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 Make room for “Disruptive Innovation” Professional Development for Educators with a Desire for Distinction 2 LEAN Into National Board Certification…for PRINCIPALS 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… FEA/PDK CCSSO/SCEE (Common Core ) EACH student learns, anytime, anywhere Learning Forward Lumina (Degree Profile) CAEP/NCATE NEA/AFT 21st Century Communities AACTE InTASC Smarter Balanced; PARCC;TPAC IHEs, P12 schools, districts families, communities Recruit, prepare, develop, reward, and serve an Evidence Driven Generation of Professional Educators 4 NBPTS ALL STUDENTS LEARN ALL STUDENTS LEARN Common Core Standards for Students (Career and College Ready) Economy and Workforce InTASC Model Core Teaching Standards Democracy and American Dream PARCC and Smarter Balanced high school exit assessments ALL STUDENTS LEARN Learning ) Forward Standards for Professional Learning hgg NBPTS (Core propositions, certificate fields, assessments TAKE ONE! Entries ) P12 Schools, Teachers, Administrators Families/Community 5 NCATE Accreditation ISLLC Standards for School Leaders LUMINA Degree Profile Teacher Performance Assessments Higher Education Organizations, Associations, Legislation Higher Education Teacher Preparation Standards ALL STUDENTS LEARN 6 College and Career Ready? 2014 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 Pamela Salazar Associate Professor of Practice and Educational Leadership Las Vegas, NV James L. Pughsley Former Director, Darden-Curry Partnership for Leaders in Education Charlotte, NC Performance Standards 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 Contextual Profile and Strategic School Plan Student Efficacy and Growth Teacher Efficacy and Effectiveness Parents and Community Engagement Principal Leadership, Personal Reflection and Growth Continuous Improvement and Accountability Standard Representation by Entry Entry One Standard 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 Strategic Plan Entry Two Entry Three Entry Four Entry Five Entry Six Parent and Student Teacher Principal Community Continued Efficacy Efficacy Leadership, Engagement Improvement and and Growth and and Accountability Growth Growth Reflection Empowerment Leadership Survey Behavior Dimension Description Gathering Data Gathering 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 Flexibly Continuously evaluates options from many different perspectives and selects the course of action most likely to lead to the required outcome. Valuing others and their perspectives Create 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. Collaborating Create 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 Capital Establishing 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 Support Continuously 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 Confidence Building 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. Communicating Establishes 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 Centered Ensuring 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. Engagement Survey Table 2: Dimensions Measured in the Engagement Survey Engagement Dimensions Measured Group 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 Level of Academic Challenge Active and Collaborative Learning Enhancing Educational Experiences Teachers and Nonteaching Staff The School Environment Work and Community Engagement Work Withdrawal Student–Staff Interaction Active and Collaborative Teaching Student Commitment Levels Parent–Learning Community Interaction Organizational Citizenship Turnover Intentions Broader Engagement Statement Level of Academic Challenge Active and Collaborative Learning Enhancing Educational Experiences The School Environment Work and Community Engagement Work Withdrawal Student–Staff Interaction Active and Collaborative Teaching Student Commitment Levels Parent–Learning Community Interaction Organizational Citizenship Turnover Intentions Broader Learning Community Principal Levels of Proficiency Level Description Type of Behavior 5 Legacy Exemplifies 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. 4 Advanced Shows visionary leadership actions and initiates change at the cultural level resulting in systems that achieve desired and sustainable results. 3 Core Takes leadership actions and manages change at the organizational level resulting in systems that achieve desired results. 2 Undeveloped Takes limited leadership actions and reacts to change at the situational level resulting in inconsistent results. 1 Counterproductive Takes 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 Principal Certification Field Test States Alabama Arkansas California Colorado Delaware Florida Georgia Illinois Iowa Louisiana Maryland Maine Nevada New Mexico New York North Carolina Ohio Texas Washington Cahn Fellows Program for Distinguished New York City Principals Principal Leadership Institute (PLI), University of California, Berkeley Due November 30 – Submitted January 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 On-Going Structured Support • Webinars by developmental groups • Focus groups • E-mails • Announcements • All Webinar videos on account site • Standardization • Common definition • Efficiency of Scale • Serves the Continuum • Preparation • Induction • Certification • Beyond • Tiered Licensure • Higher Education Credit • Reciprocity The Benefits 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 protected] 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.