The candidate, the university advisor, and the employer’s representative(s) work together to develop a clear credential induction plan for the support and professional development of each beginning administrator. The design of the plan is coherent, is based on a stated rationale, and includes a mentoring component, advanced academic coursework, and may include non- university based professional development activities.
The clear credential induction plan outlines the plan to build professional competence for each beginning administrator. This plan builds on each beginning administrator’s assessed needs and outlines specific activities for facilitating each beginning administrator’s professional development.
Factors to Consider
The following factors serve as a guide for initial program design and ongoing program evaluation:
The responses to the following factors are found below.
• The clear credential induction plan is designed to meet the individual assessed needs of the beginning administrator.
• Assessments of individual professional development needs, interests, job responsibilities, and career goals inform the plan for professional induction.
• The clear credential induction plan includes individual performance goals, outlines specific strategies for achieving those goals, establishes timelines, and documents the beginning administrator’s progress in meeting the established goals.
• The clear credential induction plan outlines the coursework, the individual assistance, and the professional development opportunities that will be made available to the beginning administrator to address the established performance goals.
• An experienced colleague or mentor, a university advisor, and the candidate work together to design an appropriate plan and reflect periodically on progress in meeting the professional development goals established in the clear credential induction plan.
• The program meets other factors related to this standard of quality brought to the attention of the team by the program sponsor.
Each candidate, upon entering the Clear Administrative Services Credential program, is provided with a copy of the Descriptions of Practice (Descriptions of Practice of the California Professional Standards for Educational Leaders <CPSELs>, from the publication, Moving Leadership Standards into Everyday Work, by WestEd, 2003). During an orientation session, candidates are provided an opportunity to review the standards.
The candidate completes a self-evaluation and the district mentor completes a separate evaluation of the candidate during the initial assessment period. These two then meet to compare the results. This meeting generally occurs between the candidate and the district mentor, however, the university mentor may be invited to participate if deemed necessary by the candidate and/or district mentor.
In addition, space is provided on the assessment instrument to include job specific skills and performance expectations for the candidate, as determined by the district mentor, the university mentor, and the candidate. Appendix 13 contains the assessment instrument based on the CPSEL standards.
The performance expectation for a candidate completing the Preliminary Administrative Credential program is to minimally achieve the stage of “Practice that approaches the standard”. The performance expectation for a candidate completing the Clear Administrative Credential program is to minimally achieve the stage of “Practice that meets the standard”.
The candidate maintains the original copy of the assessment and makes a copy for the district mentor and the university mentor. Additionally, the candidate maintains a record of each subsequent assessment and records progress or lack thereof. During these assessments, modifications may be made to the candidate’s induction plan which are then signed off by all three persons. The candidate provides copies of these documents to the district mentor and to the university mentor.
While the Descriptions of Practice represent a fairly comprehensive assessment of administrative responsibilities, space is provided to recognize and assess specific aspects of the administrative duties, skills, knowledge, and processes that must be mastered to become a proficient leader as well as the interests and career goals of the candidate.
Induction (Mentoring) Plan
As mentioned, the candidate completes a self-evaluation and the district mentor completes a separate evaluation of the candidate during the initial assessment period. During the meeting when these two persons meet to compare results and discuss differences in their assessments, they develop a preliminary induction plan.
Once the candidate and district mentor develop a preliminary plan, the university supervisor then meets with both and a final individualized induction plan is developed and signed off. See Appendix 14 in for a copy of the induction plan.
The induction plan includes the university coursework, professional development opportunities, and the mentoring and coaching that will take place during the candidate’s participation in the Clear Administrative Services Credential program. The induction plan also includes periodic review of the goals and objectives outlined in the plan.
The final page of the induction plan is designed for any amendments to the initial plan. This page may be copied and used as often as needed to change any part of the plan. As with the original Induction Plan, all amendments are reviewed and given written approval by the candidate, district mentor, and university mentor. See the final page of the Induction Plan in Appendix 14 for the amendments page. If the district mentor is not an employee of the district, then the district will be asked to provide input, either from the direct supervisor of the candidate, or another person in the district familiar with the candidate and the position requirements.
In all program activities, ongoing evaluation, as well as an annual review, serve to ensure that the program not only meets the standards as required by the CCTC, but by the local school districts that depend on our program to prepare their educational leaders.