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Standard 1 Aspect F

Standard 1f: Evidence shows that, by the time of program completion, candidates exhibit knowledge, skills, and abilities of professional educators appropriate to their target credential or degree, including: Dispositions and behaviors required for successful professional practice


Data Sources & Analysis:

Data Source 1 CalAPA Leadership Cycle 2 (Rubric 2.7)
Data Source 2 CalAPA Leadership Cycle 1 (Rubric 1.8)
Data Source 3 CalAPA Leadership Cycle 3 (Rubric 3.7)
Data Source 4 P12 PASC Program AAQEP Candidate Self-Assessment
Data Source 5 President’s Commission on Teacher Education (Employer Questionnaire)

Data Source 1

CalAPA Leadership Cycle 2 (Rubric 2.7)
After the first semester of the PASC program, candidates exhibit knowledge, skills, and abilities of professional educators through their fieldwork and coursework experiences that culminate with the submission of CalAPA Leadership Cycle 2.  Rubric 2.7 evaluates the candidate’s ability to use initial implementation results and feedback from the group—citing evidence from any of the four steps—to analyze their leadership skills and practices in order to identify areas for growth and identify next steps for equitably co-facilitating a community of practice. Candidates also work towards illustrating how they maintained professionalism and integrity as well as employed an equitable leadership approach consistently throughout the community of practice inquiry process and in response to the school’s culture and context. 

Perspective Captured from Data Source:
Assessment of candidate performance is evaluated by CTC selected, Pearson calibrated, and CA Administrative Services Credentialed faculty and school/district/county educational leaders involved in overseeing or preparing school administrators. 

Rationale for using Data Source:  
Rubric 2.7 is aligned to assessment of candidate performance of the following AAQEP 1e aligned CAPEs: 2C) Knowing and applying research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice; 5A) Regularly reviewing and reflecting on their performance and consider how their actions affect others and influence progress toward school goals, and; 5B) Developing and knowing how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Rubric 2.7 has been chosen as an appropriate measure for the demonstration of candidate dispositions and behaviors required for successful professional practice.

Definition of Success for Each Element:
Candidate success would be measured at Level 2 or Level 3 as proficiency with the CTC is currently at a Level 2; however, Fresno State faculty instruct toward all 5 levels with an emphasis on Level 3 or 4. In addition, maintaining mean scores above the state average by rubric will be considered as an element of success criteria.

Displays of Analyzed Data:

Table 1

CalAPA Leadership Cycle 2, Rubric 2.4 for program level and state-wide mean scores by submission year

Submission Year Program State-wide Program Comparison
2018-2019

2.7
>2 yes

(n=72)

2.7

--
+ no

2019-2020

3.2
>2 yes

(n=24)

2.3

+.9
+ yes

2020-Year to Date 

2.4
>2 yes

(n=16)

1.9

+.5
+ yes

Link to Full Dataset:  CalAPA Date AY 2018-2019, AY 2019-2020, YTD 2020-2021

Interpretation of Data:
Three years of data in relation to Rubric 2.7 highlight that program candidates are overall meeting and exceeding the current program expectation of 2 and above. The past two years, candidates are also performing above the State-wide average.  Overall, candidate responses show the candidates’ ability to demonstrate the dispositions and behaviors required for successful professional practice at a proficiency level as they relate to the analyzing data from an evidence-based strategy determined by a community of practice (COP), using feedback from members of the CoP regarding on the candidates’ collaborative facilitation skills, analysis of leadership skills during the COP through reflective practice on areas of strength and growth for equitable co-facilitation of a COP as an aspiring school leader.

Faculty’s focus for supporting candidates at higher levels includes illustrating how they maintained professionalism and integrity as well as howo they consistently employed an equitable leadership approach throughout the CoP inquiry process and in response to the school’s culture and context. Further, faculty will need to continue to find resources and plan explicit instruction to support candidate performance on using citation of evidence-based practices and/or research related to equitable leadership development, adult learning, and/or group co-facilitation as they analyze their own leadership practices and set goals for future practice as an equitable leader, describing challenges encountered.

Data Source 2

CalAPA Leadership Cycle 1 (Rubric 1.8) 
After the 2nd semester of the PASC program candidates exhibit knowledge, skills, and abilities through their fieldwork and coursework experiences culminating with the submission of CalAPA Leadership Cycle 1.  One aspect of Leadership Cycle 1 is to collect feedback from school stakeholders regarding a plan for equitable school improvement and then to reflect on their own equity-driven leadership behaviors exhibited.  

Rubric 1.8 evaluates the candidate’s ability to reflect on and analyze what they have learned about equity-driven leadership through Leadership Cycle 1 fieldwork and how, based on the school contexts, they might address a single equity gap for a group of students at the school. Candidates also consider how they used this learning experience to identify strengths and areas for their own leadership growth. From this foundation, Candidates work towards explaining the ways in which various school contexts impact their approach to providing equity-driven leadership and describing specific steps to address their self-identified areas for professional growth as an equity-driven leader to improve student learning and/or well-being. 

Perspective Captured from Data Source:
Assessment of candidate performance is evaluated by CTC selected, Pearson calibrated, and CA Administrative Services Credentialed faculty and school/district/county educational leaders involved in overseeing or preparing school administrators. 

Rationale for using Data Source: 
Rubric 1.8 is aligned to assessment of candidate performance of the following AAQEP 1e aligned CAPEs: 5A) Regularly reviewing and reflecting on their performance and consider how their actions affect others and influence progress toward school goals, and; 5B) Developing and knowing how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. and; 6A) Becoming increasingly aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Thus, Rubric 1.8 has been chosen as an appropriate measure for the demonstration of candidate dispositions and behaviors required for successful professional practice as reflective practice is a key professional behavior for aspiring administrator success.

Definition of Success for Each Element:
Candidate success would be measured at Level 2 or Level 3 as proficiency with the CTC is currently at a Level 2; however, Fresno State faculty instruct toward all 5 levels with an emphasis on Level 3 or 4. In addition, maintaining mean scores above the state average by rubric will be considered as an element of success criteria.

Displays of Analyzed Data:

Table 2

CalAPA Leadership Cycle 1, Rubric 1.8 for program level and state-wide mean scores by submission year

Submission Year Program State-wide Program Comparison
2018-2019

2.5
>2 yes

(n=63)

2.6

-.1
+ no

2019-2020

3.4
>2 yes

(n=27)

2.3

+1.1
+ yes

2020-Year to Date 

2.5
>2 yes

(n=10)

2.4

+.1
+ yes

Link to Full Dataset:  CalAPA Date AY 2018-2019, AY 2019-2020, YTD 2020-2021

Interpretation of Data:
Three years of data in relation to Rubric 1.8 highlight that program candidates are overall meeting the current program expectation of 2 and above and are now performing above the State-wide average. 

Evidence shows that candidates' overall meeting proficiency in demonstrating the ability to reflect on their role as an aspiring equity-driven leader using data and stakeholder feedback to develop a plan for improving student learning and/or well being for an identified student group.

Although candidates are performing at current expectations, further focus on how to more deeply consider the ways in which various school contexts impact their approach to providing equity-driven leadership as well as describe specific steps to address their self-identified areas for professional growth as an equity-driven leader to improve student learning and/or well-being are needed. Candidates could also benefit from increased faculty support on reflection regarding potential challenges that will need to be addressed at the fieldwork school-site based on the equity audit and how these might be resolved though collaborative stakeholder processes. 

Data Source 3

CalAPA Leadership Cycle 3 (Rubric 3.7)
After the last semester of the PASC program candidates exhibit knowledge, skills, and abilities of the profession through their fieldwork and coursework experiences culminating with the submission of CalAPA Leadership Cycle 3.  The focus of Rubric 3.7 is on candidate reflection after the completion of the volunteer teacher pre-observation conference, observation, and post-observation conference with an emphasis on how the candidate, informed by a continuous improvement mindset and focus on equitable leadership, understands the potential impact of coaching and reflects on the benefits to both teachers and students. Candidates also work towards citing specific evidence from the cycle, as well as drawing on the volunteer teacher’s feedback and  other collected evidence, to support their reflection and analysis of their capacity to be an equitable leader and an instructional coach.

Perspective Captured from Data Source:
Assessment of candidate performance is evaluated by CTC selected, Pearson calibrated, and CA Administrative Services Credentialed faculty and school/district/county educational leaders involved in overseeing or preparing school administrators. 

Rationale for using Data Source: 
Rubric 3.7 is aligned to assessment of candidate performance of the following AAQEP 1f aligned CAPEs: 2A) Recognizing that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being; 2C) Knowing and applying research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice; 5A) Regularly reviewing and reflecting on their performance and consider how their actions affect others and influence progress toward school goals, and; 5C) Understanding that how they carry out professional obligations and responsibilities affects the entire school community. Thus, Rubric 3.7 is a suitable measurement for dispositions and behaviors required for successful professional practice as reflective practice regarding the skills and abilities to lead instructional supervision is a key professional behavior for aspiring administrator success.

Definition of Success for Each Element:
Candidate success would be measured at Level 2 or Level 3 as proficiency with the CTC is currently at a Level 2; however, Fresno State faculty instruct toward all 5 levels with an emphasis on Level 3 or 4. In addition, maintaining mean scores above the state average by rubric will be considered as an element of success criteria.

Displays of Analyzed Data:

Table 3

CalAPA Leadership Cycle 3, Rubric 3.6 for program level and state-wide mean scores by submission year

Submission Year Program State-wide Program Comparison
2018-2019

2.9
>2 yes

(n=35)

2.6

+.3
+ yes

2019-2020

2.1
>2 yes

(n=37)

2.5

-.4
+ no

2020-Year to Date 

2.9
>2 yes

(n=23)

2.4

+.5
+ yes

Link to Full Dataset:  CalAPA Date AY 2018-2019, AY 2019-2020, YTD 2020-2021

Interpretation of Data:
Three years of data in relation to Rubric 3.7 highlight that program candidates are overall meeting the current program expectation of 2 and above and are overall performing just above the State-wide average, with the exception of year two.

Current evaluation of performance based on mean scores highlights the ability of candidates to broadly reflect on their role as a school leader acting as an instructional coach and explain the benefits of using coaching to support teacher growth and benefit students all informed by a continuous improvement mindset and focus on equitable leadership.

Current student mean scores also demonstrate an area of need in a candidate’s ability to reference specific evidence from the cycle, as well as drawing on the volunteer teacher’s feedback and  other collected evidence, to support their reflection and analysis of their capacity to be an equitable leader and an instructional coach. Further faculty planning for instruction and resources is also needed to assist candidates in citing evidence-based practices or research that support instructional coaching and observation as a viable and equitable strategy to support teacher growth and benefit students to more fully demonstrate the development of these essential dispositions and behaviors required for successful professional practice.

Data Source 4

P12 PASC Program AAQEP Candidate Self-Assessment

Perspective Captured from Data Source:
Candidate retrospective self-report of AAQEP Standard 1a at each semester end interval. 

Specific Elements of Data Source:
Item 1f: I have the dispositions and behaviors required for successful professional practice as an aspiring school leader.

Rationale for using Data Source:
The P12 PASC Program AAQEP Candidate Self-Assessment was designed to capture student reflection and growth after each semester in the program in alignment with AAQEP aspects. The results capture one cohort (program graduates in May 2021) over the 3-semester program using a retrospective design to pilot the self-assessment and obtain initial data. This will now be used at the end of each semester as an additional program assessment data point used for reflection and continuous improvement.

Definition of Success for Each Element:
Candidate success would be measured by 1) average of 3 or higher for each semester and 2) evidence of mean growth from semester 1 to semester 3. 

Displays of Analyzed Data:

Table 4

AAQEP Standard 1f Candidate Self-Assessment Response Means for Cohort 0 (Pilot)

Question/Standard Semester 1 (N=14)  Semester 2  (N=14) Semester 3 (N=14)  Mean Growth
(AAQEP 1F) I have the dispositions and behaviors required for successful professional practice as an aspiring school leader.

4.71

>yes

4.86

>yes

4.86

>yes

+.15

+yes

Link to Full Dataset: P12 PASC Program AAQEP Candidate Self-Assessment Descriptives Data for Standard 1 by Semester 

Interpretation of Data:
Overall, student reported mean scale scores for Standard 1f currently shows some growth from initial to end of program data points. Evidence also demonstrates that candidates overall feel they have the dispositions and behaviors required for successful professional practice as an aspiring school leader at high levels (between a 4 and 5) which exceeds our success criteria of level 3. 

Data Source 5

President’s Commission on Teacher Education (Employer Questionnaire)

Twice a year a group of educators from P-16 institutions in the four-county regional area surrounding Fresno State come together to discuss pressing educational issues in relationship to credential needs in the Central and South Valley.  Educational Leadership is one of the programs that attends these meetings with the university leadership and credential program coordinators from Fresno State.  Along with Community College and other area educational partners and organizations, local school districts send district-level leadership (i.e., Superintendents, Assistant Superintendents, school board members) as representation at the convening. This is a formal opportunity to collect employer questionnaire feedback data from these employers of Fresno State PASC graduates while in attendance at the event. Local Preschool-12th grade leaders were provided a 3-item open ended response self-report program feedback questionnaire.  

Perspective Captured from Data Source:
Open response self-report feedback from district-level leadership on observed strengths and areas of need for hired administrators who attended our PASC program.

Rationale for using Data Source:
At this time, little other formal employer data exists to inform the PASC program besides publicly available data on administrative services staffing trends by county through the CA Department of Education DataQuest and anecdotal records of conversations as faculty work in area districts.  Due to COVID19 face-to-face meeting restrictions, this questionnaire has only been implemented one year to Spring 2021, but will be utilized again at the next President’s Commission which is planned for Spring 2022.

Specific Elements of Data Source:
Question number 1 was used as another data point to evaluate the program on Standard 1f which asked the following: What effective qualities and skills do you see in candidates that have graduated from Fresno State’s Administrative Credential Program? 

Based on response analysis of word frequency for coding key ideas for drawing emergent themes, local P-12 district leaders’ in attendance at the President’s Commission indicate that Fresno State PASC candidates and graduates exhibit collaborative skills, systems thinking, and other soft skills as dispositions and behaviors required for successful professional practice as a school administrator (see Table 5).

Displays of Analyzed Data:

Table 5

President’s Commission on Teacher Education Meeting Local District-Leader Employer  PASC Graduate Feedback Themes and Key Terms from Q1 (Pilot)

Themes Key Ideas
Collaborative 
  • Support professional learning communities
  • Work well with others
  • Facilitate teams
Systems Thinkers
  • Analytical thinkers
  • Develop action plans
  • Problem-Solution oriented
  • Data informed decisions
  • Understands the role of leader in creating the conditions for learning and well-being
Demonstrate Successful
Soft Skills
  • Good communication abilities in groups and one-on-one
  • Strong presentation abilities
  • Preparedness at events and meetings
  • Growth minded and reflective

Interpretation of Data:
Emergent themes from the employer questionnaire were consistent with faculty discussions with local leaders in school and district settings.  The skills that local employers highlighted as observed successful dispositions of program graduates in the role of school leaders align with the areas evaluated in Rubrics 2.7, 1.8, and 3.7 and aligned CAPEs from the CTC, especially as they relate to systems thinking applied through the equity audit and planning in CalAPA Leadership Cycle 1, collaborative abilities as developed through facilitating communities of practice in CalAPA Leadership Cycle 2, and developing various soft skills in one-on-one communication through coaching a veteran teacher through an observation-based cycle of instructional improvement in CalAPA Leadership Cycle 3. Furthermore, alignment to all three rubrics in the areas of reflective practice grounded in a growth minded framework was also evident.

Next Steps for 1f
Based on the analysis of the four data point interpretation sections, the following next steps are recommended: 

Next steps 1f
1. Ongoing realignment of the program re-design approved for Fall 2021 start and with a focus on dispositions and behaviors necessary for new leader success as aligned to the CAPEs through coursework, fieldwork and the CalAPA. 2. Intentional opportunities for rubric centered peer to peer feedback embedded into the courses dispositions and behaviors necessary for new leader success as aligned to the CAPEs through coursework and aligned CalAPA.  3. Faculty Learning Community focus on reflection and development of rubric analysis, instructional best practices, and resources/practices/ materials for program completer success as new administrators.

Next Steps Narrative:
In each data point, evidence exists that candidates are able to demonstrate the current level of proficiency of the knowledge and skills required for aspiring administrators. Specifically, the Fresno State PASC program is supporting knowledge, skills, and abilities of aspiring school leaders who ground reflective practice in a growth minded framework. These behaviors and dispositions are outlined in CalAPA expectations by the CAPEs within candidate’s course work and field work experiences as evidenced across data points through the application of systems thinking through the equity audit and planning, collaborative abilities as developed through facilitating communities of practice, and developing various soft skills in one-on-one communication through coaching a veteran teacher through an observation-based cycle of instructional improvement. Thus, candidates demonstrate the appropriate level of proficiency of the knowledge and skills required for aspiring administrators as per the CalAPA Rubrics 2.4, 1.3, and 3.6, also supported by employer observations.

To support our cycle of continuous improvement for Standard 1e, the program will focus on three key areas as noted in the Table above. 

To aid in our ability to gather data from all stakeholders, we plan move into consistent and ongoing implementation of our Employer Questionnaire, allowing for deeper analysis across more years. Our goal is also to include other constructs (such as feedback on areas for improvement) that can be considered to continuously shape our program to ensure employers needs are met when hiring our PASC program graduates.  It is our desire that all graduates exhibit dispositions that are characteristic of successful school leaders in the field.

Furthermore, our PASC program is coordinating with the Fresno County Office of Education’s Administrative Services CLEAR credential program in order to collect additional employer data from partnership districts.  This opportunity will be important for making employer data more robust to inform a more powerful continuous cycle of program improvement to develop the best aspiring leaders for our local district partnership and, in turn, students in the Central and South Valley.

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