CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

SCHOOL OF EDUCATION

Advanced Studies Department

Course Name:  School Personnel Management

Course Number: EDAD 576

Dr. Louis Wildman                                         Office:   Room 237

e-mail: lwildman@csub.edu                           Home address: 13601 Morales Court         

Phone: 661-654-3047 (office)                                                   Bakersfield, CA 93314

            661-588-8865 (home)

THE SCHOOL OF EDUCATION THEME

Excellence—Integrity--Caring

CANDIDATE DISPOSITIONS

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

Professional Collaboration

Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.

Reflective Practitioner

Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.

Ethical Professional

Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

Student/Client Centered

Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.

Professional Leader

Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.

Professional Competence

Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

COURSE DESCRIPTION:

Policy formation for personnel practices; techniques of organizing for personnel selection and evaluation; legal and theoretical aspects of the negotiation process.

GOALS OF COURSE:

An introduction to the personnel processes of certification, staff selection, supervision, evaluation, and staff development, with a critical examination of techniques for accomplishing these personnel processes.

COURSE OBJECTIVES:

1. To recognize the conditions of education in order to understand the work lives of educators. (Affective) (CPSEL#2)

2.  To understand the history and purposes of teacher and administrator certification so as to be able to apply national and California standards in analyzing the quality of professional preparation programs. (Cognitive) (CPSEL#6)

3.  To analyze and be able to conduct major personnel functions such as recruitment, selection, assignment, evaluation, promotion/dismissal, and understand the connection between the role of public education and the appropriate use of human resources to effect optimum procedures of school instruction. (Cognitive and Social) (CPSEL#3)

4.  To assist staff formulate appropriate (both school and personal) annual goals. (Cognitive and Affective) (CPSEL#1)

5.  To sufficiently understand and legally apply the California Education Code requirements pertinent to teacher evaluation which could lead to teacher dismissal. (Cognitive)(CPSEL#3)

6. To defend the concept of academic freedom in a democracy. (Cognitive and Social) (CPSEL#5)

7. To understand the implications of the specific provisions in individual district employment contracts for daily administrative work. (Cognitive) (CPSEL#3)

8.  To acquire an understanding of due process implications as they relate to staff evaluation, retention, dismissal, and promotion (or rewards) to distinguish between dismissal proceedings which have provided due process and those which have not. (Cognitive) (CPSEL#3)

9. To become acquainted with current research on teaching to understand justifiable teacher evaluation procedures. (Cognitive) (CPSEL#2)

10. To understand the principles and develop skill in the processes of supervision and evaluation of certificated staff to conduct summative teacher evaluation. (Cognitive, Affective, and Social) (CPSEL#3)

11. To understand the concepts and techniques of staff development, to design an effective school-site program. (Cognitive and Social) (CPSEL#2)

PREMISE (including how this course deals with educational equity and cultural diversity):

The conditions of schooling, along with the selection, supervision, evaluation and development of staff, significantly influence the quality of educational outcomes. Hence, since we believe in educational equity and cultural diversity, it is important that these values permeate all phases of school personnel processes taught in this course.

REFERENCES:

Acheson, Keith and Gall, Meredith, Techniques in the Clinical Supervision of Teachers. New York: Longman Inc., 1980.

Bailey, Max A. and Sindelar, Nancy W., "Freedom of Speech and the Incompetent/Competent Teacher," in West's Education Law Reporter, July 9, 1987, pp. 1151-1164.

Bandura, Albert, Principles of Behavior Modification. New York: Holt, Rinehart and Winston, Inc., 1969.

Barth, Roland, Improving Schools From Within. San Francisco: Jossey Bass Publishers, 1991.

Bennett, William, Principal Selection Guide. Washington, D.C.: U.S. Department of Education, 1987.

Boyan, Norman (Ed.), Handbook of Research on Educational Administration. New York: Longman, 1988.

Brandt, Ronald, "Progress in Evaluating Teaching," an edition of Educational Leadership, Vol. 44, Num. 7, April 1987.

Bridges, Edwin, The Incompetent Teacher: Managerial Responses. Washington, D.C.: The Falmer Press, 1992.

Bridges, Edwin, Problem Based Learning For Administrators. Eugene, Oregon: ERIC Clearninghouse, 1992.

Centra, John, Determining Faculty Effectiveness. San Francisco: Jossey-Bass Publishers, 1979.

Collins, Hugh, Justice in Dismissal: The Law of Termination of Employment. Oxford: Clarendon Press, 1992.

Dill, David, What Teachers Need To Know. San Francisco: Jossey-Bass Publishers, 1990.

Fehl, Noah, The Idea of a University in East and West. Hong Kong: Chung Chi College, 1962.

Finkin, Matthew, The Case for Tenure. Ithaca: Cornell University Press, 1996.

Gage, N.L. (Editor), Handbook of Research on Teaching. Chicago: Rand McNally & Company, 1963.

Gage, N.L. (Editor), Mandated Evaluation of Educators: A Conference on California's Stull Act. Stanford, California: Stanford Center for Research and Development in Teaching, 1973.

Galambos, Eva, Improving Teacher Education. San Francisco: Jossey-Bass Publishers, 1986.

Glickman, Carl, Supervision in Transition. Alexandria, Virginia: ASCD, 1992.

Goodlad, John, Teachers For Our Nation's Schools. San Francisco: Jossey-Bass, Inc., 1990.

Goodlad, John; Soder, Roger; and Sirotnik, Kenneth, The Moral Dimensions of Teaching. San Francisco: Jossey-Bass Publishers, 1990.

Goldhammer, Robert; Anderson, Robert; and Krajewski, Robert, Clinical Supervision (Third Edition). Fort Worth: Harcourt Brace Jovanovich, 1993.

Gorton, Richard and Snowden, Petra, School Leadership and Administration (Fourth Edition). Madison, Wisconsin: Brown and Benchmark, 1993.

Grissmer, David et al., Student Achievement and the Changing American Family. Santa Monica: RAND, 1995.

Hofstadter, Richard, Academic Freedom in the Age of the College. New York: Columbia University Press, 1964.

Hofstadter, Richard and Smith, Wilson (Editors), American Higher Education, A Documentary History (Vol. 1 and 2). Chicago: The University of Chicago Press, 1961.

Houston, W. Robert, Handbook of Research on Teacher Education. New York: MacMillan Publishing Company, 1990.

Jencks, Christopher, Inequality. New York: Basic Books, Inc., 1972.

Kelly, Henry, et.al., Technology And The American Economic Transition: Choices For The Future. Washington, D.C.: Office of Technology Assessment, 1988.

Kozol, Jonathan, Savage Inequalities. New York: Crown Publishers, Inc., 1991.

Leithwood, Kenneth; Begley, Paul and Cousins, J. Bradley, Developing Expert Leadership For Future Schools. London: The Falmer Press, 1992.

Luehe, F. William and Ehrgott, Richard, Clinical Teaching: Clinical Supervision. Visalia, Calif.: Key Publications, 1976 revised edition.

Macrorie, Ken, 20 Teachers. Oxford: Oxford University Press, 1984.

McDonough, Matthew and Wolf, W. C., "Testing Teachers: Legal and Psychometric Considerations," in Educational Policy, Vol. 1, Number 2, 1987, pp. 199-213.

McLaughlin, Milbrey Wallin and Pfeifer, R. Scott, Teacher Evaluation. New York: Teachers College, 1988.

Melnick, Susan and Pullin, Diana, "Testing Teachers' Professional Knowledge: Legal and Educational Policy Implications," in Educational Policy, Vol. 1, Number 2, 1987, pp. 215-228.

Metzger, Walter P., Academic Freedom In The Age of the University. New York: Columbia University Press, 1964.

Mill, John Stuart, On Liberty. Originally published in 1859.

Norberg, Judith, (Chairperson, Curriculum and Instruction Leaders Committee), A Practical Guide For Instructional Supervision: A Tool for Administrators and Supervisors. Burlingame, Calif.: Association of California School Administrators, 1987.

Pechman, Ellen, The Condition of Being An Educator. Raleigh, North Carolina: Public School Forum of North Carolina, 1987.

Peters, Tom, Liberation Management. New York: Knopf, 1992.

Prasad, Raj, A Digest of Selected California Laws Related to Certificated Personnel. Burlingame, California: Association of California School Administrators, 1986.

Prasad, Raj, A Digest of Selected California Laws Related to Classified Personnel. Burlingame, California: Association of California School Administrators, 1986.

Reich, Robert, The Work of Nations. New York: Alfred Knopf, 1991.

Reynolds, Maynard, Knowledge Base for the Beginning Teacher. Oxford: Pergamon Press, 1989.

Schon, Donald, Educating the Reflective Practitioner. San Francisco: Jossey-Bass Publishers, 1987.

Sergiovanni, Thomas and Starratt, Robert, Supervision: A Redefinition. New York: McGraw-Hill, Inc., 1993.

Stankey, Sarah and Popham, W. James, Teacher Evaluation: Six Prescriptions for Success. Alexandria, Virginia: ASCD, 1988.

Stodolsky, Susan S., The Subject Matters. Chicago: The University of Chicago Press, 1988.

Thucydides, History of the Peloponnesian War. New York: Viking Penguin Inc., 1986 edition.

Tracy, Saundra and MacNaughton, Robert, Assisting and Assessing Educational Personnel. Boston: Allyn and Bacon, 1993.

Travers, Robert (Editor), Handbook of Research on Teaching (Second Edition). Chicago: Rand McNally & Company, 1973.

Wildman, Louis, "The Creation and Maintenance of Community," in Ebben, James, Institutional Vitality. Adrian, Michigan: Siena Heights College, 1981.

Wise, Arthur; Darling-Hammond, Linda; and Berry, Barnett, Effective Teacher Selection: From Recruitment to Retention. 1700 Main Street, P.O. Box 2138, Santa Monica, Calif. 90406-2138: The Rand Corporation, 1987.

Wittrock, Merlin (Editor), Handbook of Research on Teaching (Third Edition). New York: MacMillan Publishing Company, 1986.

Wolk, Ronald et al., From Risk To Renewal: Charting A Course For Reform. Washington, D.C.: Editorial Projects in Education, 1993.

Zumwalt, Karen (Editor), Improving Teaching (the 1986 ASCD Yearbook). Alexandria, Virginia: Association for Supervision and Curriculum Development, 1986.

TOPIC OUTLINE:

The Conditions of Education and the Notion of a Learning Community

Certification

What is the purpose of educator certification?

Who should be certified?

Selection Procedures

How should teachers and administrators be chosen?

Academic Freedom

What is the purpose of academic freedom?

Research on Teaching

What do we know about teaching?

Teacher Evaluation Procedures

How should teachers be evaluated?

What is the legal basis for staff evaluation?

Staff Development

What comprises a good staff development program?

CLASS ACTIVITIES AND REQUIREMENTS:

This seminar uses a variety of educational tools and techniques to link theory and practice. These include role-playing, simulation, small group interaction, lectures, discussion and presentation. Throughout the course, participants are expected to take active roles in discussion and debate, lead parts of the seminar and exchange ideas and information.

1.  A beginning portfolio will be required.

2.  Cooperatively and thoughtfully participate in class, completing the other assignments listed below.

3. Keep a reflective journal with an entry for each session.

4. Take a final written examination.

Note: Each assignment has been chosen to further the goals of this course. Occasionally an assignment will not be appropriate for an individual student. When you feel this is the case, discuss the matter with your instructor who will consider changing the assignment to better meet your needs.

Note: Since this is a professional course in preparation for administrative positions such as the principalship, the instructor's goal has been to set standards which match what is expected of school administrators. For example, principals are required to attend faculty meetings on time, and speak and write cogently. Therefore professional standards consistent with these expectations have been set as follows:

ATTENDANCE POLICY:

Students are expected to arrive promptly and attend all class meetings. Students should participate actively, and, if at all possible, inform the instructor if they plan on missing a class.

To benefit from this seminar, students must be in attendance. Further, cooperative group work is frequently assigned, and each member of the cooperative group must be confident that all members will be in attendance.

Attendance Standard: The grade of any student that misses more than one session (one session = one evening = two periods) will be reduced one grade level for each additional session missed, unless an appropriate make-up assignment is completed. Since principals must set an example of promptness in their attendance, tardiness to a session will count as one period missed.

Sample make-up assignment. We want teachers to take student gender, ethnicity, culture, and socioeconomic level into consideration when designing instruction. How would you help teachers accomplish this goal? What knowledge would you identify in support of this goal? Research and complete a paper answering those two questions.

PROFESSIONAL WRITING STANDARDS REQUIRED:

This graduate course is part of a larger effort to improve the preparation of educational administrators. As future instructional leaders, students in this course are expected to model an understanding of the liberal arts, which includes, but is certainly much more than applying correct spelling and grammar in written assignments. While the instructor expects students to enter the course with these writing skills and understandings, students in need of assistance should work closely with the instructor, starting early in the course, to obtain help in perfecting their writing. The instructor eagerly wants to help students, but also insists upon quality work, at the "strong" or better level in terms of the following rubric:

Grading Standards for Writing Assignments

REQUIRED FORMAT FOR PAPERS AND TESTS COMPLETED OUT OF CLASS

All papers must be typed. Use a single-space format with one blank line between paragraphs, as in this syllabus. Footnotes may be included in the body of the text, placed at the bottom of the page, or listed at the end of the document, in accordance with your preference. The form of bibliographic citations should be consistent with that used in this syllabus. There is no need to use plastic binders or purchased covers for papers. Place your name, last name first, in the upper right hand corner; place the name of the course on the next line; and the date on the third line. Skip a line and then center the title of your paper. If the paper is more than one page long, staple the pages together in the upper left hand corner. In completing examinations, repeat the question, skip a line, and then provide your answer.

METHOD OF EVALUATION:

Students will be evaluated on the following:

            The wisdom, pertinence, clarity, and perceptiveness

            of in-class commentary:                                                                         20%

            Portfolio Organization (including resume, etc.):                                                   20%

Teacher Evaluation Simulation                                                                           20%

Staff Development School Plan                                                                         20%

Reflective journal, Final Exam, and Possible Quizes                                     20%

(Note: Final exams may be reviewed with the instructor, but are not returned.)

A note to clarify the grading procedure: An "A" grade requires one to positively distinguish themselves in some way (either through class assignments or class discussion), above and beyond the regular assignments. A "B" grade requires regular participation in class discussion, and the completion of all assignments on time and at a professionally acceptable level. If you have any question about how well you are doing throughout the class, or wish to complete an extra assignment to improve your grade, do not hesitate to ask.

ASSIGNMENTS:

1.  Your letter of application, resume, and statement as to how you fulfill the personal and professional requirements for the "Ashland School" position or an actual position for which you might apply at some point in the future.

This will be the start of your portfolio. At the conclusion of the program, your portfolio will include your resume, term papers and other "commented evidence" of your competence. Use a standard 3 ring binder; include support documents, letters of commendation, notes to the file, and curriculum materials you have prepared. Remember to comment on each document, explaining the meaning of each piece of evidence in terms of your administrative preparation. Together, the evidence in your portfolio should demonstrate your competence in educational leadership, improvement in educational programs, educational personnel, school/community relations, legal/financial aspects, governance and politics, and school management. Organize your portfolio in accord with the CAPSELS.

In addition to your letter of application (which will not be included in your final portfolio), your resume, and statement (which will also not be included in your final portfolio), write and show evidence of how you are presently following a personal and professional development plan (which will also not be included in your final portfolio, but suggest what will be included). Due Session 3. [Standard #14(h)]

2. Collect and examine actual site-based student achievement data in a teacher's class. Utilize educational research, and participate in a simulated summative teacher evaluation procedure, helping a teacher improve their instructional program, writing a report similar to a chapter in Guiding Student Achievement Through Teacher Evaluation (2002), and plan appropriate staff development. Due Session 7. [Standard #6(b)(2)], [Standard #6(c)(1)], [Standard #6(c)(3)], [Standard #6(f)(3)], [Standard #11(a)], [Standard #11(b)], [Standard #11(e)], [Standard #15(f)]

3. Read and discuss the staff development material, p. 473-548. Develop a staff development plan, based upon an analysis of student achievement data in your school. Be sure to consider applicable theories on human development, proven learning and motivational theories, concern for diversity and best practices for student learning, and indicate which theories were used as a basis and why those particular ones were chosen. Due Session 10. [Standard #6(b)(5)], [Standard #11(b)], [Standard #11(e)]

Scoring rubric:

The student created a useable well-developed professional growth program.

1          2          3          4

Yes      Somewhat        No

The student's program shows a commitment to life-long learning.

1          2          3          4

Yes      Somewhat        No

The student's program is consistent with the school vision and goals.

1          2          3          4

Yes      Somewhat        No

The student's program has an appropriate evaluation system.

1          2          3          4

Yes      Somewhat        No

The student anticipated using feedback on the plan and evaluation system from the "teachers."

1          2          3          4

Yes      Somewhat        No

The student's work shows an understanding of their competence to use research and site-base data to design, implement, support, evaluate and improve instructional programs and to drive professional development of staff.

1          2          3          4

Yes      Somewhat        No

The student used appropriate research in supporting the overall assignment.

1          2          3          4

Yes      Somewhat        No

The student's work was of graduate quality.

1          2          3          4

Yes      Somewhat        No

The student utilized appropriate writing requirements.

1          2          3          4

Yes      Somewhat        No

4. A reflective journal on class sessions. Due with the final examination.

5. Other short "summary" assignments as explained in class.

Note: Completion of these written projects and exercises by the dates required is essential to class participation. The grade of any late project or exercise will be reduced at the rate of 10% per day, so all possible contingencies (e.g., computer failure or ordinary heartbreak) should be anticipated.

DAILY OUTLINE:

1.  The Notion of a Learning Community

Introductions

The On-line Syllabus

The "value added" goals and objectives

Course Standards and Requirements

The concept of a graduate "seminar" and the ongoing "conversation"

Background Concepts:

The Ideal of a Learning Community

The greatness of the medieval universities

Collegiality

Educators as Public and Professional Leaders

Theoretical Conceptions of Teaching

Teaching Research

Legal Evaluation and Assessment Guidelines

Technical Control

A Teacher Evaluation System: The Lake Washington Sch. Dist.

The Basic Antinomy:

Dale Bolton, "Planning for the Evaluation of Teaching"

Donald Langlois and Mary Colarusso, "Don't Let Teacher Evaluation Become An Empty Ritual," and Louis Wildman, "Effective Evaluation"

The Condition of Teaching

Survey Findings

The factors that impact the quality of work life for teachers

Small Group Work

The Role of School Design

The "Personal" Part of School Personnel Work

2.  Certification Procedures

Certification

The concept

Research re: the N.T.E. and the NASSP Assessment Center

Wildman, Louis, "Where will LEAD lead?"

Groves v. Alabama State Board of Education

CTC Standards

Case Study for an Accreditation Team

Group design of a teacher certification test.

Quiz on Readings (Possible)

Group analysis and suggested revision of resumes.

Portfolio Preparation

3.  Selection Procedures

Quiz on Readings (Possible)

In class discussion of:

Arthur Wise, et.al., Effective Teacher Selection.

William Bennett, Principal Selection Guide.

Louis Wildman, et.al., The Selection of Educators.

Louis Wildman, "Who Should Superintend?"

Louis Wildman, "The Superintendent Interview"

Samuel Gerla, "Examination of the Factors Surrounding Superintendent Selection in Public School Districts"

Questions Not to Ask

Sample Interview Questions (teachers, administrators)

"Wildman" Questions

Preparing for an Interview

Cal State, Chico Questions

Ferguson Questions

Telephone Reference Check Form

Louis Wildman, "Should a School Board Hire a Search Consultant?"--handout

Class simulation of staff recruitment, selection, and induction processes. [Standard #12(h)]

Practice interview sessions. [Standard #12(h)]

Case Study: "Meeting Program Goals"

4.  Academic Freedom

What example should educational administrators set? What Model of Instructional Leadership?

Discussion of the History of Academic Freedom

Important Legal Precedents:

Pickering: "Detrimental Effect Test"

Mt. Healthy Test

Connick: "Particularized Balancing"

Applying the precedents:

Piver v. Pender County Board of Education

Historic Precedents:

Thucydides' History of the Peloponnesian War

The Declaration of Independence

John Stuart Mill's On Liberty

The First Amendment of the U.S. Constitution

The American Association of University Professor's (AAUP) "Declaration of Principles"

Abrams v. United States

Whitney v. California

Alexander Meiklejohn, "Political Freedom"

Emerson, "Toward a General Theory of the First Amendment"

Discussion of the Issues

Suggested Assignment: Report on an academic freedom case.

5.  Research on Teaching

Return of the "First Drafts" of the Written Assignment

Review research on teaching.

Guidelines for Pre-observation Conferences.

Practice of the Pre-observation Conference with feedback from observer

6.  Teacher Evaluation Procedures

Cartoon: "Just pretend we're not here, Mr. Robinson"

The "One True Performance Evaluation Rating Scheme"--Humor

Lecture and slides: "A Plan for Teacher Evaluation"

Quiz over Readings (Possible)

Alternative Plans:

Fort Bragg School District

Oklahoma State Department of Education

Stockdale Christian School

Arvin Union School District

Vineland School District

Linns Valley - Poso Flat Union Elementary School District

Norris School District

Lost Hills Union School District

Taft Union High School District

Porterville Public Schools

Evaluating Teachers in Terms of Student Performance

Group Discussion of the Allen Procedures

Group Discussion of DeBernard v. State Board of Education

Merit Pay

Suggested Assignment: Compare the "Multiple Strategies Model with the instructor's model for teacher evaluation.

7.  Strategies for Recording Observations

District Self-Assessment Checklist for Teacher Evaluation

Flanders Interaction Analysis Categories

Acheson and Gall's Checklist for Question and Answer Teaching

Hanson et al Analytic Categories

Milner's "Suppositional Style" Criteria

Practice Observations (include observer)

Case Study: "An Evaluation Problem"

Case Study: "An Accusation"

8.  The Legal Basis for Staff Evaluation

Improvement and Intervention Strategies

Post-Observation Conferences with feedback from observers

Sanctions short of termination

Writing Plans of Assistance

Teacher Evaluation From the Principal's Perspective

9.  Staff Development

Teacher Psychological Development

The Scope of Staff Development

What is Staff Development?

Alternative Perspectives on Staff Development

Louis Wildman, "Swinging The Staff Development Pendulum"

Mary Metz, "Teachers' Pride in Craft"

Staff Development Research

10. Final Examination Review

Final

Knowledge Base

Personnel (certification, recruitment, selection, assignment, compensation, collective bargaining processes, formative and summative teacher evaluation, teacher rights, counselor evaluation, administrator evaluation, classified employee evaluation, staff development)

A.  Certification issues

B.  Affirmative action

C.  Selection procedures

Systems Approach

Human Resources Approach

D.  The conditions of teaching

E.  Summative teacher evaluation

Specific minimum expectations--Thomas McGreal

Application of principles of learning--Madeline Hunter

Cognitive development--Art Costa

Balancing teacher professionalism, and student and public accountability--Louis Wildman

On the basis of student progress

On the basis of student opinion surveys

F.  Staff development strategies (research on specific practices)

Note: Here is a description of the portfolio required at the end of your program. As mentioned above, just a start on this portfolio is required in this course.

The Required Portfolio

Required Table of Contents:

Section 1: Resume, Credentials, Official Employer Evaluations, Letters of Thanks

Section 2: Material pertinent to Standard #1, including the vision of your ideal school.

Section 3: Material pertinent to Standard #2.

Section 4: Material pertinent to Standard #3.

Section 5: Material pertinent to Standard #4.

Section 6: Material pertinent to Standard #5.

Section 7: Material pertinent to Standard #6.

Section 8: Course Summary

Section 9: Preparation to Lead

Candidates for the Preliminary Administrative Services Credential and the Master's Degree in Educational Administration are required to present their Culminating Examination Committee a portfolio at the conclusion of their programs. This is done at the time of the Culminating Oral Examination.

Beginning with your first course in educational administration, it is suggested that you keep your outstanding work, both as a graduate student and as an educator, slowly building a high quality professional portfolio. While you are taking each of your required courses, be alert for assignments in connection with your job that you can use as artifacts. Remember, your Culminating Activity Committee will be looking for evidence that you can make the CAPSEL Standards operational as you perform as an educational leader and lead schools and school districts to focus on student excellence.

On a practical note, invest in a large, good quality notebook and non-glare plastic sheet covers to preserve materials.

Your portfolio will begin with your resume and credentials. The next six sections will be organized in terms of the six CAPSEL Standards. Your portfolio should illustrate your comprehension of each standard. Your course work and field work will provide you with the opportunity to accumulate worthy projects which will demonstrate your mastery of the CAPSEL Standards. You will include at least two documents showing evidence that you have mastered each standard. Remember that each document will be accompanied by a brief reflective comment, indicating how the document contributes to your expertise as an educational administrator.

Standard #1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Comment: For Standard #1, evidence is needed to support your understanding of learning goals established for a pluralistic society, strategic planning, systems theory, data collection and data analysis strategies, effective communication, and effective consensus-building and negotiating skills. Include your "ideal school" vision within this section.

Standard #2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Comment: For Standard #2, evidence should support your understanding of student growth and development; applied learning theories; applied motivational theories; curriculum design, implementation, evaluation, and refinement; principles of effective instruction; measurement, evaluation, and assessment strategies; diversity and its meaning for educational programs; adult learning and professional development models; the change process of systems, organizations, and individuals; the role of technology in promoting student learning and professional growth; and the importance of school cultures.

Standard #3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Comment: For Standard #3, evidence should support your understanding of theories and models of organizations and the principles of organizational development, school safety, human resource management and development, school fiscal management, school facility usage, legal issues impacting school operations, and current technologies that support management functions.

Standard #4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interest and needs, and mobilizing community resources.

Comment: For Standard #4, evidence should support your understanding of emerging issues and trends that potentially impact your school community; the conditions and dynamics of the diverse school community; community resources, community relations and marketing strategies and processes; and successful models of school, family, business, community, government, and higher education partnerships.

Standard #5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Comment: For Standard #5, evidence should support your understanding of the purpose of education and the role of leadership in modern society; various ethical frameworks and perspectives on ethics; the values of the diverse school community; a professional code of ethics; and the philosophy and history of education.

Standard #6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Comment: For Standard #6, evidence should support your understanding of the principles of governance that undergird the system of American schools; the role of education in developing and renewing a democratic society and an economically productive nation; the law as related to education and schooling; the political, social, cultural, and economic systems and processes that impact schools; models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic context of schooling; global issues and forces affecting teaching and learning; the dynamics of policy development and advocacy under our democratic system; and the importance of diversity and equity in a democratic society.

The eighth "Course Summary" section should list each course you have taken in the Educational Administration Program, with a paragraph or two describing the highlight of each course. Describe how each course related to your preparation to be an effective leader.

The ninth "Preparation to Lead" section should present additional evidence validating that you are prepared to lead. Provide no more than a one-paragraph answer to each of the following eleven questions:

1. Why should you be selected for an administrative position?

2. After your first year in an administrative position, what words will your teachers and your students use to describe you?

3. What will be your attitude towards change?

4. How will you develop a learning community?

5. What will you do to see that education takes place that is embraced by students, staff, parents, and community?

6. How will you ensure educational success for all students?

7. How will you handle conflict?

8. How will you celebrate success?

9. How will you insure due process?

10. How will you utilize research to discern best practices?

11. How will you utilize data to influence decision-making?

Portfolio Scoring Rubric:

For each section, 2 through 7:

Level 1: Little evidence of accomplishment, incomplete artifacts, limited understanding, and/or poor writing mechanics.

Level 2: One acceptable artifact, limited evidence of accomplishment and understanding, acceptable writing mechanics.

Level 3: Two or more acceptable artifacts, evidence of accomplishment and understanding, acceptable writing mechanics.

Sections 1, 8 and 9 will be scored on a four-point scale with 0 "not acceptable," 1 "minimally acceptable," 2 "very acceptable," and 3 "exceptional."

Scoring: Candidates will need to earn 16 points to successfully complete the portfolio portion of the Culminating Examination.

Unsatisfactory Competency Portfolios: It is expected that candidates will be successful in defense of their competency portfolios. In the case where this does not take place, students may defend their portfolio again the following term following modifications as suggested by their Culminating Examination Committee and based on their own reflections. In the unusual case of a second rejection, candidates may be required to take additional course work before re-submitting their portfolio.

ACCOMMODATIONS FOR DISABILITIES

Bakersfield, Santa Clarita, or Hanford Participants—To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible.  Their office is located in SA 140, and they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD).  If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class.

Antelope Valley Participants—To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible.  Their office is located in Bldg. 200, and they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd).  If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours so we can discuss the specific accommodations that you might need in this class.

Rights and Responsibilities of Students

Academic Integrity

            The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars.  The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades.  Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance.  Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.

            There are certain forms of conduct that violate the university's policy of academic integrity.  ACADEMIC DISHONESTY (CHEATING) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit.  Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage.  PLAGIARISM is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one's own.  Plagiarism may consist of handing in someone else's work as one's own, copying or purchasing a pre-written composition and claiming it as one's own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation.  Another example of academic dishonesty (cheating) is the SUBMISSION OF THE SAME, OR ESSENTIALLY THE SAME, PAPER or other assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses.

            When a faculty member discovers a violation of the university's policy of academic integrity, the faculty member is required to notify the CSUB Dean of Student Life and CSUB Student Conduct Coordinator and the student(s) involved.  A course grade of 'F' may be assigned or another grade penalty may be applied at the discretion of the courses instructor.  Additional academic sanctions are determined by the student conduct coordinator.  Academic sanctions may include disciplinary probation, suspension, permanent expulsion from the university or from the California State University system, administrative hold on the release of records, and withholding a degree.  Disciplinary probation shall be noted on the student's formal academic record only for the duration of the probationary period.  Disciplinary suspension and expulsion are a part of the student's permanent record.

            The student may pursue a formal hearing or make a settlement agreement with the student conduct coordinator.  CSUB Dean of Student Life and CSUB Student Conduct Coordinator shall conduct an investigation, confer with the faculty member, students and any witnesses identified, and review all evidence.  The student is entitled to a formal hearing scheduled by the CSUB Dean of Student Life and CSUB Student Conduct Coordinator, in which the evidence of the alleged violation shall be presented before an impartial Hearing Officer (appointed by the President) and the student shall be present to provide an explanation or defense.  The Hearing Officer shall submit a written report to the President containing the findings, conclusions, and recommendations.  Alternatively, a settlement agreement may be made with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator.  The settlement agreement will specify the academic sanctions, the length and terms of disciplinary probation or suspension, and the conditions the student is expected to meet in order to remain in good standing (e.g., training or regular meetings with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator).  All sanctions are reported to the instructor reporting the incident, the student's Chair, and the student's Dean.

            Any repeated violation of academic integrity shall result in more serious academic sanctions.  Normally, this will include suspension or expulsion from the university with a note on the student's permanent record.

Academic Freedom

            Freedom to pursue truth and to achieve personal and intellectual development is essential to CSUB's community of scholars.  The University is firmly committed to such freedom for both students and faculty.  Academic freedom is the University's guarantee of freedom of expression by all students and faculty under the First Amendment.

            For the achievement of academic freedom, a necessary condition for such pursuit is an acceptance of the spirit of inquiry and appreciation for diverse ideas, viewpoints, cultures, and life-styles.  Acceptance must be demonstrated not only in the classroom but in all other areas of the campus.  The achievement of academic freedom, however, must occur within a respect for law and the protection of the opinions and dignity of others.

Civility and Respectful Conduct

            The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the development of students.  Because of its importance, students are expected to exhibit respect for the views of others, the professionalism of the instructor, and the goals of academic freedom whenever they are in the classroom.

            Faculty are obligated to recognize and respect student diversity, ideas, perceptions, and opinions.  At the same time, faculty have a fundamental responsibility to maintain the integrity of the learning environment.  When confronted by unreasonable disruption in the classroom, faculty are expected to initiate actions to correct such conditions.  Such actions may result in disciplinary action ranging from removal from the classroom to formal disciplinary sanctions, including probation, suspension, or expulsion.