Skip to contentSkip to navigation

Standard 12: Organizational Management for Student Learning

Each candidate promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Each candidate:

  • sustains a safe, efficient, clean, well-maintained, and productive school environment that nurtures student learning and supports the professional growth of teachers and support staff

EAD 261

  • Prepare a paper on changing the educational environment to produce a school culture of high achievement for all students (261 Signature Assignment 5)

EAD 263

EAD 269

  • utilizes effective and nurturing practices in establishing student behavior management systems

EAD 261

EAD 274

EAD 269

  • establishes, monitors and evaluates school structures, and processes that support student learning

EAD 261

EAD 272

ERA 288

EAD 274

EAD 269

  • utilizes effective systems management, organizational development, collaboration, problem-solving and decision-making techniques

EAD 261

  • Prepare a paper on changing the educational environment to produce a school culture of high achievement for all students (261 Signature Assignment 5)

EAD 262

ERA 288

EAD 263

EAD 269

  • aligns fiscal, human and material resources to support the learning of all subgroups of students

EAD 261

EAD 272

EAD 262

EAD 274

EAD 269

  • recruits, selects, monitors and evaluates staff

EAD 261

  • Shadow an educational leader and ask a series of open-ended questions designed by the class, with vision being a primary question (261 Signature Assignment 1)

EAD 272

EAD 263

EAD 269

  • manages legal and contractual agreements and records in ways that foster a professional work environment and secure privacy and confidentiality for all students and staff

EAD 269

Program Planning Prompts:

Satisfactory performance is defined as achieving competence as expected for entry-level administrators.

At the end of the program and in the final section of the Candidate Portfolio for Administrative Field Experience/Administrative Internship and Signature Assignments (Appendix 2), a summative analysis takes place by the candidate’s advisor, the fieldwork supervisor (which may also be the candidate’s advisor), and the district mentor. This evaluation is based on the numerous formative assessments that have taken place during the candidate’s progress through the preparation program and the accompanying embedded fieldwork activities. The rating of the candidate is based upon a benchmark of achieving competence expected for entry-level administrators.

The faculty of the Educational Leadership and Administration Program are fully cognizant of the benchmark of competence. As noted in General Precondition 8, all faculty members are closely involved with the day-to-day work of school leaders either as leadership coaches for school and district leaders and/or as consultants to school districts, providing professional development to school leaders and teachers on a regular basis.

The Educational Leadership and Administration Program utilizes the Descriptions of Practice (WestEd, 2003) as a guide in the development of criteria and rubrics for candidate expectations. The third category clearly states, “Practice that meets the standard”, which is the basic criteria for the beginning or entry-level administrator. The Descriptions of Practice may be found in Appendix 13.

The program is designed to provide opportunities for candidates to learn how to maximize academic achievement for students for all ethnic, race, socioeconomic, cultural, academic, linguistic or family backgrounds; gender, gender identity and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. (See Program Standard 4).

The great majority of the assessments in the program take diversity into account. Assessment details may be found in Program Standard 4 and in the following courses and fieldwork activities:

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

Back to Top