Washington State University Superintendent Certification Program <ul><li>Two-year cohort (n=54) </li></ul><ul><li>Statewid...
Washington State University Superintendent Certification Program <ul><li>Program components </li></ul><ul><li>16 seminars ...
WSU Superintendent Facts 2010 <ul><li>120-130 (46-48%) of all superintendents in Washington are WSU superintendent certifi...
Washington State University Superintendent Certification Program Program theme is based on the work of Richard Elmore (Apr...
<ul><li>Leadership Outcomes : </li></ul><ul><li>To identify and apply my instructional leadership theory of action. </li><...
<ul><li>Focus on All Students Learning </li></ul><ul><li>Dynamic & Distributed Leadership </li></ul>3 rd  Semester Support...
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WSU Superintendent Certification Program Overview

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WSU Superintendent Certification Program Overview

  1. 1. Washington State University Superintendent Certification Program <ul><li>Two-year cohort (n=54) </li></ul><ul><li>Statewide at four sites </li></ul><ul><li>(Pullman, Vancouver, Spokane, Olympia) </li></ul><ul><li>Knowledgeable faculty </li></ul><ul><li>Quality internships </li></ul><ul><li>Social and Professional Support </li></ul><ul><li>Performance- and research-based </li></ul><ul><li>Coherent and aligned curriculum </li></ul><ul><li>Practitioner-scholar emphasis </li></ul><ul><li>Gateway to doctoral programs </li></ul><ul><li>Collaboration-based </li></ul><ul><li>Commitment to social justice </li></ul><ul><li>Superintendent as leader of learners </li></ul><ul><li>Focus on development of research-based theory of action </li></ul>
  2. 2. Washington State University Superintendent Certification Program <ul><li>Program components </li></ul><ul><li>16 seminars </li></ul><ul><li>Based on ISSLC Standards </li></ul><ul><li>Standard V (state requirements) </li></ul><ul><li>Internship with an experienced superintendent (720 hours) </li></ul><ul><li>On-going assessments (diagnostic, formative, summative, for continuous program evaluation and improvement, and impact on student learning) </li></ul><ul><li>Portfolio (Collection of Evidence) </li></ul><ul><li>Recognized in 2008 by WSASCD and 2009 by Washington PDK for “University Program Excellence” </li></ul><ul><li>Received an “Exceptional” rating from OSPI 2009 State Accreditation Review </li></ul><ul><li>Leadership and Collaboration </li></ul>
  3. 3. WSU Superintendent Facts 2010 <ul><li>120-130 (46-48%) of all superintendents in Washington are WSU superintendent certification graduates </li></ul><ul><li>Five ESD superintendents (nine total) are WSU graduates </li></ul><ul><li>WSU is one of six superintendent certification programs </li></ul><ul><li>70 female superintendents in Washington, 22 from WSU </li></ul><ul><li>There is a WSU prepared superintendent in every county in the state </li></ul><ul><li>2010-12 cohort (n=26) and 2011-13 cohort (n=28) for a total of 54 students currently in program </li></ul>
  4. 4. 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.
  5. 5. <ul><li>Leadership Outcomes : </li></ul><ul><li>To identify and apply my instructional leadership theory of action. </li></ul><ul><li>To recognize that my theory of action has consequences for staff and student learning. </li></ul><ul><li>Leadership Behavior Examples : </li></ul><ul><li>“ 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.” </li></ul><ul><li>“ 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.” </li></ul>*Elmore, R. F., (2007), Professional networks and school improvement. The school administrator. 4(64), 21-24.
  6. 6. <ul><li>Focus on All Students Learning </li></ul><ul><li>Dynamic & Distributed Leadership </li></ul>3 rd Semester Support for Systemwide Improvement <ul><li>Effective Use of Data </li></ul><ul><li>Strategic Resource Management </li></ul><ul><li>Policy and Program Coherence </li></ul>4 th Semester Clear and Collaborative Relationships <ul><li>Professional Culture & Collaborative Relationships </li></ul><ul><li>Clear Understanding of School & District Roles & Responsibilities </li></ul><ul><li>Interpreting and Managing the External Environment </li></ul>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* <ul><li>Governance </li></ul>“ 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 <ul><li>Socially Just and Democratic School </li></ul><ul><li>Partnerships </li></ul>*Work adapted from Shannon & Bylsma 2004

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