EAD 272 Leadership Seminar & Fieldwork 2

Contact Information for Department Chair: If there are questions or concerns that you have about this course that you and I are not able to resolve, please feel free to contact the Chair of the department to discuss the matter.

Dr. Susana Hernandez, Department of Educational Leadership,
suhernandez@mail.fresnostate.edu, Office Phone (559) 278-0320

Health Screening: Students who come to campus for face-to-face classes will be required to complete a daily health screening which will include temperature checks. If you have experienced COVID-19 symptoms and/or have tested positive within the past 10 days; or if you have had close contact (less than 6 feet for longer than 15 minutes while unmasked) with a suspected or confirmed COVID-19 patient within the past 14 days; you are not allowed to come to campus. Please complete the campus online reporting form. A campus official will reply to provide guidance and information.

Safety Measures: Consistent with the Governor’s order and updated state public-health guidelines, face masks or cloth face coverings are required to be worn in public spaces on-campus and during in-person classes to reduce possible exposure to COVID-19 and prevent the spread of the virus. Physical distancing must be practiced by maintaining 6 feet of distance between individuals. Good hygiene of hand washing for a minimum of 20 seconds or using hand sanitizer is required. Please avoid touching your face with unclean hands. Disposable face masks will be provided to anyone who arrives to campus without one.

Please see university website for the most updated information:
www.fresnostate.edu/coronavirus

As part of your participation in virtual/online instruction, please remember that the same student conduct rules that are used for in-person classroom instruction also apply for virtual/online classrooms. Students are prohibited from any unauthorized recording, dissemination, or publication of any academic presentation, including any online classroom instruction, for any commercial purpose. In addition, students may not record or use virtual/online instruction in any manner that would violate copyright law. Students are to use all online/virtual instruction exclusively for the educational purpose of the online class in which the instruction is being provided. Students may not re-record any online recordings or post any online recordings on any other format (e.g., electronic, video, social media, audio recording, web page, internet, hard paper copy, etc.) for any purpose without the explicit written permission of the faculty member providing the instruction. Exceptions for disability-related accommodations will be addressed by Student Disability Services working in conjunction with the student and faculty member.

Course description: This course seminar is designed to develop and support capacity of future P12 school leaders to apply foundational leadership concepts and performance expectations. Moving from theory to practice, candidates will receive media/video technical assistance, coaching and supervision for administrative credentialing requirements of fieldwork and the performance assessment. Graduate Writing Competency to be assessed during this course for candidates completing the Master’s along with the PASC.

Prerequisites for the course: EAD 261 and 271 with concurrent enrollment Preliminary Administrative Services Credential (PASC) Program EAD 262 or Coordinator approval for remedial purposes.

REQUIRED COURSE MATERIALS (FROM EAD 262 CONCURRENT ENROLLMENT)

1. Bens, I. (2018). Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers. (4th ed.). John Wiley & Sons. ISBN: 9781119434252
2. Downey, C. J., Steffy, B. E., Poston, Jr. W. K., & English, F. W. (2009). Fifty ways to close the achievement gap. (3rd ed.). Corwin Press. ISBN: 9781452208466
3. DuFour, R., DuFour, R., Eaker, R., Many T.W., & Mattos, M. (2016). Learning by doing. A handbook for professional learning communities at work (3rd ed.). Solution Tree Press. ISBN: 9781943874378
4. Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. ISBN: 9780415476188
5. Marzano, R. J. (2017). The new art and science of teaching. Solution Tree. ISBN: 9781943874965
6. McNulty, B. A. & Besser, L. (2011). Leaders Make It Happen! An Administrator’s Guide to Data Teams. Leadership in Learning Center. ISBN: 9781935588009
7. Publication Manual of the American Psychological Association, 7th edition (2020). ISBN: 9781433832161
8. REGISTER FOR CalAPA Leadership Cycle 2 : Facilitating Professional Learning. Access to assessment guidebook and templates with registration on Canvas or through the Pearson/CTC site.

TECHNICAL REQUIREMENTS

• Canvas and its hosting infrastructure are designed for maximum compatibility and minimal requirements. Please read over What are the browser and computer requirements for Canvas.
• Zoom will also be utilized for synchronous opportunities. You can access the Zoom platform by using your Fresno State username and password at fresnostate.zoom.us.
• [Note other tech needed by the instructor] will also be used throughout the course as one mode for student-to-student interaction. Please read and view [link to getting started with tech here].

NOTE: If you need any assistance with Zoom or Canvas contact the Academic Technology Resource Center.

COURSE SPECIFICS

Course goals: Candidates will continue to develop capacity as future P12 school leaders to apply foundational leadership concepts and performance expectations in Semester 2 of the PASC program. Discussion topics to include: schools in democratic society, theory of action, student-centered learning and well-being, equity-driven leadership, culture and context (culturally responsive leadership), data-driven decision-making, collaborative leadership, communities of practice, reflective practitioners (Gibbs’ reflective cycle), bias and deficit thinking (asset-based framework), Multi-Tiered Systems of Supports (MTSS), Adult Learning Theory (Andragogy), and standards for graduate writing (APA). This seminar will also include technical assistance needed to complete the video portions of the CalAPA performance assessment not required first Semester. Graduate Writing Competency is incorporated in this course.

This is a online course format uses Canvas and Zoom for opportunities to connect with the instructor in group seminar discussion sessions or one-on-one virtual office hours as arranged. All access to coursework will be through Canvas. You will also have ongoing fieldwork assignments to be completed with support from your site mentor as arranged.

Student Learning Outcomes

✔ Explore and apply the foundational leadership concepts and performance expectations.

✔ Participate in, monitor, and reflect on supervised field experiences aligned with the CAPEs and administrative credentialing requirements.

✔ Demonstrate completion and submission of CalAPA 2 (with addition of video evidence) in alignment with core Semester 2 coursework, program expectations, and state requirements.

✔ Demonstrate Graduate Writing Competency prior to advancement to candidacy and MDRP capstone experience (for those PASC candidates also working towards a Master’s).

Course requirements/assignments: Competency Tasks and Participation

1. CT 1 - FIELDWORK LOG AND CAPES SELF-ASSESSMENT 2 40%
   CAPE Standards: 1-6
   Evidence/Direct Measure:
   • Evidence Log/Checklist & Field Mentor Signatures
   • Self-Assessment and Reflection/Rubric
2. CT2 - CALAPA LEADERSHIP CYCLE 2 PROGRESS 40%
   CAPE STANDARDS: 5A, 5B, 5C, 6A
   Evidence/Direct Measure:
   
   • Evidence Log/Checklist
   • Sem 1 Concurrent Course Instructor Signature
3. SEMINAR DISCUSSIONS 20%
   Evidence/Direct Measure:
   
   • Seminar Discussion/Observation
4. GRADUATE WRITING COMPETENCY C/NC
   Evidence/Direct Measure:
   
   • Selected Writing Sample from ERE 244/GWC Rubric

Instruction for significant assignments: Further detail found after the Tentative Course Schedule

Assignment and Examination Schedule: Further detail found within the Tentative Course Schedule

CAPE Matrix by COURSE

(I=Introduce; P=Practice; A=Assessed)

Grading Policy:
A (100 - 90%) = Outstanding achievement; exceeds expectations
B (89 - 80%) = Graduate quality; meets expectations
C (79 - 70%) = Below expectations
F (69 - 0%) = Does not meet program requirements

Grading criteria and scoring checklists/rubrics are available for all Competency Tasks. It is recommended that Candidates review grading criteria and rubrics prior to completing and submitting assignments.

• The Candidate must earn 80% on every competency task, exam, and major assignments/projects to earn a grade of “B” (graduate quality, meets expectation) in the course.
• The candidate will be required to correct/re-do and resubmit any assignment or earn receiving less than 80% of total points possible.
• Should a candidate choose not to redo and resubmit a required competency task, the candidate will earn a final grade of “C” or below. A candidate will not be recommended for a Preliminary Administrative Services Credential until the candidate has achieved at a competent level on each required competency task.

Graduate Writing Competency: The Graduate Writing Competency must be PASSED for course completion; Students will maintain an Incomplete until remediation and resubmission with passing result is completed. This only applies to PASC students also enrolled in the Master’s degree program.

Additional Assignments: Course assignments are not limited to the aforementioned tasks may include presentations, scenarios, snapshots, role-playing and other assignments designed to provide practice of leadership skills, such as data analysis, reflection, planning, problem solving and decision making.

ONLINE PARTICIPATION REQUIREMENTS:

Students are expected to actively and thoughtfully participate regularly in the online learning experience through the semester course. Consistent high-level interaction and input are MANDATORY and also includes ongoing interaction with the Canvas course content. Student participation is automatically calculated in Canvas based on the amount of time spent within the modules as well as log-ins per week. A low rate of Canvas interaction (less than 2 log-ins per week) may be cause for one full grade reduction at the end of the course. The instructor will notify

TENTATIVE COURSE SCHEDULE

(TBD)

COMPETENCY TASK #1 (FIELDWORK)

Fieldwork Log and CAPEs Self-Assessment 2

DUE: End of Semester

CAPE Matrix: Introduce/Practice/Assess
(CAPE Standards 1-6)

Protocol for Required Fieldwork Activities

Fieldwork is the place where theory meets practice. Gaining a wide range of experiences is an essential part of your 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 your 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, you need experience in 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, you will also need to go beyond your department into the total school, to feeder schools, and to the district level. Semesters 1 and 2, our program requires fieldwork be supervised through respective Leadership Seminars. These activities give you the broader perspective necessary for an administrator. In your final Semester 3, fieldwork will be intentionally embedded

COMPETENCY TASK #2
CalAPA Leadership Cycle 2 Progress
DUE:
CAPE Matrix: Practice/Assess
CAPE Standards 5A, 5B, 5C, 6A

Protocol
Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold others to the same standard. In this way, new administrators regularly review and reflect on their performance and consider how their actions affect others and influence progress toward school goals. Finally, new administrators develop and know 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.

Competency Task #2 will focus on supporting candidates to uphold program standards and requirements as developing administrators. By maintaining progress of the credentialing requirements, candidates will practice and demonstrate ethical decision-making and action along with reflective practice and awareness of the important role educational policy plays in shaping learning experiences.

CT 2 will require candidates cultivate high levels of personal and professional integrity, reflective practice goal-setting for work-life balance, self-advocacy, resilience, and sense of urgency, among other socio-emotional and self-management skills.

Evidence/Direct Measure:

• Evidence Log/Checklist (See Canvas)
• Sem 2 Core Course Instructor Signature (See Canvas)

GRADUATE WRITING COMPETENCY REQUIREMENT

(**Master’s candidates ONLY**)
During the second semester of the program, Master’s candidates will produce a competent written assigned scholarly topic from ERE 244 submitted to the instructor in EAD 272. This graduate writing task will determine the candidate’s ability to write knowledgeably about a topic and present ideas clearly, logically and analytically, to support a sound thesis. The written task will be used to demonstrate competence in graduate level writing and used as a prerequisite for advancement to candidacy. The assignment is mandatory for all MASTER’s candidates and must be passed prior to advancement to candidacy and enrollment in MDRP.

Master’s candidates must receive a competent score on the writing competency assessment. The instructor of the course (EAD 272) will be the primary evaluator of each candidate’s writing. The instructor will assign and notify all candidates of the results of the initial writing competency review.

• IF the candidate HAS earned a competent score (passing), the candidate will be considered to have successfully met the graduate writing competency.
• IF the instructor scores the candidate’s writing NOT COMPETENT, the written sample will be referred to the Department Review Committee for evaluation. The Department Review Committee will consist of at least two graduate full-time PASC program faculty in addition to the instructor. IF the committee determines the written sample is COMPETENT, the candidate will be considered to have successfully met the graduate writing competency and no further action is required.
• IF the Department Review Committee determines that the candidate HAS NOT demonstrated competence, the instructor will inform the candidate of the non-pass through written and verbal communication methods. The instructor will advise the candidate of appropriate methods of remediation that may include, but not limited to, assistance from the Writing Center, tutoring, additional coursework, or other support prior to resubmission.
  • The candidate will have two additional opportunities to meet the writing competency requirement prior to the Advancement to Candidacy process.
  • The candidate must seek assistance to improve his/her writing in targeted areas based on feedback and must evidence that self-help was initiated, and intervention was attempted before the graduate writing competency assessment will be administered for a second or third time.
  • The candidate will complete and submit an Assistance Validation Form to verify that writing support was obtained prior to retaking the assessment.
• Department Review Committee will formally evaluate second and third attempts of the graduate writing competency as needed. The committee will report the decision (pass/competent or non-pass/not competent) to the Program Coordinator.
  • The Program Coordinator will inform the candidate of the results of the graduate writing competency assessment through written communication.
  • If the Committee determines that the candidate earns a competent score, the candidate will be considered to have successfully met the graduate writing competency.
  • If a candidate does not earn a competent score on the graduate writing competency on the third attempt, the candidate will not be eligible to advance to candidacy.

Note: A candidate could pass the graduate writing assessment and still have some relative weaknesses in a targeted area or areas. In these situations, faculty may advise the candidate to seek intervention support to strengthen relative areas of weaknesses that may impact success on future scholarly writing assignments.

Master’s in educational leadership and Administration Program

Graduate Writing Competency

Assistance Validation Form

Student’s Name: Date:

The graduate writing competency requirement determines the graduate student’s ability to write knowledgeably about a topic and to present ideas clearly, logically and analytically, so as to establish a sound scholarly argument.
Students who fail to pass the writing assessment may retake the exam every eight weeks for a total of three times. Students must show evidence that remediation was initiated and attempted by the student before a graduate writing competency assessment can be retaken.

The Assistance Validation Form serves as evidence that the student initiated, secured and attempted remediation. Complete and submit this form to the current instructor prior to scheduling a graduate writing competency assessment. This form must be completed following a non-passing score (0-2) on the graduate writing competency assessment and before the assessment will be administered.

List identified areas of writing needs:

Complete the table below. Provide date(s) and actions taken to correct deficiencies and to improve graduate-level writing skills. Obtain signature of the individual(s) who provided support.

Student Signature: ________________________________ Date: ____________________

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