Expectations for excellence in candidate performance are developed for each candidate,
aligned with the principles of administrative practice outlined in Standard 3, and
included in the individual induction plan.
Six areas related to principles of administrative practice were identified in Standard 3 as the conceptual themes to be woven through the advanced level of preparation for school administrators. Candidate expectations will fall within the broadly defined thematic areas, but will be different for each candidate, depending on past experiences, current job assignments, and future career development goals and plans. The defined expectations and ways in which performance in meeting those expectations will be measured, and the plan for assessing the achievement of the performance goals will be a part of the candidate’s clear credential induction plan.
Factors to Consider
The following factors serve as a guide for initial program design and ongoing program evaluation:
• The individualized program of studies, including the university and non-university components, is designed to foster development that is congruent with the six themes related to administrative practice (Standard 3).
• Areas of special emphasis are recognized and defined in appropriate ways in each candidate’s clear credential induction plan includes clearly stated expectations and indicates how progress in each thematic area will be developed and assessed.
• The candidate, the university supervisor, and the mentor all have input into the design of the expectations, and the ways in which competence will be measured.
• Curriculum offerings, individual mentoring experiences and other professional development experiences are offered to prepare candidates to meet the defined expectations.
• The program meets other factors related to this standard of quality brought to the attention of the team by the program sponsor.
The Educational Leadership and Administration Program strives at all times to acknowledge
the need for a set of core competencies and at the same time, recognize the individual
needs of candidates. The six CPSELs represent the core areas and within those six
themes, almost all leadership competencies can be identified. The Induction Plan
contains details on areas of special emphasis as determined by the initial assessment
using the Descriptions of Practice (WestEd, 2003), the needs of the candidate’s employer,
or in the analysis of the candidate, district mentor and/or university mentor. In
each case, expectations for successful mastery are clearly stated as well as the manner
and metrics with which progress will be assessed. As mentioned previously, all participants;
candidate, district mentor, and university mentor play vital roles in the development
and approval of activities and assessment.
In Standard 3, examples were provided of activities related to the CPSELs, which form part of the coursework in the program. In all coursework, the candidate must reflect upon the CPSEL framework and specific CPSELs. Also, for any activity that is non-university, the candidate must write a similar reflection. In the Preliminary Administrative Services Credential Program, each course was linked to specific CPSEL/CTC standards. In the Clear Administrative Services Credential, the Educational Leadership and Administration Program recognizes the wide variety of administrative responsibilities of new leaders in the program and allows greater flexibility, so that neither instructors, mentors, or candidates are constrained within a tight-woven structure. Nevertheless, the CPSELs are incorporated into all coursework, mentoring, and activities of the entire Clear Administrative Services Credential Program.
Please see Appendix 14 for the induction plan and the manner in which expectations and progress are assessed and recorded. The candidate and the district mentor develop the preliminary plan, including the expectations and progress recording, and then meet with the university mentor for final review and authorization.
As designed, the program offers coursework through the university, individual mentoring for the candidate, and a wide variety of options for the candidate to be able to choose those that best meet the needs determined by the initial assessment (Appendix 13) and induction plan
(Appendix 14). The great degree of flexibility in the design of the program, including the ability to modify the initial induction plan when necessary, and the ability to seek professional growth opportunities through almost any avenue available are the hallmarks of the Clear Administrative Services Credential Program at California State University, Fresno.
As in all program activities, ongoing evaluation, as well as an annual review, serves to ensure that the program not only meets the standards as required by the CCTC, but by the local school districts that depend on our program to prepare their educational leaders.