charge of testing preparation for SBAC 15. Wants to involve the community in
using digital library supporting school
7. Must revise the School Safety Plan 74
 Schoology Support
Christina Hochleitner – chochleitner@acsanetwork.org
Schoology Support: training, questions

Vim Shah – vshah@acsanetwork.org

Schoology Support: Login accounts, coaching and PD hours logs

YouTube Channel Support Videos: https://goo.gl/SwL1Y7

75
 Table Discussion
Read the quotes - Which one resonates with you? Share.

"Things that matter most must never be at the mercy of things that
matter least” -- Jonathan Wolfgang Von Goethe

"Wise, passionate leaders believe in abundance rather than

scarcity. This means that the more we give, the more we have to
give. In short generosity generates abundance." -- Ralph Waldo Emerson

"Leadership is not something you do to people. It's something you

do with people.” -- Ken Blanchard, Patricia Zigarmi 76
New Coach Certification
Coach Portfolio Requirements
Process and Timeline
 New Coach Certification

1. Foundational training – ACSA Leadership Coaching

2. Program Orientation
3. CNET
4. Portfolio Submission and Review

78
 Leadership Coach Certification
Checklist
• Application for Leadership Coach
Certification
• Resume (attach to application)
• Two (2) Letters of
Recommendation describing
experience with coaching
• Leadership Coach Requirements
Form
• Code of Ethics for Leadership
Coaches Form
• Coaching Hours Log (minimum 25
hours with same candidate)
• Initial Leadership Coach Reflection
Form
• Audio/Video Reflection or Peer
Observation Reflection
• Leadership and Learning Goal (LLG)
• Ten (10) Collaborative Summaries -
7/10 pertain to LLG)
• Two (2) CNET Coaching Observations
• Final Leadership Coach Reflections
Form
• Signature of Local Program
Coordinator 79
 Leadership Coach Certification
Process and Timeline
• Submit your completed application: Tracy Robinson
• Type information on forms
• Submit documents in the order listed on checklist
• Save a copy of your portfolio for your records
• Allow 4-6 weeks for notification of results
Submission Windows
Winter: January 15 - 31st
Spring: June 15th – 30th 80
 Feedback

1. Questions?
2. Revisit Sticky Notes?
3. Survey?