National Board Certification for Accomplished Principals

Report
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.

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