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National Board Certification for Principals (NBCP)

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Presentation on theme: "National Board Certification for Principals (NBCP)"— Presentation transcript:

1 National Board Certification for Principals (NBCP)

2 Core Propositions Educational Leaders Standards P rincipal Leaders Assessment Principal Leaders Scoring RubricScore Integrated System

3 All Core Proposition Working Groups NBCT Higher Education Organizational Leader Principal/Asst. Principal Teacher Leader School Administration/District Level

4 Teachers: Only Licensed Teachers Teacher Leaders: Licensed Teacher Leaders (All are also Licensed Teachers) Principals: Licensed Principals (2520 are also Licensed Teachers or Teacher Leaders) All Respondents: All Teachers, Teacher Leaders, Principals and Other

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6 Resolved, that the Board of Directors adopts the following eligibility requirements for principal leader certification: 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. Principal Eligibility

7 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

8 Where We Are Now

9 Lloyd Bond Robert Lee Linn Richard Luecht Gina Schuyler Ikemoto Michael Rodriguez Gary Skaggs Technical Advisory Group (TAG)

10 Overarching Committee Guidelines to NBPTS Active, relevant site-based evidence Process and systems based evidence Content measured through application Consistent accomplished performance Assessment Overview

11 Naming Conventions Accomplished Principal Working Portfolio  Entries: Components with supporting evidence

12 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 School Effectiveness

13 Types of Evidence School Profile School Plan Case Studies Interview Video or Audio Survey(s) Written documentation

14 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

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16 16 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.

17 Leadership Survey

18 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

19 Engagement Survey

20 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.

21 Pilot Test Design Southern Regional Education Board (SREB)

22 Purpose of Field Test Validate certification process Ensure process is meaningful and fair Ensure process elicits evidence of Accomplished Principal Standards Validate scoring procedures Establish cut-score

23 Principal Characteristics Gender Race/Ethnicity School Characteristics School Level School Context School Size by Enrollment School Poverty by Percent Students Qualifying for Free or Reduced Lunch Field Test Participant Selection Process

24 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

25 Field Test Participant Requirement 400 participants600 Participants 2,000 Applicants

26 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

27 On-Going Structured Support Webinars by developmental groups Focus groups s Announcements All Webinar videos on account site

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30 Changes in Practice Accomplished Principal Standards provide a framework Core Propositions for Educational Leaders demonstrate the complexity of the role Reflection – Evaluate own leadership as well as school, teacher and student performance Rather than drive fire truck to put out fires, purposeful structure to days Start focus on journey rather than destinations Acting on feedback from surveys

31 Certify the Best and Grow the Rest

32 NBCP Strategic Initiatives Tiered Licensure Higher Education Credit Reciprocity

33 The Benefits Standardization  Common definition  Efficiency of Scale Serves the Continuum  Preparation  Induction  Certification  Beyond


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