WSU Superintendent Certification Program Overview
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WSU Superintendent Certification Program Overview

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WSU Superintendent Certification Program Overview WSU Superintendent Certification Program Overview Presentation Transcript

  • Washington State University Superintendent Certification Program
    • Two-year cohort (n=54)
    • Statewide at four sites
    • (Pullman, Vancouver, Spokane, Olympia)
    • Knowledgeable faculty
    • Quality internships
    • Social and Professional Support
    • Performance- and research-based
    • Coherent and aligned curriculum
    • Practitioner-scholar emphasis
    • Gateway to doctoral programs
    • Collaboration-based
    • Commitment to social justice
    • Superintendent as leader of learners
    • Focus on development of research-based theory of action
  • Washington State University Superintendent Certification Program
    • Program components
    • 16 seminars
    • Based on ISSLC Standards
    • Standard V (state requirements)
    • Internship with an experienced superintendent (720 hours)
    • On-going assessments (diagnostic, formative, summative, for continuous program evaluation and improvement, and impact on student learning)
    • Portfolio (Collection of Evidence)
    • Recognized in 2008 by WSASCD and 2009 by Washington PDK for “University Program Excellence”
    • Received an “Exceptional” rating from OSPI 2009 State Accreditation Review
    • Leadership and Collaboration
  • WSU Superintendent Facts 2010
    • 120-130 (46-48%) of all superintendents in Washington are WSU superintendent certification graduates
    • Five ESD superintendents (nine total) are WSU graduates
    • WSU is one of six superintendent certification programs
    • 70 female superintendents in Washington, 22 from WSU
    • There is a WSU prepared superintendent in every county in the state
    • 2010-12 cohort (n=26) and 2011-13 cohort (n=28) for a total of 54 students currently in program
  • Washington State University Superintendent Certification Program Program theme is based on the work of Richard Elmore (April 2007)* “ The school leadership literature stresses the importance of instructional leadership, but academics and practitioners never have satisfactorily developed a model of practice that says explicitly what the leadership of instruction is.” “ School leaders must develop a personal theory of action.” “ A theory of action is a brief statement of how the practice of the individual – at the system or school level – leads to increases in learning and performance for students.” “ Part of the discipline of this work is to try to put the theory into the form of a series of “if, then” statements.
    • Leadership Outcomes :
    • To identify and apply my instructional leadership theory of action.
    • To recognize that my theory of action has consequences for staff and student learning.
    • Leadership Behavior Examples :
    • “ If I meet regularly with principals and focus on common instructional issues, then we will develop a common understanding of what we are trying to achieve.”
    • “ If I model good pedagogy in the way I organize principals’ meetings, then I will communicate the core values of the organization and its focus on good instructional practice.”
    *Elmore, R. F., (2007), Professional networks and school improvement. The school administrator. 4(64), 21-24.
    • Focus on All Students Learning
    • Dynamic & Distributed Leadership
    3 rd Semester Support for Systemwide Improvement
    • Effective Use of Data
    • Strategic Resource Management
    • Policy and Program Coherence
    4 th Semester Clear and Collaborative Relationships
    • Professional Culture & Collaborative Relationships
    • Clear Understanding of School & District Roles & Responsibilities
    • Interpreting and Managing the External Environment
    1 st Semester Effective Leadership (Role & Behavior of Superintendents) Sustained Improvement Efforts Over Time 2 nd Semester Quality Teaching and Learning High Expectations and Accountability for Adults (Personnel) Coordinated and Aligned Curriculum and Assessment Coordinated & Embedded Professional Development Quality Classroom Instruction Time Improvement WSU SUPERINTENDENT CERTIFICATION PROGRAM – CONCEPTUAL FRAMEWORK*
    • Governance
    “ The school leadership literature stresses the importance of instructional leadership, but academics and practitioners never have satisfactorily developed a model of practice that says explicitly what the leadership of instruction is.” Elmore 2007
    • Socially Just and Democratic School
    • Partnerships
    *Work adapted from Shannon & Bylsma 2004