Standard 3 Aspect B

Standard 3: Evidence, including documentation of program practices and resources as well as the program’s rationale for its structure and operation, shows the program,

3b. Develops and implements quality clinical experiences, where appropriate, in the context of documented and effective partnerships with P-12 schools and districts

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Rationale for Partnerships:
Candidates select their fieldwork placement; fieldwork mentor and partnership districts then confirm the relationship.  University instructors monitor the fieldwork associated with placement and defined student outcomes. Field mentors are consulted regarding field experiences, and candidate logs document the interactions. A Memorandum of Understanding is obtained between the respective partnership district and the PASC program coordinator.

• Memorandum of Understanding
• FS PASC Program Site-Based Mentor Selection Criteria

Presently, there are three cohorts in the P 12 program, with two additional cohorts being added in Fall 2021 to total  five. Four valley school districts (Clovis Unified, Kings Canyon Unified, Sanger Unified, and Visalia Unified) have  continued in partnership with program faculty to provide on-site preparation programs for future administrators in  their districts and surrounding neighboring districts. For the first time in over five years, a cohort is being offered at  Fresno State to service candidates in the surrounding area that have not participated in the other cohorts such as  Madera or West Fresno. Currently, at least one every semester the P12 program coordinator reaches out to the superintendents representing a larger region of the Central Valley and meet with them to discuss partnership opportunities. We have currently developed a partnership flowchart to help us develop strong partnerships. We are also working on developing an online cohort of our program to specific help address the rural districts’ need for school administrators. We are in the beginning stages of working through university online delivery approvals and then the P12 program coordinator will be reaching out to rural district superintendents to discuss partnership opportunities. 

• Partnership flowchart

Description of Clinical Fieldwork Experiences:
Fieldwork is the place where theory meets practice. Gaining a wide range of experiences is an essential part of candidates’ preparation to be a school leader. Fieldwork must reflect the typical responsibilities of a full-time administrator, which include but are not limited to: curriculum leadership across disciplines (beyond candidates’ own subject area and/or job description), working with families and the broader community, discipline, special needs, English Learners, staff development and supervision, education law, budget, school improvement, advocacy, district exposure, feeder school articulation, college-career pathways, acting administrator duties and data-driven decision making. 

Over the three-semester program, candidates experience a variety of school levels and school settings, at least one of which must involve a site with a diverse school population. For these experiences, candidates need to go beyond their department into the total school, to feeder schools, and to the district level. Semesters 1, 2, and 3 in the program require that fieldwork be supervised through respective Leadership Seminars (EAD 271, EAD 272, EAD 273). 

The Fresno State PASC Program supports candidates and provides learning experiences that total approximately 150 fieldwork hours outside of class that include: competency tasks, learning experiences and leadership cycle activities (See Table One).

Table 1

Overview of Clinical fieldwork experiences and hours by course and semester

Key Assignments:

Semester ONE

1. Interview your field mentor using an assigned tool (in Canvas) along with school background as needed for CalAPA Leadership Cycle 1, Step 1 to understand and reflect on the following CAPE areas based on their principal experience (elementary or secondary):

• Standard 1 – Development and Implementation of a Shared Vision
• Standard 2 – Instructional Leadership
• Standard 3 – Management and the Learning Environment
• Standard 4 – Family and Community Engagement
• Standard 5 – Ethics and Integrity
• Standard 6 – External Context and Policy

2. Interview another principal at a DIFFERENT LEVEL (Elementary of Secondary) than Field Mentor to understand and reflect on the following CAPE areas based on their experience:

• Standard 1 – Development and Implementation of a Shared Vision
• Standard 2 – Instructional Leadership
• Standard 3 – Management and the Learning Environment
• Standard 4 – Family and Community Engagement
• Standard 5 – Ethics and Integrity
• Standard 6 – External Context and Policy

3. Attend a Student Study Team (SST) or similar process meeting in which a community of practice works to ensure and sustain Multi-Tiered Systems of Support at the school level to observe and reflect on the following areas:
administrative stakeholder interactions;
systematic, equity-driven approach for tiered academic and behavior supports;
student-centered and data-driven decision-making; and,
processes of meeting management such tools used to guide and organize tracking of supports and results.

4. Attend a complex IEP or 504 meeting with field mentor to observe and reflect on the following areas:

• issues on child advocacy for academic and behavioral accommodations and modifications;
• a broad range of support staff and mental health professionals available for students with special needs;
• timelines and documentation based on district procedures and federal laws pertaining to IEPs/504; and,
  administrative roles and interaction with stakeholders in this context.

Semester TWO

1. Shadow and assist Field Mentor in the management of a safe and effective learning environment, following local and state policies and procedures (i.e. safety drill and follow-up, monitoring of yard duty during lunch, traffic control during morning and afternoon pick up, sports and dance duties, support the review and revision of the school handbook) and reflect on the following areas:

• implementing the school vision and mission through the management of a safe and effective learning environment.
• issues related to student and staff safety following local and state policies and procedures.
• the ways in which leadership works collaboratively with staff to implement and refine safety policies and procedures.
• administrative roles and interaction with district and/or community stakeholders in this context.

2. Shadow and assist your Field Mentor in a public community event in which diverse students and families are celebrated for positive achievements or school contributions (i.e., awards ceremonies, celebration breakfasts, scholarship dinners, family literacy or STEM events, school carnivals, portfolio nights) and reflect on the following areas:

• implementing the school vision and mission through community and family events and student recognition.
• issues related to increasing diverse parent and family involvement.
• the ways in which leadership works to create culturally sustaining school environments.
• administrative roles and interaction with stakeholders in this context.

3. Attend a Professional Learning Community (PLC) or similar process meeting with your field mentor in which a community of practice works to ensure and sustain Multi-Tiered Systems of Support (student learning focus) at the teacher level to observe and reflect on the following areas:

• administrative stakeholder interactions;
• systematic, equity-driven approach for tiered academic and behavior supports;
• student-centered and data-driven decision-making; and,
• processes of meeting management such tools used to guide and organizing tracking of supports and results.

4. Attend a Behavior or SARB Team meeting or similar process with your field mentor in which a community of practice works to ensure and sustain Multi-Tiered Systems of Support (student well-being focus) at the school or teacher level to observe and reflect on the following areas: to observe and reflect on the following areas:

• issues on whole child advocacy for student well-being and overall success;
• the range of supports and interventions available for students;
• timelines and documentation based on school-wide procedures; and,
• administrative roles and interaction with stakeholders in this context.

Semester THREE

1. Attend a local governance system school board meeting. Observe the proceedings, and review the agenda and other artifacts presented to the greater school community through this meeting.  Provide reflection which summarizes the candidate experience and considers the following:

• Principles of democratic education and the responsibilities of citizenship within the context of the school board.
• How effective leaders influence political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices.
• Ways effective educational leaders strive for educational opportunities that are driven by equity and culturally responsive practices to promote each student’s academic success and well-being. 

2. Observe a discipline meeting and interview a school site leader regarding how discipline policies are developed, implemented, monitored, communicated, and continuously reviewed.  Provide a summary of experience and reflection on how this new information has altered future considerations as an aspiring leader as well as:

• Alignment of discipline policy at the state, district and school site level.  
• How effective leaders influence political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices.
• Ways effective educational leaders strive for educational opportunities that are driven by equity and culturally responsive practices to promote each student’s academic success and well-being. 

3. Participate in a simulated interview experience with local school administrators in the area to provide an opportunity to showcase new knowledge and educational experience. This will include work with your site-based field mentor to:

• Develop a personal statement on leadership philosophy. 
• Prepare other documents to support the next steps in a career as a school administrator.  
• Discuss how effective leaders influence political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices.
• Consider ways effective educational leaders strive for educational opportunities that are driven by equity and culturally responsive practices to promote each student’s academic success and well-being. 

4. Participate in interviews and document review to discover many facets of the human resource lens. The field learning will focus on the shift in collegial relationships that take place, to the analysis and understanding of a collective bargaining agreement, and finally what to expect during the progressive discipline cycle. With site-based field mentors:

• Discuss how effective leaders influence political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices.
• Consider ways effective educational leaders strive for educational opportunities that are driven by equity and culturally responsive practices to promote each student’s academic success and well-being. 

5. Participate in interviews and document review to preliminarily understand the funding and budgetary process that is engaged in by school site leaders. Candidates will work to research, strategize, and develop a communication plan to explain site funding mechanisms and how a school site budget is developed and deployed based on fieldwork findings. With site-based field mentors:

• Discuss how effective leaders influence political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices.
• Consider ways effective educational leaders strive for educational opportunities that are driven by equity and culturally responsive practices to promote each student’s academic success and well-being. 

Aspect C →