Presentation on theme: "National University School of Education NBCT Leadership Center… “Committed to Evidence Based Excellence in Teaching, Learning, Leadership and Service.”"— Presentation transcript:
National University School of Education NBCT Leadership Center… “Committed to Evidence Based Excellence in Teaching, Learning, Leadership and Service.” Your Hosts Today Ronarae Adams, NBCT Director Sean McCarthy, NBCT Ambassador Joanna Murray, NBCT Ambassador 2012
LEAN Into National Board Certification…for PRINCIPALS Make room for “Disruptive Innovation” Professional Development for Educators with a Desire for Distinction 2
OUR TIME TOGETHER… Context for Learning Overview of NBCEL/NBCPs Experience the “Vision” Consider Opportunities for Increased Enrollment Step INTO “Collaborative Innovation”
Education Stakeholders United … Recruit, prepare, develop, reward, and serve an Evidence Driven Generation of Professional Educators NBPTS CAEP/NCATE FEA/PDK NEA/AFT AACTE CCSSO/SCEE (Common Core ) InTASC IHEs, P12 schools, districts families, communities 21 st Century Communities Lumina (Degree Profile) EACH student learns, anytime, anywhere Learning Forward Smarter Balanced; PARCC;TPAC 4
hgg Common Core Standards for Students (Career and College Ready) ) InTASC Model Core Teaching Standards Learning Forward Standards for Professional Learning ISLLC Standards for School Leaders PARCC and Smarter Balanced high school exit assessments Higher Education Teacher Preparation Standards NCATE Accreditation Economy and Workforce Democracy and American Dream ALL STUDENTS LEARN NBPTS (Core propositions, certificate fields, assessments TAKE ONE! Entries ) LUMINA Degree Profile Teacher Performance Assessments P12 Schools, Teachers, Administrators Families/Community Higher Education Organizations, Associations, Legislation 5
National Board Certification for Accomplished Principals Pre Preparation Pilot Project: Inquiry Into Evidence and Standards Based Practice National University NBCT Professional Teaching and Leadership Development Center www.nuptdc.org
Leadership Matters In order for students to have high-quality learning gains year after year, whole schools must be high-functioning led by effective principals with effective teachers across the school. This is especially vital for turnaround schools, where studies find no examples of success without effective principal leadership. New Leaders for New Schools. (2009). Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness and School Turnarounds.
PROCESS National Board Certification for Principals is the first phase of an expanded umbrella program, National Board Certification for Educational Leaders (NBCEL) which assesses and identifies effective principals (NBCP). The process builds on the National Board for Professional Teaching Standards (NBPTS) highly successful program, National Board Certification for teachers and school counselors.
Rational and Purpose The process developed for National Board Certification for Principals reflects a rigorous and fair principal assessment process that could form the basis for an evaluation system that assesses effectiveness based on multiple measures of both student performance and instructional leadership skills.
What’s Required? Principal-candidates will prepare and submit a range of products and performances including data collection and analysis, audio and video artifacts, written plans and reflections, and interviews. This EVIDENCE is captured and submitted for scoring as a PORTFOLIO of Accomplished Performance.
NBC Principal Certification What will constitute principal certification? Standards based on research Detailed certification process Evidence-based assessment
James L. Pughsley Former Director, Darden-Curry Partnership for Leaders in Education Charlotte, NC Pamela Salazar Associate Professor of Practice and Educational Leadership Las Vegas, NV
Nine CORE Propositions… Skills 1.Accomplished educational leaders continuously cultivate their understanding of leadership and the change process to meet high levels of performance. (Leadership) 2.Accomplished educational leaders have a clear vision and inspire and engage stakeholders in developing and realizing the mission. (Vision) 3. Accomplished educational leaders manage and leverage systems and processes to achieve desired results. (Management)
Applications 4. Accomplished educational leaders act with a sense of urgency to foster a cohesive culture of learning. (Culture) 5. Accomplished educational leaders are committed to student and adult learners and to their development. (Learners and Learning) 6. Accomplished educational leaders drive, facilitate, and monitor the teaching and learning process. (Instruction)
Dispositions 7. Accomplished educational leaders model professional, ethical behavior and expect it from others. (Ethics) 8. Accomplished educational leaders ensure equitable learning opportunities and high expectations for all. (Equity) 9. Accomplished educational leaders advocate on behalf of their schools, communities, and profession. (Advocacy)
Eligibility Requirements Hold a bachelor’s degree, Have completed three full years as a principal leader, Possess a valid required states license for that period of time, or, if a principal where a license is not required, have been a principal in schools recognized and approved to operate by the state and federal government. Further, the committee recommends that the same eligibility requirements apply to assistant principals, adding the word assistant prior to principal.
Portfolio Evidence The certification process is comprised of a series of six performance entries, which assess accomplished principal practices, specifically those linked to student learning, achievement, and school effectiveness. The entries are entitled: 1) Contextual Information and Strategic School Plan; 2) Student Efficacy and Growth; 3) Teacher Efficacy and Practice; 4) Parent and Community Engagement; 5) Principal's Leadership, Growth and Reflection; and 6) Continuous Improvement and Accountability.
School Effectiveness Accomplished Principal Profile Teacher Efficacy and Effectiveness Contextual Profile and Strategic School Plan Student Efficacy and Growth Parents and Community Engagement Principal Leadership, Personal Reflection and Growth Continuous Improvement and Accountability
Entry One Entry Two Entry Three Entry Four Entry Five Entry Six Standard Strategic Plan Student Efficacy and Growth Teacher Efficacy and Growth Parent and Community Engagement and Empowerment Principal Leadership, Growth and Reflection Continued Improvement Accountability 1. Leadership For Results 2. Vision and Mission 3. Teaching and Learning 4. Knowledge of Students and Adults 5. Culture 6. Strategic Management 7. Advocacy 8. Ethics 9. Reflection and Growth Standard Representation by Entry
25 BehaviorDimension Description Gathering DataGathering a rich variety of relevant information from a wide range of credible sources providing diverse perspectives about the internal and external environments. Analyzing Information and Identifying Solutions Analyzes, interprets, and links information leading to evidence based solutions. Thinking FlexiblyContinuously evaluates options from many different perspectives and selects the course of action most likely to lead to the required outcome. Valuing others and their perspectivesCreate and nurture a safe and open culture where each individual's thoughts, needs and perspectives are heard and understood so that each member of the learning community feels included and valued. CollaboratingCreate and sustain a cohesive culture of teamwork where individuals from across the learning community work together, combining thoughts, ideas and resources to achieve common objectives. Developing Human CapitalEstablishing high expectations about the performance of all adults and students in the learning community and providing challenging development experiences required to meet those expectations. Cultivating Ownership and SupportContinuously influencing stakeholders by involving and engaging them in the development, articulation and delivery of a shared vision, mission and goals of the learning community. Building ConfidenceBuilding a school culture where there is a strong and decisive leadership supporting the self efficacy of each stakeholder, and the stakeholders confidence in the organization's collective ability to realize the vision and mission. CommunicatingEstablishes sound community processes where clear, consistent and targeted messages in the appropriate media are effectively presented to the relevant audience. Planning, Implementing, and Empowering Developing and implementing evidence based strategic plans designed to move the organization toward achieving the vision and mission, through empowering the key stakeholders. Goal Setting, Monitoring, and Adapting Collaboratively setting challenging, realistic targets, continuously monitoring the progress and adapting plans to successfully achieve the vision and mission. Stakeholder CenteredEnsuring that every strategy, plan and action is aligned and focused on actualizing the vision that all students and adults will learn and perform at high levels.
Table 2: Dimensions Measured in the Engagement Survey Group Engagement Dimensions Measured Students Level of Academic Challenge Student–Staff Interaction Active and Collaborative Learning Enhancing Educational Experiences Student Commitment Levels The School Environment Parents Level of Academic Challenge Student–Staff Interaction Active and Collaborative Learning Enhancing Educational Experiences Student Commitment Levels The School Environment Parent–Learning Community Interaction Teachers and Nonteaching Staff Level of Academic Challenge Student–Staff Interaction Active and Collaborative Learning Active and Collaborative Teaching Enhancing Educational Experiences Student Commitment Levels The School Environment Parent–Learning Community Interaction Work and Community Engagement Organizational Citizenship Work Withdrawal Turnover Intentions Broader Learning Community Broader Engagement Statement Principal Level of Academic Challenge Student–Staff Interaction Active and Collaborative Learning Active and Collaborative Teaching Enhancing Educational Experiences Student Commitment Levels The School Environment Parent–Learning Community Interaction Work and Community Engagement Organizational Citizenship Work Withdrawal Turnover Intentions
Levels of Proficiency LevelDescriptionType of Behavior 5LegacyExemplifies visionary leadership actions and initiates change at the cultural level resulting in systems that achieve desired and sustainable results beyond the presence of the principal. 4AdvancedShows visionary leadership actions and initiates change at the cultural level resulting in systems that achieve desired and sustainable results. 3CoreTakes leadership actions and manages change at the organizational level resulting in systems that achieve desired results. 2UndevelopedTakes limited leadership actions and reacts to change at the situational level resulting in inconsistent results. 1CounterproductiveTakes actions that detract from the performance of self and others resulting in undesired results.
Field Test 2010-12 600 Participants 2,000 Applicants High Interest Pilot group sets the standard for the scoring rubric to be applied First NB Principals will be announced in 2013
Alabama Arkansas California Colorado Delaware Florida Georgia Illinois Iowa Louisiana Maryland Maine Nevada New Mexico New York North Carolina Ohio Texas Washington Principal Certification Field Test States Cahn Fellows Program for Distinguished New York City Principals Principal Leadership Institute (PLI), University of California, Berkeley
Entry One: Contextual Information and Strategic Plan Written and visual contextual information (not scored) Learning Community Engagement and Leadership Survey (not scored) Analytical Report Vision and Mission Statement Strategic Plan Due November 30 – Submitted January
On-Going Structured Support Webinars by developmental groups Focus groups E-mails Announcements All Webinar videos on account site
The Benefits Standardization Common definition Efficiency of Scale Serves the Continuum Preparation Induction Certification Beyond Tiered Licensure Higher Education Credit Reciprocity
Certify the Best and Grow the Rest…Get in FRONT
Disruptive Innovation in EDA… How can being informed about NBC for Principals be leveraged to shape program development, P12 partnerships and enrollment ?
One Example---START NOW Join the “NU-NBCT Pilot Prep Project (P3)” Online and on-ground inquiry, study and collaboration, 2013. NU Regional Meetings Online resources and interaction (PLC) Access to each other, to resources and updated information Multiple districts represented No compensation; commitment to engage in inquiry, collaboration, and a desire for NB accomplished leadership knowledge.
REGISTER for P3 Register for the November 27 free orientation webinar: P3 Participation Orientation, via NU-PTDC/EDA www.nuptdc.org Calendar regional collaboration meetings La Jolla, Costa Mesa, Bakersfield, San Jose, Sacramento, …10-1pm. Call or email Ronarae Adams for details at 858-642-8352, email@example.com@nu.edu
Other Intentional Designs? Principal/Teacher EVALUATION System reforms ( which districts, where, align, partner) DRTT ( focus on EVAL. Systems/Common Core/Professional Development—partnerships Build the DISTINGUISHED continuum option ( add value to profiles for employment, resumes, suitability) PROGRAMS to model MAT/MSIL with NBCP– ( integrated standards into current programs; credit for NU Preparation; credit for NBCEL toward doctoral degree; deliberate integrations of parallel entries into Tier I coursework; menu model???? Collaterals—Make them relevant and differentiate for the regions and goals for distinction ACTION STEP—recruit two principals to participate in P3 webinar and collaboration meetings, 2013.