Preliminary Administrative Services Credential Program

SUMMARY

The Sacramento County Office of Education Leadership Institute program meets the
requirements of the preliminary administrative credential through its design with the
California Leadership Standards as the foundation. The program incorporates
coursework, online experiences, fieldwork, and a program project that demonstrates the
participants knowledge of leadership. The program focuses on the concept of theory
into practice through its variety of learning experiences. Participants focus on leadership
elements within a year program that prepares them to meet the diverse leadership
needs facing schools in California.
Program Design
The design of the SCOE Leadership Institute Preliminary Administrative Services
Credential Program is grounded in the concept that leadership is taught as a defined set
of skills and attitudes. Participants are informed at the Orientation session of the
programs mission and design, learning outcomes, sequence of courses, field
experiences, online experiences, face-to-face experiences, and performance
assessments based on the Candidate Competence and Performance Standards in
Category III. Learning agreements are developed based on instructors expectations
and the participants multiple perspectives as adult learners. Instructors guides and
course syllabi are developed using an agreed upon protocol including clearly defined
learning outcomes, instructional strategies determined by the learner outcomes,
formative and summative assessments, resources that support the learning theory, and
meaningful practice and field experiences. The program is designed to prepare school
leaders to confront issues of equity, achievement gaps, scarce resources, hard to staff
schools, and underperforming teachers and staff and to lead in ways that positively
impact teaching and learning, school culture, and community involvement.
The design and delivery of the Leadership Institute form a cohesive set of learning
experiences that are informed by adult learning theories and are designed to address
the emerging needs of prospective administrators enrolled in the program.
The work of the school administration is centered in a complex environment, instructors
who are mindful of the complex nature of schooling and leadership development teach
skills through a series of learning experiences designed to balance theory with practice.
The theoretical outcomes of this program are adult learning theory, schools as complex
systems, organizational culture, change theory, standards-based systems for
assessment, curriculum and instruction, cognitive coaching, dialogue and reflective
practice, equity and access for all students, and inquiry for action.

Each section of the curriculum includes a description of the specific theories, prominent
authors upon whose work we have drawn, and field-based applications used in its
development. The curriculum is arranged in 6 courses and a culminating assessment
session, each of which has face-to-face, fieldwork, and technology components.
The SCOE Preliminary Administrative Services Credential Program is designed into
154 hours of in-class instruction (22 class days/7 hours each class); and 77 hours of
online and fieldwork for a total of 231 hours.
Course of Study (Curriculum and Field Experience)
The program is designed to deliver course material through three interrelated formats:
face-to-face classes, fieldwork, and online instruction. Each of these formats utilizes
multi-media technologies:

Fifty percent (50%) of the program is delivered in face-to face format, which is
comprised of 22 class days of 7-hour sessions.

Thirty percent (30%) of the program is fieldwork activities. The fieldwork

component of the program involves participants in an action-based leadership
project that integrates with both the face-to-face and online components of the
Leadership Institute program. The formative assessment culminating activity is in
the form of a multi-mediated presentation delivered by the participant to a panel
made up of Leadership faculty, online principal-coaches, county board members,
and school district administrators.

Twenty percent (20%) of the program is delivered in an online format.

Participants are assigned to online communities. Each community participates in
online chats using scenarios and articles that pertain to the course. The focus for
the online instruction is to develop the participants judgment, relationships,
implementation strategies, and balance of when and how decisions are made.
Each online community is assigned an online principal-coach who gives
feedback and guides discussion. The final statement given by each participant is
based on how he/she would deal with the scenario. The online principal-coach
determines whether or not the participant meets the standard.

Each of the courses is designed so that technology and fieldwork are integrated with
face-to-face courses. Two of the courses are designed to explicitly focus on
improvement of the instructional program.

Sacramento
Office of Education

County LEADERSHIP INSTITUTE

SCOE Cohort 6 Course Schedule, 2015-2016

All courses will be held at the Curriculum and Intervention Annex from 8:30 AM to 4:30 PM.
Course Date

Course Title

Online Instruction1

August 29

State of Education and Your Leadership

Program Overview and Orientation/
Technology Component

N/A

September 12

Development and Implementation

of a Shared Vision

September 26
October 3

Instructor: Dr. L. Steven Winlock

Executive Director, Leadership Institute

5 hours

October 17
October 24
November 14

Instructional Leadership
Instructor: Tami Wilson, Director
Development & Training, K-12 English Language Arts
Sacramento County Office of Education

6 hours

December 5
December 19
January 9
January 23

Management and Learning Environment

Instructor: Dr. Anne Zeman
Executive Director, Elementary Education,
Twin Rivers Unified School District

6 hours

January 30
February 13
February 27
March 12
April 2
April 9
April 23
May 7
May 14

Instructor: Dr. L. Steven Winlock

Executive Director, Leadership Institute

Ethics and Integrity

Instructor: Dr. General Davie, Jr., Former Superintendent,
San Juan USD and Natomas USD

External Context and Policy

5 hours

5 hours

Instructor: Linda Rooney, Superintendent,

Eureka USD

5 hours

June 11

End-of-Year Project Presentation Practice

N/A

June 18

Symposium (EOY Project Presentations)/Graduation

N/A

May 28

Family and Community Engagement

Year-long program includes: 154 hours of in-class instruction (22 class days/7 hours each class); and 77 hours of online
learning and guided fieldwork for a total of 231 hours.

2/05/15

Assessment of Candidates
The Leadership Institute models the use of assessment as instructional tools in the
delivery of the Leadership Institute courses and in the formative and summative
assessment of program participants.

At the conclusion of each course, participants construct a 5- to 7-page reflective

essay. The expectations for the reflective essay are described in the handbook.
The content of the reflective essay is constructed around the artifacts they select
from coursework, online work, and fieldwork activities to demonstrate their
mastery of the course standard and its sub-elements. The course instructor and
the program director read and provide feedback to the participant to reinforce
learning and/or to identify further work to be done in order to master the standard
or a discrete sub-element. The reflective essays and associated artifacts become
integral data for participants portfolios.

Final statements at the conclusion of chat are completed by the participants.

The final statements are reviewed by the online coaches in the areas of
judgment, relationship, implementation, and balance of their judgment.

At the conclusion of the Leadership Institute, participants experience two levels

of summative assessment:

Participants will deliver a 20-30 minute PowerPoint presentation of their

field-based project to a panel consisting of educators in the region, faculty,
and online coaches.

Participants will provide a Reflective Portfolio.

Course assessment methods include a variety of presentations to stakeholder

groups, field-based application of course tools (e.g., facilitation of group meetings
at school site), policy analysis papers, and reflective papers.

Course outlines delineate the formative assessment tools and criteria. The Leadership
Institute is designed to have participants demonstrate competence with the assessment
standards. Participants not meeting standards will be provided individual coaching by
the course instructor and program executive director. The coaching may lead to the
candidate repeating some course activities and/or repeating the course if necessary.
The program staff periodically evaluates the quality, fairness, and effectiveness of
assessment practices and uses assessment data as one course of information about
the quality of the preparation program:

The design of the Leadership Institute is predicated on the belief that the
instructors and program staff must stay in close contact for several reasons:

1) The articulation of coursework and fieldwork activities requires co-planning

between course instructors and the program director;
2) The courses are designed in a sequence that requires instructors to know the
courses that preceded theirs and on which they build their own courses; and
3) The instructors assess the relevance of their formative assessment measures
on a regular basis.