Standard 9: Assessment of Candidate Competence
Prior to recommending each candidate for a Clear Administrative Services Credential,
the program advisor and the mentor verify that the candidate has met the expectations
for excellence in candidate performance that are outlined in the clear credential
induction plan.
Rationale
If the completion of a professional preparation program is to constitute a mark of
professional competence, as the law suggests, responsible members of the program staff
must carefully and systematically document and determine that the candidate has fulfilled
the standards of professional competence established for the clear credential induction
program.
Factors to Consider
The following factors serve as a guide for initial program design and ongoing program
evaluation:
• The methods used assess performance authentically and recognize the complexity and
highly variable nature of administrative responsibilities.
• The assessment system (both during the program and at the conclusion) is systematic,
fair, uses multiple measures and multiple sources, and is tied to the curriculum,
field experiences and themes of competence.
• The candidate is assessed by program faculty and school personnel who have demonstrated
expertise, have been oriented to the assessor role and trained in the specified criteria,
and are periodically evaluated in the assessment role.
• Candidates are provided feedback on their progress at multiple points in the program.
• A culminating assessment brings closure to the induction period and establishes
directions for continuing growth and professional development.
• The program meets other factors related to this standard of quality brought to the
attention of the team by the program sponsor.
While the Descriptions of Practice (See Appendix 13), used in the initial assessment, represent a fairly complete assessment of administrative
responsibilities, space is provided to recognize and assess specific aspects of the
administrative duties, skills, knowledge, and processes that must be mastered to become
a proficient leader. The Educational Leadership and Administration Program clearly
recognizes that leaders have positions with job requirements that are complex and
dynamic and the assessments must take into account these factors. All aspects of the
assessments are conducted by the district mentor and university mentor, who have received
training in their roles. Training of mentors not only encompasses the role of coaching
and mentoring, but also of authentically assessing the candidate’s competence. The
selection of mentors is vital to the program’s quality and the process is explained
under Standard 7.
Mentors who are recognized leaders in the local area are contracted to serve as lead
and/or university mentors. They receive training in the areas of coaching and mentoring
as well as the assessment of candidate competency using the instruments and means
available. At the end of their program, candidates will evaluate their district
mentor and university mentor on a number of factors, including their ability to adequately
assess the candidate’s competency. The program coordinator will also conduct informal
evaluation of all mentors each semester and will meet with any mentor demonstrating
a lack of proficiency in and of the areas of mentoring, coaching, or assessment of
competencies. Mentors may be assigned further training or may be removed from their
mentoring role if they are not proficient in any of the requirements.
Once the candidate completes the initial assessment (Appendix 13), the induction plan is developed (see Appendix 14). Subsequent periodic assessments of the candidate therefore take into account findings
using the assessment instrument and the Induction Plan and amendments.. In this manner,
the precise nature of the position performance requirements are recognized and taken
into account, as well as the complexity and variability of the requirements. Candidates
are participants in all aspects of the performance assessments, thus are provided
feedback, informal and formal, on a regular basis.
Candidates will undergo at least one periodic assessment and/or review each semester
based on the assessment instrument, and the Induction Plan. The candidate is responsible
for maintaining records of the induction plan and amendments, log of mentoring sessions
(Appendix 15), samples of professional development opportunities, and reflections based on the
Induction Plan and the CPSELs.
The candidate, district mentor, and university mentor work collaboratively to develop
measures that will authentically measure the candidate’s progress and degree of competence.
In some cases, this may be a written document, in others, it may be performance of
a particular task, in yet others, it may be the outcome of an activity or series of
activities. While the basis of the assessment system is linked to the Descriptions
of Practice, multiple measures of progress and competency are considered and utilized
if deemed appropriate. The induction plan and assessments are designed to take into
account the complexity and dynamic nature of the responsibilities of the new leader
and to measure competency in ways that are meaningful to the candidate and clear to
all involved.
The culminating assessment takes into account the most recent assessment using the
assessment instrument (Appendix 13), the initial Induction Plan and all amendments (Appendix 14), as well as an overall assessment by the candidate, the district mentor, and the
university mentor of the candidate’s competence meriting the granting of a Clear
Administrative Services Credential. As mentioned earlier, on the assessment instrument
based on the Descriptions of Practice by WestEd (2003), a candidate is expected to
be minimally at the level of “Practice that meets the standard”. Likewise, the candidate
is expected to meet the same level of any additional performance objectives developed
specific to the position or the candidate’s professional needs as set forth in the
Induction Plan and any amendments.
The candidate, as a final activity of the culminating assessment, presents her/his
professional portfolio to the district superintendent and direct supervisor, accompanied
by the district mentor and university mentor. Candidates are allowed to present only
when all other requirements of the program have been successfully completed. This
serves not only as a valuable final assessment, but as an opportunity to celebrate
the successful completion of the program.
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.