Cs 2014 Final

Sacramento County Office of Education
Common Standards for Educator Preparation and Educator Competence

Common Standard One: Education Leadership
Standard
The institution and
education unit create and
articulate a research-based
vision for educator
preparation that is
responsive to California's
adopted standards and
curriculum frameworks.
The vision provides
direction for programs,
courses, teaching,
candidate performance and
experiences, scholarship,
service, collaboration, and
unit accountability.
Narrative Describing How The Institution Meets the Standard

The Sacramento County Office of Education (SCOE) is a customer-driven educational
leader and agent for change in the county, region, and state. SCOE supports the
preparation of educators because the quality of teacher performance is the single most
important ingredient in improving student achievement. Concomitantly, high quality
leadership is key to success for students, teachers, schools, and districts.
The SCOE School of Education (SoE), established in the fall of 2014, houses two
divisions: Teaching and Leading.
The Teaching division includes the Teacher Intern Program (approved in 2014) and
Sacramento Consortium Induction Program. The Intern Program provides an alternative
pathway to traditional teacher preparation programs by offering an accelerated entry to
teaching. SCOE is a CTC accredited provider for Single Subject Math/Science and
Multiple Subject Intern Credential Programs. The Sacramento Consortium Induction
Program provides a CTC-approved program for Clear Multiple/Single-Subject Education
Specialist Credential candidates. The Induction program is completing its 22nd year of
providing service to school districts and partner programs throughout California,
including private, parochial, and charter schools.
The Leading division of the School of Education, established in 2010, is housed in the
Leadership Institute. The program is a collaboration with local school districts and partner
programs, including private, parochial, and charter schools to prepare and support aspiring
education leaders as well as current administrators. The Leadership Institute provides
CTC-approved programs for both preliminary and clear administrative services
credentials. Both programs are focused on meeting the need for highly qualified and
trained administrators in the Sacramento Region. The Leadership Institute supports
development of the skills needed to provide leadership at school sites and in district
administration. The Preliminary Administrative Services Credential Program was honored
with a prestigious Golden Bell Award from the California School Boards Association in
December 2013. The guiding principle for the program is: high-quality leadership is key
to success for students, teachers, schools, and districts.
Research substantiates the crucial link between student achievement and high-quality
classroom instruction and school leadership. The SCOE School of Educations vision is
grounded on this belief. Additionally, the idea that individuals work more effectively,
efficiently, and persistently through collaboration and the use of standards are the
foundations for our programs. The School of Education programs are built upon the
Teaching Performance Expectations (TPEs), the California Standards for the Teaching
Profession (CSTPs), and/or the California Professional Standards for Professional
Educational Leaders (CPSPELs), state academic content standards and performance
levels for students, curriculum frameworks, and specific credential program standards.
Extensive research on effective preparation programs and adult learning theory supported
the development and design of the SCOE credential programs.
The SCOE School of Education operates from the belief that one-on-one support and
collaboration with experienced teachers and leaders is key to effectively developing the
professional knowledge and skills of aspiring teachers, aspiring administrators,
Sacramento County Office of Education: Common Standards, 2014
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participating teachers, and/or new administrators. Formative assessment activities are
embedded throughout each program and provide direction for successful completion of
the credential. Thus all SCOE School of Education programs have the following goals:
Improve the educational performance of students through effective training,
information, and assistance for all educators
Enable educators to be effective in educating students who are culturally,
linguistically, and academically diverse
Ensure that each candidate is partnered with a highly qualified faculty
member/support provider/coach to insure that knowledge and skills are enhanced by
participation in the program
Ensure that faculty, coaches, and support providers provide intensive individualized
support and assistance to each program participant
Enhance the knowledge and skills of other stakeholders including co-sponsoring
districts, site administrators, IHE partners and Advisory Council members
Ensure continuous program improvement through ongoing research, development,
and evaluation.
These goals provide direction for all activities of the program and are used as a frame for
program accountability. One way we ensure that our vision is consistently shared is
through the adoption of a motto: Students Succeed When Educators Succeed.
The faculty, instructional
personnel, and relevant
stakeholders are actively
involved in the
organization, coordination,
and governance of all
professional preparation
programs.
SCOE has formed collaborative partnerships with local school districts, charter schools,
and private schools to provide multiple routes for obtaining California professional
educator credentials. See Induction District Partners, PASCP District Partners, and
CASCP District Partners. The School of Education Executive Director administers the
following CTC approved credential programs:
Multiple/Single Subject Clear
Education Specialist Clear
Administrative Services, Preliminary
Administrative Services, Clear
Multiple/Single Subject (Math and Science) Internship
Credential program leaders work actively and collaboratively together at School of
Education Team meetings to ensure fidelity to the SCOE vision and goals, to share
resources, and to effectively coordinate programs. The credentialing unit also relies on
input from the School of Education Advisory Council (See SoE Advisory Agenda).
Council members provide input and guide direction for programs, courses, teaching,
candidate performance and experiences, scholarship, service, collaboration, and unit
accountability.
See SoE Advisory Statement of Purpose.
Unit leadership has the

authority and institutional
support needed to create
effective strategies to
achieve the needs of all
programs and represents
the interests of each
program within the
The Sacramento County Office of Education (SCOE) is the Lead Educational Agency
(LEA) and fiscal agent for the various educator preparation programs and is responsible
for selecting and hiring well-trained leaders. Each program leader is given authority and
institutional support to create effective strategies to support the needs of all credential
programs. Each credential program operates under the leadership and direction of the
School of Education Executive Director. SCOEs financial services department supports
School of Education program staff in developing and monitoring department budgets. See
SoE Organizational Chart.
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institution.
The education unit
implements and monitors a
credential recommendation
process that ensures that
candidates recommended
for a credential have met all
requirements.
SCOEs School of Education requires all candidates to consistently demonstrate the

competencies of:
Data-driven decision making
Reflective practice
Program-specific content knowledge
Effective planning skills
Collaborative/facilitation skills
Leadership skills
Communication skills (oral and written)
Each credential program assumes the responsibility for implementing and monitoring the
credential recommendation process. The specifics of that process are defined in each of
the designated program standards. See Induction PT Handbook, PASCP Participant
Handbook, and CASCP Participant Handbook.
Common Standard Two: Unit and Program Assessment

Standard
The education unit
implements an assessment
and evaluation system for
ongoing program and unit
evaluation and
improvement.

The School of Education uses formal and informal data collected from multiple internal
and external sources. All aspects of program effectiveness are evaluated to determine
whether each candidate has completed program requirements, demonstrates defined
competencies, and satisfied specific credential criteria as defined by the Commission on
Teacher Credentialing. This evaluation system incorporates assessments that are
developed specifically for each program. Evaluation data from each program is analyzed
with statistical rigor and shared with program key stakeholders. The results of program
evaluation form the basis for adjustments and improvements in program design.
In addition, the School of Education participates in the seven-year CTC Accreditation
Cycle defined by the Commission on Teacher Credentialing for all credentialing
programs. Commission requirements include the submission of Biennial Reports
(Induction Biennial Report and Leadership Biennial Report) specific program assessment
data, pre-visit report, participation in a site visit, and the submission of the response and
follow-up to that site visit. Program sponsors use this process to examine and improve
program quality and effectiveness.
The system collects,

analyzes, and utilizes data
on candidate and program
completer performance and
unit operations.
Assessment in all programs
includes ongoing and
comprehensive data
collection related to
candidate qualifications,
proficiencies, and
As a unit, the School of Education establishes an annual Evaluation Plan. This plan draws
from the following program assessments:
Candidate Competence
Candidate Self-Assessments using CSTP or Leadership Standards
End-of-Program Completer Data
Program Effectiveness
Mid-Year/Mid-Program Survey
Evaluation of Instructor/Support Provider/Coach Effectiveness
Workshop/Course Seminar Feedback
Formal Program Reviews
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competence, as well as
program effectiveness, and
is used for improvement
purposes
Results from these program specific assessments are shared with program leaders who
analyze data for trends and patterns of stakeholder responses. The analysis is shared with
the School of Education Advisory Council and used to set annual goals and to drive
program improvement efforts. See Induction Biennial Report and Leadership Biennial
Report
Common Standard Three: Resources

Standard
The institution provides the
unit with the necessary
budget, qualified personnel,
adequate facilities and
other resources to prepare
candidates effectively to
meet the state-adopted
standards for educator
preparation.

The California Commission on Teacher Credentialing, the California Department of
Education and the Sacramento County Office of Education jointly sponsors all
credentialing programs. All School of Education programs are self-sufficient with
funding through candidate fees that are either paid by the sponsoring partners or by the
candidates themselves. Various payment options (see Induction MOU, Induction SelfFunded MOU, PASCP Payment Options, and CASCP Payment Options) are available to
meet the individual needs of candidates. Each program develops their respective budgets
and funds are allocated and maximized to support candidates in becoming effective and
productive members of the education profession (teaching and administration) as
measured by state and specific program standards.
Sufficient resources are

consistently allocated for
effective operation of each
credential or certificate
program for coordination,
admission, advisement,
curriculum and
professional development,
instruction, field-based
supervision and/or clinical
experiences, and
assessment management.
The Sacramento County Office of Education supports programs through policies,

regulations, and resources (e.g. office space, meeting rooms, technology lab, printing
services, and media department support). SCOE has hired highly skilled and well-trained
program leaders and employs adequate support staff to meet program and candidate needs.
Co-sponsoring districts provide support personnel as necessary to effectively implement
each credential program in their district and to oversee admission and help with
advisement. Additionally, each credential program has access to highly qualified content
area specialists employed by SCOE as a support for professional development. The
program also accesses services from qualified outside professional development providers.
Sufficient information
resources and related
personnel are available to
meet program and
candidate needs.
All programs have access to the computer labs offered through SCOEs Technology
Services for training and participant use. Internet and Media Services (IMS), Computer,
Network, and Telecommunications Support (CNTS), and Video/webcast services provide
support for program staff and participants. Professional development resources and
personnel are available through K-12 Curriculum and Instruction and English Language
Arts, K-12. Participants may register for professional development, access resources, and
interact with a professional learning community. The SCOE personnel office works with
Individual candidate needs drive the allocation of materials and personnel within each
program. Credential program staff develops an annual program budget (see Induction
Budget, PASCP Program Budget, and CASCP Program Budget) with the Executive
Director and the support of the financial services department. Budgets support admission,
advisement, curriculum, professional development opportunities, instructional materials,
media services, and credentialing requirements. Directors monitor budget activities
throughout the year and make adjustments as needed with input from the Advisory
Council and program leadership teams. SCOE charges all programs an indirect fee for all
staff office space and for business services.
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credential Program directors to hire qualified personnel as temporary exempt employees
to support program and candidate needs.
A process that is inclusive
of all programs is in place
to determine resource
needs.
SCOE hires qualified program leaders who are responsible for the overall design and
coordination of each program. The program leaders, who report to the Executive Director,
School of Education, have the authority to develop the budget and monitor resource
allocations. The program leaders consistently collaborate with fiscal personnel to ensure
funding sources are available to support program needs.
Common Standard Four: Faculty and Instructional Personnel

Standard
Qualified persons are
employed and assigned to
teach all courses, to provide
professional development,
and to supervise field-based
and/or clinical experiences
in each credential and
certificate program.
Instructional personnel and
faculty have current
knowledge in the content
they teach, understand the
context of public schooling,
and model best professional
practices in teaching and
learning, scholarship, and
service.
They are reflective of a
diverse society and
knowledgeable about
diverse abilities, cultural,
language, ethnic and
gender diversity.
They have a thorough grasp
of the academic standards,
frameworks, and
accountability systems that
drive the curriculum of
public schools.

The Sacramento County Office of Education hires only qualified individuals for the
various program positions. These individuals possess graduate degrees and appropriate
credentials. Program personnel demonstrate current knowledge of academic content
standards as well as pedagogical practices and model best practices in teaching and
learning, scholarship, and service. The faculty and professional development providers can
address the cultural, ethnic, and gender diversity of the student population served. They
have experience working with students of diverse backgrounds including English
Language learners and students with special needs. Program managers/coordinators are
full time employees of SCOE. Faculty, instructors and field (practicum) supervisors are
either temporary exempt/part time employees of SCOE or contracted service providers
secured by SCOE and/or districts. They are referred to SCOE because of their known
expertise as an educator in the field and have a thorough grasp on the academic content
standards, curriculum frameworks and accountability systems that drive the curriculum of
public and private schools.
Faculty, coaches, professional development providers and support providers are
carefully selected based on established criteria consistent with their specified roles and
responsibilities. See Induction PDP Roles and Responsibilities, Induction SP Roles
and Responsibilities, Induction Partner Roles and Responsibilities, PASCP Faculty
Job Description, PASCP Online Principal-Coach Job Description, PASCP Online
Principal-Coach Coordinator Job Description, PASCP District Coach Letter, and
CASCP Coach Job Description Instructional personnel are employed as Temporary
Exempt Employees and are paid directly by SCOE based on a pre-determined pay
scale. All instructors work with SCOE staff to understand program standards and to
prepare useful and appropriate courses and workshops for educators. Program
directors ensure that instructors have current knowledge in the content they teach and
support for modeling the best professional practices in teaching and learning.
SCOE is aware of the need to ensure that instructional personnel, faculty, and field-based
supervisors are reflective of the diversity found in our schools. The staff demographics are
representative of the teacher population in Sacramento County as a whole. It is not yet
reflective of the student population. The program continues to strive to recruit and
employ staff that reflects diverse backgrounds. Every effort is made in selection to have
adequate numbers of mentors to mirror the assignment of the participating educator.
As the primary deliverers of candidate preparation services, it is essential that faculty,
Page 5

coaches, professional development providers, and support providers are well-trained for
their role and that training be aligned with the goals of the program.
They collaborate regularly
and systematically with
colleagues in P-12
settings/college/university
units and members of the
broader, professional
community to improve
teaching, candidate
learning, and educator
preparation.
The instructors and supervisors are committed to ongoing learning and professional
development. Program leaders collaborate regularly and systematically with colleagues in
P-12 and university settings and members of the broader, professional community to
improve teaching, candidate learning, and educator preparation. This collaborative body,
the Capital Region Teacher Preparation Network (CRTPN) provides an arena for
stakeholders to collaborate systematically with others. In addition, the Executive Director
serves on the National University advisory council and on state commissions. Current
information is provided from the Commission on Teacher Credentialing, the California
Department of Education, and SCOEs Education Services unit. Data collected regarding
best practices gleaned from these collaborations is shared with program leadership and
participants.
The institution provides

support for faculty
development
Program personnel regularly collaborate through e-mails, newsletters and attendance at

faculty, coach, support provider, cluster, regional, and state meetings. In addition, SCOE
provides ongoing opportunities for professional development of support staff. See
Induction Calendar 2014-15, PASCP Faculty Meeting Agenda, PASCP Faculty Meeting
Schedule, Online Principal-Coach Meeting Agenda, Online Principal-Coach Meeting
Schedule, CASCP Approved Workshops, CASCP Cognitive Coaching, and 8-day
Cognitive Coaching Series. Opportunities include book studies, access to an array of
SCOE provided workshops, and program specific trainings. The focus for these
opportunities is to assist individuals and enhance their professional skills, share challenges
and problem solve appropriate solutions.
The unit regularly evaluates

the performance of course
instructors and field
supervisors, recognizes
excellence, and retains only
those who are consistently
effective.
The School of Education programs collect data from a variety of sources throughout the
year regarding the quality of services provided by instructional personnel. Each program
specifically defines formal and informal Instructor/Support Provider/Coach evaluations.
See Induction PT Evaluation of SP Effectiveness, PASCP Participant Course Evaluation,
and CASCP Participant Reflective Record Feedback from participants and advisors/lead
mentors assist SoE program leaders in recognizing excellence and retaining only those
individuals who are consistently effective in their roles as faculty, coaches, and
instructional personnel.
Written evaluation feedback is also collected from each participant for every professional
development offering. Feedback forms (see Induction Workshop Feedback Form and SoE
Workshop Feedback Form) are shared with the instructional personnel in a timely manner.
This data is analyzed, aggregated, and formally used by the Executive Director, with input
from Program Directors, to retain only those personnel who best meet the needs of the
program participants.
Common Standard Five: Admission

Standard
In each professional

The Sacramento County Office of Education (SCOE) has developed deep ties with
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preparation program,
applicants are admitted on
the basis of well-defined
admission criteria and
procedures, including all
Commission-adopted
requirements.
credential preparation programs with several of the neighboring universities and

regional school districts. The School of Education has systems and processes in place
to ensure that all candidates entering in the credential programs meet the admission
criteria defined by Education Code and the Commission on Teacher Credentialing
(CTC). Program leadership recognizes the importance of a pre-candidate screening
process prior to acceptance into their respective programs. See Induction Partner HR
Roles and Responsibilities, PASCP Participant Application, PASCP Participant
Application Rubric, PASCP Participant Interview Sheet, CASCP Participant
Application and CASCP Application Screening SCOE School of Education programs
are comprised of partner districts/schools that have the authority to hire and place
employees in assignments. See Induction District Partners, PASCP District Partners,
and CASCP District Partners. District HR personnel, in conjunction with SCOE staff,
use CTC eligibility guidelines and district policy regarding participation, to determine
whether or not the new hire qualifies to participate in a respective program. Eligibility
is determined by credential status and placement in a teaching/administration
assignment that allows the participant to demonstrate the knowledge and skills required
by the Common and Program Standards. Each candidate is supplied with explicit
instructions to successfully complete the program. See Induction PT Handbook,
PASCP Participant Handbook, and CASCP Participant Handbook.
Multiple measures are

used in an admission
process that encourages
and supports applicants
from diverse populations.
The SCOE School of Education is cognizant of the need to recruit participant that reflect
the diversity found in our schools. The participant demographics are representative of the
teacher and administrator population in Sacramento County. See Induction Participant by
Role and Ethnicity and Induction Participant by Role and Gender Program personnel work
closely with participating school districts to identify qualified candidates for each program.
Most of the candidates work in settings that serve diverse populations including English
Language Learners, GATE, and Special Education. Every effort is made to include underrepresented populations in the participant pool. As noted in the Pre-Conditions, SCOE is
able and committed to providing resources based on knowledge about the learning to teach
continuum and knowledge of the level of support necessary to help candidates successfully
meet standards.
The employing educational entity makes all employment decisions and verifies candidate
eligibility for enrollment in the specific credential program. Prior to admittance into each
program, credential technicians and/or program personnel conduct a comprehensive
review of the candidates qualification. At the end of this process, program eligibility is
confirmed. SCOE and district human resource staff collaborates and work as a team.
Program directors are well qualified and trained to provide advice and assistance on
eligibility of new hires. They also provide specific program information including welldefined requirements to obtain the desired credential. Each program candidate receives
information about the respective program and specific credential requirements. See
Induction PT Handbook, PASCP Participant Handbook, and CASCP Participant
Handbook.
The unit determines that

admitted candidates have
appropriate preprofessional experiences &
personal characteristics,
including sensitivity to
California's diverse
population, effective
communication skills, basic
academic skills, & prior
experiences that suggest a
strong potential for
professional effectiveness.
Common Standard Six: Advice and Assistance

Standard
Qualified members of the

The SCOE School of Education Leadership Team which includes program directors
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unit are assigned and
available to advise
applicants and candidates
about their academic,
professional and personal
development, and to assist
each candidates
professional placement.
Appropriate information is
accessible to guide each
candidate's attainment of
all program requirements
The institution and/or unit

provide support and
assistance to candidates
and only retain candidates
who are suited for entry or
advancement in the
education profession.
Evidence regarding
candidate progress and
performance is consistently
utilized to guide advisement
and assistance efforts.
advise program participants as they enter the credential program and throughout their
enrollment in that program. All candidates are informed of their responsibility to collect
evidence of their reflective practice as defined by the specific program requirements.
Individual advisement sessions as well as group orientation meetings are held to ensure
that candidates clearly understand program expectations, timelines for completion, and
available resources. See Induction Participant Orientation Agenda, PASCP Participant
Orientation Agenda, and CASCP Participant Orientation Agenda. This ensures that each
candidate has the opportunity to successfully complete all program and credential
requirements within the designated time frame. All participants receive a program
handbook that includes all appropriate information regarding program expectations,
completion requirements and timelines. See Induction PT Handbook, PASCP Participant
Handbook, and CASCP Participant Handbook. Candidates are introduced to the Early
Completion Option process, if appropriate.
Participants are able to track their progress through a secured server and may access their
file to self-monitor their progress. See Induction MyBTSA, PASCP CAM System, and
CASCP System.
It is the intent of all programs that participants successfully complete the credential
program. Each program provides a system through which a participant can monitor his/her
progress towards successful completion of the program. Program leaders also regularly
review documents to help monitor and guide the participants progress.
Individual candidates are consistently provided support based upon their demonstration of
candidate competencies and completion of specific program requirements. Advisement
reviews are used to verify each candidates progress toward completion of the specific
credential program. This process may include individual coaching from program staff,
participant and coach progress meetings, and support providers/participant progress
meetings. Feedback is given to each candidate that documents next steps and possible
remediation or pacing suggestions to ensure that they are fully aware of the timeline
required to complete the program. It is the candidates responsibility to ensure the quality
and timely completion of all requirements. Additionally, program leaders, advisors,
mentors, coaches, field supervisors, support providers, and instructors as appropriate to
each credential program support candidates. Participant progress and feedback is
documented in electronic management systems. See Induction MyBTSA, PASCP CAM
System, and CASCP System. Only candidates who successfully demonstrate candidate
competencies and complete all program requirements are recommended for the specific
credential.
Common Standard Seven: Field Experience and Clinical Practice

Standard
The unit and its partners
design, implement, and
regularly evaluate a
planned sequence of fieldbased and clinical
experiences in order for
candidates to develop and
demonstrate the knowledge
and skills necessary to

The specific program standards guide the design of field-based experiences. These
experiences are regularly monitored and evaluated to ensure that the focus is on the
California Standards for the Teaching Profession and/or the California Professional
Standards for Education Leaders (CPSELs). The sequence of field-based (practicum)
experiences provides candidates with the opportunity to develop increasingly complex
professional pedagogical behaviors needed to educate and support all students effectively.
The field-based experiences are linked to course/training context and likewise have
expected learning outcomes/applications. See Induction PT Pacing Guide, PASCP
Fieldwork Form for MLE, and CASCP Applied Practicum Action Plan.
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educate and support all
students effectively so that
P-12 students meet stateadopted academic
standards.
Programs utilize a formative assessment system (See Induction Candidate Competency,

PASCP Candidate Competency, and CASCP Candidate Competency) that informs the
participant about their professional growth as they reflect and improve upon their work as
part of a continuous improvement cycle. Participants collect evidence, engage in focused
professional growth activities, receive individualized support from staff, and engage in
continuous reflection and discussion of evidence in order to make professional judgments
about their practice.
The candidate, instructional personnel, mentors, support providers, and identified
district personnel, collaboratively evaluates the fieldwork experiences using the
candidates reflection and/or portfolio as a tool. The reflection contains the candidates
written discussion of the fieldwork/action research that they have done. Assigned
coaches/ support providers carefully review work that is submitted and provide
professional and personalized feedback to the candidate.
For each credential and

certificate program, the
unit collaborates with its
partners regarding the
criteria for selection of
school sites, effective
clinical personnel, and sitebased supervising
personnel.
Field-based work and/or
clinical experiences provide
candidates opportunities to
understand and address
issues of diversity that
affect school climate,
teaching, and learning, and
to help candidates develop
research-based strategies
for improving student
learning.
Following the review of the candidates professional portfolio, the educator summarizes
his/her goals, reflections, ideas and/or next steps in each candidates professional
portfolio. Members of the team may choose to initiate a coaching conversation about the
candidates fieldwork. Coaches/support providers review competencies being developed,
reflect on the candidates progress towards mastery and identify strengths and progress
goals for the candidate in a coaching conversation. As a concluding activity, there is an exit
presentation that documents the successful achievement of the candidate competences
and specific credential program standards. See Induction PIP Prep, Educational Specialist
PIP Forms, Inquiry Presentation Guide, PASCP Project Proposal, PASCP End-of-Year
Project Presentation Outline, CASCP Final Program Review, and CASCP Final Program
Review Agenda.
The SCOE School of Education and Leadership Team collaborate with regional partners to
recruit highly qualified clinical personnel (e.g. online principal-coaches, CASCP coaches,
district coaches, district coordinators, support providers, and instructional faculty.)
Recruitment happens in many arenas including direct communication with district partners,
regional meetings (SCOE Curriculum Breakfast, CRTPN, CCSESA), through Advisory
Councils, and networking by program leaders.
Field-based work and clinical experiences are embedded in the participants assignments.
SCOE programs provide multiple opportunities for participants to address issues of
diversity that affect school climate and that support equity and diversity. See Induction E3-6, E-3-6A, E-3-6B, PASCP Fieldwork FCE, CASCP Standard 4. Structured collaborative
conversation helps participants understand students, content standards, and the school
climate. This information enables them to create a positive learning environment by
attending to curriculum design, content, the intentional use of inclusive teaching practices,
and the application of research-based strategies that provide equitable and differentiated
access to the core curriculum to improve students achievement of state standards.
Page 9

Common Standard Eight: District Field Supervisors
Standard
District-employed
supervisors are certified
and experienced in either
teaching the specified
content or performing the
services authorized by the
credential.
A process for selecting
supervisors who are
knowledgeable and
supportive of the academic
content standards for
students is based on
identified criteria.
Supervisors are trained in
supervision, oriented to the
supervisory role, evaluated
and recognized in a
systematic manner.

The Sacramento County School of Education programs secure supervisors who are highly
qualified leaders in the field of education. See PASCP Faculty Job Description, PASCP
Online Principal-Coach Job Description, PASCP Online Principal-Coach Coordinator Job
Description, PASCP District Coach Letter, and CASCP Coach Job Description These
individuals hold valid credentials, have documented leadership experiences, and accept
responsibility for acquiring and applying the professional knowledge needed to ensure
candidate competence as defined by each program. Instructors, online coaches, district
coaches, and CASCP coaches are carefully selected based on their specified roles and
responsibilities and for the district coach, through a process identified in the district MOU.
To ensure supervisory effectiveness, all credential instructors and online coaches attend
regularly scheduled meetings to review program objectives, roles, and responsibilities and
reflect upon their practice. The Leadership Team reviews participant evaluations and
consistently monitors classes and online chats in the form of walk-through observations
and review of online chat transcripts. See PASCP Participant Course Evaluation, and
CASCP Participant Reflective Record In addition, staff participates in coaching/mentor
training as identified and provided by the respective program. PASCP Faculty Meeting
Agenda, PASCP Online Principal-Coach Meeting Agenda, CASCP Approved Workshops,
CASCP Cognitive Coaching, and 8-day Cognitive Coaching Series. A coaching model is
used as the framework for assisting program instructors and coaches in developing their
effectiveness as facilitators, collaborators and instructors when appropriate within a
reflective partnership.
The performance of program instructors and coaches are consistently guided, monitored
and assessed by appropriate program personnel. Program instructors and coaches are
provided with multiple formative and summative feedback to identify areas for growth and
enhancement of supervisory skills. The Executive Director in collaboration with the
Program Director may release field supervisors who do not demonstrate effective
supervising skills.
Common Standard Nine: Assessment of Candidate Competence

Standard
Candidates preparing to
serve as professional school
personnel know and
demonstrate the professional
knowledge and skills
necessary to educate and

The SCOE School of Education programs value candidates who are committed to their
role in student success and accept responsibility for acquiring and applying the
professional knowledge needed to ensure that outcome. Each program incorporates
rigorous content and field-based experiences that provide the opportunity for participants
to acquire those skills and apply them within the school setting. Support is given to
candidates so they may consistently demonstrate candidate competencies and specific
Page 10

support effectively all
students in meeting the stateadopted academic standards.
credential program expectations.
Assessments indicate that

candidates meet the
Commission-adopted
competency requirements, as
specified in the program
standards.
To ensure candidate competence, their performance is consistently guided,

monitored, and assessed. Candidates are provided with multiple formative and
summative feedback opportunities regarding their progress toward completion of
competency requirements. Program leadership annually reviews the candidates
demonstration of program-specific learning that leads to skill competency.
The collection of evidence is a major component of demonstrating ones competence.
See Induction MyBTSA, PASCP CAM System, and CASCP System. If any portion of
the portfolio is not satisfactory, as measured by established program specific rubrics
(See Induction Rubric for SP, PASCP Evaluation Course Paper, PASCP Project
Feedback, CASCP Coach Reflection Record, and CASCP Final Program Review), the
candidate has the opportunity to redo that section within a specified time frame. In
addition to the evidence collection, candidates participate in an exit presentation that
provides them with the opportunity to demonstrate their professional knowledge and
skills necessary to educate and effectively support all students in meeting the stateadopted academic standards. See Induction PIP Prep, Educational Specialist PIP Forms,
Inquiry Presentation Guide, PASCP End-of-Year Project Presentation Outline, and
CASCP Final Program Review, and CASCP Final Program Review Agenda. Once again,
a program specific rubric is used to assess the candidates competency as defined by the
Commission on Teacher Credentialing and SCOE.
Candidates who have demonstrated candidate competence, successful completion of
program requirements, and have provided all required documentation defined by the
specific credential program, are recommended for the appropriate credential.
Page 11
SacramentoCountyOfficeofEducationSchoolofEducation
NewTeacherInductionProgram
ConsortiumDistricts/Partners/Affiliates
20142015Roster
AssociationofChristianSchoolsInternational(ACSI)
CaliforniaMontessoriProject(CMP)
CenterUnifiedSchoolDistrict
DioceseofSacramento
EducationforChange(EFC)
ElvertaJointElementarySchoolDistrict
EurekaUnionSchoolDistrict
FolsomCordovaUnifiedSchoolDistrict
GaltJointUnionElementarySchoolDistrict
GaltJointUnionHighSchoolDistrict
GatewayCommunityCharters
JohnMuirCharterSchool
NatomasArts&EducationFoundation(NAEF)
NatomasPacificPathwaysPreparatoryHighSchool
NatomasPacificPathwaysPreparatoryMiddleSchool
NatomasUnifiedSchoolDistrict
PacificCharterInstitute(HeritagePeak)
RiverDeltaUnifiedSchoolDistrict
RoblaSchoolDistrict
RocklinUnifiedSchoolDistrict
SacramentoCountyOfficeofEducation(SCOE)
TwinRiversUnifiedSchoolDistrict
Sacramento County Office of Education School of Education
Preliminary Administrative Services Credential Programs

Consortium Districts/Partners/Affiliates
20122015
Center Unified School District

Davis Joint Unified School District
Elk Grove Unified School District
Folsom-Cordova Unified School District
Fortune Schools
Galt Joint Elementary School District
Heritage Peak
Loomis Unified School District
Marysville Joint Unified School District
Natomas Charter
Natomas Unified School District
Robla School District
Sacramento Catholic Diocese
Sacramento City Unified School District
San Juan Unified School District
Twin Rivers Unified School District
Washington Unified School District
Westlake Charter
Woodland Unified School District
Yuba City Unified School District
Yuba County Office of Education
Sacramento County Office of Education School of Education
Clear Administrative Services Credential Programs

Consortium Districts/Partners/Affiliates
20142015
Butte County Office of Education

Davis Joint Unified School District
Diocese of Sacramento
Dixon Unified School District
Esparto Unified School District
Eureka Union School District
Galt Joint Union Elementary School District
Galt Joint Union High School District
Gateway Community Charter
Gridley Unified School District
Heritage Peak
Lake Tahoe Unified School District
Live Oak Unified School District
Marysville Joint Unified School District
Natomas Unified School District
Pleasant Ridge Unified School District
River Delta Joint Unified School District
Rocklin Unified School District
San Juan Charter
Thermalito Union School District
Vacaville Unified School District
Vista Unified School District
Washington Unified School District
Woodland Joint Unified School District
Yolo County Office of Education
Yuba City Unified School District
Yuba County Office of Education
School of Education Team Meeting

February 4, 2015
(2:00 PM 3:00 PM)

AGENDA
q
CALENDARS
Work
Personal
LEADING
Preliminary Administrative Services Credential Program
- Meet and Greet May 15th at Steves Home
- End-of-Year Symposium June 20, 2015 (Sheldon HS)
- Recruitment 2015 Informational Meetings

Satellite Programs
- Shasta COE
- Placer COE
Masters Program (2014-15)
Clear Administrative Services Credential Program
TEACHING
BTSA
- Marty Martinez, Director BTSA
- Program updates

Preservice

Teacher Internship Program
THE ARTS
Colloquium February 5, 2015
OTHER
The Link (Volume 3, Issue 3)

- March 2015 Mark V. Masters Program

Accreditation Visit (April 20-22)

- Weebly site for documents
** Next meeting Wednesday, March 4, 2015 (2:00 3:00 PM)
School of Education Advisory Council
2015 Member Roster

Dr. Janet Balcom
Assistant Professor, Special Education
National University
jbalcom@nu.edu
(916) 855-4314
Dr. Jacquelyn Moore

Director of Human Resources
jacquelyn.moore@twinriversusd.org
(916) 566-1712
Kristen Coyle
Director, Program Support
School of Education
kcoyle@scoe.net
(916) 228-2538
Paul Oropallo
Assistant Superintendent, Human
Resources
poropallo@sanjuan.edu
(916) 971-5288
Effie Crush
Director, Human Resources
ecrush@scoe.net
(916) 228-2330
Ruben Reyes
Superintendent
Robla School District
rreyes@robla.k12.ca.us
(916) 991-1728
Dr. Bindy Grewal

Director, Certified Personnel
bgrewal@egusd.net
(916) 686-7797 x7694
Linda Rooney
Superintendent
Eureka Union School District
lrooney@eurekausd.org
(916) 774-1201
Karen Knight
Director, Human Resources
Folsom Cordova Unified School District
kknight@fcusd.org
(916) 294-9000 x104440
Dr. Ting L. Sun

Executive Director
Natomas Charter School
tsun@natomascharter.org
(916) 928-5353 x1010
Martin Martinez
Director, General Education and Special
Education Induction (BTSA)
mmartinez@scoe.net
(916) 228-2236
Dr. L. Steven Winlock

Executive Director
School of Education
swinlock@scoe.net
(916) 228-2612
Cancy McArn
Assistant Superintendent,
Human Resources & Employment
Compensation Services
cancy-mcarn@scusd.edu
(916) 643-7474
School of Education Advisory Council

January 28, 2015
3:00 5:00 p.m.
Agenda
I.
Welcome
o Introductions
II.
Purpose of School of Education Advisory Council
III.
Program Overviews
o Leadership Institute
o BTSA
o Teaching Intern Program
IV.
Roles and Responsibilities

o Meeting Dates (January, April and August)
o Information Needed to Assist with Advisory Council
V.
Accreditation Visit
o April 20-22, 2015
o Process
o Council Involvement
VI.
Wrap-Up
Advisory Council Statement of Purpose
Provide guidance and advisement for all

programs in the School of Education.
Assist with development of goals and
objectives for all programs in the School
of Education.
Provide information to the School of
Education to assist with its development
that will influence the support of the
needs in the region.
Organizational Chart
2015
County Deputy Superintendent
Sue Stickel
School of Education
Executive Director
School of
Education
Advisory
Committee
New Teacher Induction
Director
Martin Martinez
School of Education

Kristen Coyle

Advisory Committee
School of Education
Program Analyst
Dawn McCarron
Program Analyst
Cheryl Roberts
Beginning Teacher Support & Assessment
Participating Teacher
Handbook
2013/14
Accredited by the Commission on Teacher Credentialing

and the California Department of Education
www.btsasacramento.org
Find us on Facebook!
www.facebook.com/btsasacramento
Contents
Page
How do I Clear a General Education Credential?

How do I Clear a Special Education Credential?
3
4
How do I keep on pace to complete BTSA on time?
How do I prepare for Benchmarks in Year 1?
How do I prepare for Benchmarks in Year 2?
12
How do I use the Continuum of Teaching Practice?
17
What is FACT?
18
How do I complete FACT documents?
20
Glossary and Acronyms
26
Quick Sheet reference to credential requirements,

CSUS units and SCOE contact information
31
How Do I Clear a General Education Credential?

1. Attend a SCOE Induction Orientation
2. Engage in Weekly Conversations
a. Log 40 hours on MyBTSA. Can include both face-to-face and email meetings with your
SP. Up to 12 hours of grade/department level meeting time can count provided that a
copy of the grade/department notes are shared with your Support Provider
3. Attend FOUR SCOE Benchmark Seminars

These are required quarterly seminars that support Induction. Register on MyBTSA.
#1: October 2, 3, 7, 14, 17, 24, 29
#3: January 13, 16, 22, 25, 27, 30, Feb 5
#2: November 4, 7, 14, 16, 19, 21, Dec 3
#4: March 5, 17, 19, 20, 22, 27, Apr. 1
4. Participate in Meaningful Professional Development

Select 24 hours that are tied to your IIP and log the hours on to MyBTSA. PD can be met
through a combination of:
Workshops and/or training

Online Professional Development
Technology Training through CTAP
Online Investigation
Formal Observation of an
experienced colleague
Work with your SP, BTSA Coordinator or SCOE BTSA Program Directors to review options
for PD. Your SP will approve the PD hours when:
A Request for Professional Development Credit is posted on MyBTSA and

You provide verification to your SP. Copies are kept in your BTSA file.
5. Complete and Upload the following FACT documents to MyBTSA
Inquiry Cycle(s): Equity (yr1) and two inquiries focused on your assessed needs (yr2)
Self Assessments for Pedagogy, Equity, English Learners and Special Populations
Reflective Summary of Teaching Practice
6. Attend a Professional Induction Presentation (PIP)

End-of-Year Event where you will present your Inquiry into your practice to your peers
How Do I Clear a Special Education Credential?

1. Attend a SCOE Induction Orientation
2. Engage in Weekly Conversations
Log 40 hours on MyBTSA. Can include both face-to-face and email meetings with your
SP. Up to 12 hours of grade/department level meeting time can count provided that a
copy of the grade/department notes are shared with your Support Provider
3. Attend FOUR Education Specialist Support Saturdays

(AM) Attend seminars that support Level 2 Competencies
(PM) Attend Benchmark seminars that support your work with FACT
September 21, 2013
January 25, 2014
November 16, 2013
March 22, 2014
4. Participate in Meaningful Professional Development

Select 24 hours that are tied to your IIP and log the hours on to MyBTSA. PD can
be met through a combination of:
Workshops and/or training

Online Professional Development
Technology Training through

CTAP
Online Investigation
Formal Observation of an
experienced colleague
Work with your SP, BTSA Coordinator or SCOE BTSA Program Directors to review
options for PD. Your SP will approve the PD hours when:
A Request for Professional Development Credit is posted on MyBTSA and

You provide verification to your SP. Copies are kept in your BTSA files
5. Complete and Upload FACT documents to MyBTSA
Inquiry Cycle(s): Equity (yr1) and two inquiries focused on your assessed
needs (yr2)
Self Assessments for Pedagogy, Equity, English Learners and Special Populations
6. Complete Level 2 Competencies for your credential authorization

7. Attend a Professional Induction Presentation (PIP) where you will:
Present your Inquiry into your practice to your peers

Submit a portfolio that documents how you have met your Level 2 Competencies
8. Complete other CTC course requirements (if indicated)
Health Education, CPR & Technology
Two Year BTSA Induction Pacing Guide
End-of-Year
PIP
MAY
Benchmark
Seminar 4
MARCH
Benchmark Seminar 3
JANUARY
Benchmark Seminar 2
NOVEMBER
Benchmark Seminar 1
OCTOBER
Orientation
YEAR 1 PT TASKS
YEAR 2 PT TASKS
Induction Advisement
Credential Roles and Completion Responsibilities
Registration (MyBTSA and State Consent Form)
Update information on MyBTSA
Context for Teaching

o Class or Student Service Profile
o Instructional Environment
o School and District Information/Resources
o Home/School Communication Log

o Site/Assignment Orientation Checklist

Continuum of Teaching Practice
Initial Observation
o KWO Chart
o Post Observation Reflection
Self Assessments (UPLOAD)

o Initial: Pedagogy, Yr. 2
o Initial: Special Populations
o Initial: English Learners

o Initial: Pedagogy
o Initial: Equity
o Initial: Education Specialist Clear Candidate (if
appropriate)
Inquiry Cycle #1 (UPLOAD)

o IIP
o Essential Components for Instruction
Inquiry Cycle: Equity (UPLOAD)

o IIP
o Entry Level Assessment
o Focus Student Selection

o IIP
o Lesson Plan
o Observation
o Summative Assessment of Student Work
o Lesson Plan
o Observation

o Final: Pedagogy and Equity

o Final: Pedagogy, Yr. 2, Sp. Pop., English Learners

o Lesson Plan
o Observation
Inquiry #1 Presentation and Paper Submission

Statewide Survey
Statewide Survey
Equity Inquiry Presentation (UPLOAD)

o Complete Equity Inquiry Cycle
o Self-Assessments (UPLOAD)
Final: Pedagogy and Equity
o Reflective Summary of Teaching Practice
Inquiry #2 Presentation and Paper Submission (UPLOAD)

o Complete Inquiry Cycle #2
Final: Pedagogy (Yr. 2), English Learner, Sp. Pop.
Final: Ed. Specialist Clear Candidate (if appropriate)
How Do I Prepare for Benchmarks in Year 1?

After Orientation
WHAT NOW
WELCOME to the Sacramento County Office of Education (SCOE) Induction Program!

One way that we support you is through an individual and secured Web record called
MyBTSA (www. btsasacramento.org), which spells out your induction path, provides a
portal to your online induction portfolio, and keeps a record of your task status.
Weekly Conversations
You and your Support Provider (SP) will meet weekly. These conversations must be
logged into MyBTSA and approved by your SP. Do this in a timely fashion. You can
conduct conversations via telephone, computer, or face to face. Up to 12 hours of
grade/department level meeting time can be logged and approved by your SP.
Benchmark Seminars
All PTs are required to attend 4 Benchmark Seminars during the school year. All
benchmark sessions are held at SCOE. Be sure to calendar these dates early so that you
are available to attend. SCOE will record attendance for this task.
Professional Development
You are required to complete twenty-four (24) hours of professional development per
year. You have several options for completing your PD. Your SP will assist you in
selecting the appropriate PD opportunities. Keep in mind that you must engage in PD
activities that are related to and referenced in your action plan on your IIP and are
relevant to your focus question.
To receive credit, you must enter (log) all PD activities onto MyBTSA and present a
verification of attendance (e.g. signed Certificate of Attendance, signed agenda,
observation notes, summary of readings, etc.). These verifications will be submitted to
your SP and stored in your BTSA file.

Benchmark Seminar 1 Focus
OCTOBER
WHAT NOW
You begin the year by focusing on your students, your classroom, your site, administration, and all the
support services available to you. This process will help you be knowledgeable about your students and how
you can address their individual learning needs. You will also plan and teach a lesson that your SP will
informally observe. Feedback from this lesson will help you determine your level of practice related to the
CSTPs.
FACT templates for collecting information are available on MyBTSA or you may want to substitute your
own data/information when appropriate. You may also want to use photos or diagrams, or information and
directories that you may find in your site information materials.
Information to gather for this Benchmark includes:
A class profile (Look at the student enrollment information that may be provided through a
district information system and ask your students for information)
The layout of your instructional environment and the site areas you use for teaching (make a
diagram or take photos)
School and District Information/Resources (check the directories in your site binder for
administrative, curriculum, technology, special education, and other services)
Home/School Communication Log (you may want to design your own system for logging
conversations/emails)
Site Orientation Checklist (so that you have all the information you need to get started on a great
teaching year)
Informal Observation:
Fill out the K-W-O Chart (What I Know, What I Want to know, What I want you to Observe) and share it
with your SP.
Plan a lesson and schedule an observation with your SP. As you plan, consider the learning needs of all
students. What is the actual EVIDENCE your SP will observe to show the quality of your teaching? Your SP
will do an objective observation that will help you gain valuable insights about your teaching and identify
methods you may want to change or strengthen. Complete a Post-Observation Reflection.
When you have finished all of the above you will review the Continuum of Teaching Practice.
Although you will review all six standards and elements, you will focus your attention on
Standard 2, (Creating and Maintaining Effective Environments for Student Learning).
Evaluate yourself on each of theses elements of the California Standards for the Teaching Profession
(CSTP). Highlight or underline appropriate language for each of the seven elements as a self-evaluation of
your current level of teaching. For each page you will want to cite and describe the evidence that
demonstrates each CSTP.
How Do I Prepare for Benchmarks in Year 1??

NOVEMBER
WHAT NOW
Benchmark 2 explores Pedagogy (the art and science of teaching), and Equity (creating a fair, impartial,
and just environment for your students) of your chosen profession. It asks you to assess yourself and
systematically focus on developing as a professional educator. You will do two initial reflections. One will be
on pedagogy and one on equity. Your reflections should be thoughtful and professionally written.
Your SP will offer support, create challenges, and facilitate a professional vision that will help you develop
sound educational practices and high expectations.
Embrace the challenges. Focus on the evidence collected through observation and reflection with your SP.
Teaching is a long and collaborative journey.
Initial Self-Assessment: Pedagogy (based on evidence*)
Initial Self-Assessment: Equity (based on evidence*)
*Reminder - Your evidence sources are Context for Teaching documents, Observation, Lesson Plans, Student
Work, and Reflection. Do not forget that you must have one piece of evidence for each of the Reflection
Planning Prompts.

JANUARY
WHAT NOW
Benchmark #3 (Inquiry Cycle: Equity)
The Inquiry Cycle is all about developing your skill as a teacher using your Individual Induction Plan (IIP). To
accomplish this you will focus on what you need to know and do based on your self-assessments. You will
complete an IIP and develop an action plan to lead you on your inquiry journey. Hours of PD for this inquiry
count towards the 24 that are required for the school year.
Developing A Focus Question
What has been getting in the way of student progress? You will develop a focus question and an action plan
based on your self-assessments and the evidence collected to date. Your question should be specific and should
reflect what you want to know about your teaching as it relates to the standards of your profession. Make it
important to your students and to your growth as a teacher. In your action plan you must engage in a
minimum of two types of professional development activities that are directly related to your inquiry focus
question.
Hint: You can use the reflective questions in the CSTP, located after each element, to identify an open-ended
focus question that leads to an in-depth study of teaching practice.
Writing a measurable change in student learning (Cell 4 on the IIP)
Identify MEASURABLE changes in classroom practice you anticipate. You may want to use the following frame
to help you measure and judge the impact on student achievement:
How can I improve (identify your target student population) students ability to (state your
learning outcome) through the use of (identify your teaching strategy) as evidenced by
(state student evidence and/or assessment data).
To summarize, the process is:
Plan a lesson series
Assess your students prior to the start of the series of lessons
Select focus students: 1) Special Populationcan include a GATE student, 2) an English learner, and 3)
one who isnt in one of the other two categories.
Teach the series. Schedule an observation by your SP for at least one lesson in the series
Collect student work from the entire series
Assess the success of your lessons based on your evaluation of their work
Reflect on the process. Evaluate the inquiry cycle and your growth as a teacher. This is your
opportunity to PLAN, TEACH, REFLECT, and APPLY.
Information to be gathered and UPLOADED includes:
Individual Induction Plan (IIP)
Essential Components for Instruction
Entry-Level Assessment
Focus Student Selection
Lesson Plan for Observation

Observation Scripting from your SP
Summative Assessment of Student Work

MARCH
WHAT NOW
Youve come a long way during Year 1 in your understanding of the teaching profession and your
experiences with your students and colleagues. Now it is time to revisit your initial self-assessments, review
all collected evidence (Context for Teaching, Inquiry cycle, observations, and student work), and describe
your strengths and challenges as you complete your final self-assessment.
Take a good long look at your experiences this year and your growing skills and knowledge as you look back
at your Initial Assessments, and use that as a basis for your Final Assessments. Your SP can support you in
these reflections. Look at the evidence to support Pedagogy and reflect on how you helped your students
meet or exceed grade level standards. Think about your English Learners and Special Population students.
How did your teaching practices support these students and enable them to advance in their learning? How
did you focus on Equity for all students?
Induction Program Standard 5 Self-Assessment Pedagogy
Induction Program Standard 6 Self-Assessment Equity for All Students
Do not forget to cite and describe the evidence collected through the year as you reflect.
Statewide Survey: You will receive your login information (Consent Form ID) and you must complete
the required statewide survey by the assigned due date which will be sometime in May. This will be an
online survey that reflects your first year experience with induction.
10

End-of-Year Professional Induction Presentation (PIP)
MAY
WHAT NOW
Its now time for the Summative Event. This is an opportunity for you to share with other educators
your key insights about teaching based on evidence collected in your Professional Portfolio. Youve worked
hard at your profession and you have the evidence to prove it.
Check your Task Status Report to make certain all your tasks have been uploaded and approved on
MyBTSA.
Complete a Reflective Summary of Teaching Practice. Consider the evidence you have collected during
the year and identify teaching practices that had the greatest effect on student learning. Meet with your SP
to discuss your professional growth over the past year. Write your reflections based on the information you
have gathered from the Inquiry process and the evidence you will showcase in your Professional Portfolio.
Your comments need evidence.
Capture your reflections, bundle up your Professional Portfolio, and congratulate yourself on your
accomplishments during BTSA Year 1.
You will have an online portfolio of all the evidence you have uploaded onto MyBTSA as well as a hard
copy portfolio of the following items:
Complete Inquiry Unit
Self Assessments for Pedagogy and Equity
Verifications of PD Completion
At the Professional Induction Presentation you will have 15 20 minutes to present your Inquiry Unit and
share what you have learned about your focus students, yourself, and the teaching profession during your
first year of BTSA. You will leave the hard copy portfolio with SCOE at this time for review.
11

After Orientation
WHAT NOW
WELCOME to the Sacramento County Office of Education (SCOE) Induction Program!

You have been issued an individual web record through MyBTSA, (www.
btsasacramento.org), which spells out your induction path, provides a portal to your online
induction portfolio, and keeps a record of your task status.
You and your Support Provider (SP) will connect weekly via telephone, computer, or face to
face. These conversations must be logged into MyBTSA and approved by your SP. Do this in
a timely fashion. Up to 12 hours of grade/department level meeting time can be logged as
hours.
Benchmark Seminars
All PTs are required to attend 4 Benchmark Seminars held at SCOE. Be sure to calendar
these dates early so that you are available to attend. SCOE will record attendance for this
task.
Professional Development
You are required to complete twenty-four (24) hours of professional development tied to
your IIP Focus questions. Your SP will assist you in selecting the appropriate PD options
and opportunities. Keep in mind that you must engage in PD activities that are related to
and referenced in your action plan on your IIP and are relevant to your focus question.
To receive credit, you must enter (log) all PD activities onto MyBTSA and present a
verification of attendance (e.g. signed Certificate of Attendance, signed agenda, observation
notes, summary of readings, etc.). These verifications will be submitted to your SP and
stored in your BTSA file.
12

OCTOBER
WHAT NOW
This first benchmark asks you to revisit your context for teaching (your students, your instructional
environment, your site, administration, and all the support services available to you). This process will help you
learn about your students and how you can address their individual learning needs.
FACT templates are available on MyBTSA or you can substitute your own data/information when appropriate.
You may also want to use photos or diagrams, or information and directories that you may find in your site
information materials.
A class profile (Look at the student enrollment information that may be provided through a district
information system and ask your students for information)
The layout of your instructional environment and the site areas you use for teaching (make a
diagram or take photos)
School and District Information/Resources (check the directories in your site binder for
administrative, curriculum, technology, special education and other services)
Home/School Communication Log (you may want to design your own system for logging
conversations/emails)
Site Orientation Checklist (so that you have all the information you need to get started on a great
teaching year)
You will also review your Continuum of Teaching Practice to help you determine your level of practice related to
the CSTPs. Evaluate yourself on each of the focus elements of the California Standards for the Teaching
Profession. Highlight or underline a column for each of the six focus elements (see page 17) as a self-evaluation
of your current level of teaching. For each page you will want to cite and describe the evidence that
demonstrates each CSTP.
Self Assessments
You will also complete three self-assessments: Pedagogy (the art and science of teaching); Special
Populations (serving the full range of students: students identified for special education, students with
disabilities, advanced learners, and students with a combination of special instructional needs); and
English Learners (differentiating instruction based on language proficiency). You are asked to assess
yourself and systematically focus on developing as a professional educator. You will do three initial
reflections that should be thoughtful and professionally written.
13

NOVEMBER
WHAT NOW
Inquiry Cycle #1
An Inquiry Cycle is all about developing your skill as a teacher using your Individual Induction Plan (IIP).
You will choose a focus question based on your self-assessments and develop an action plan to lead you on
your inquiry journey. Your question should be specific and should reflect what you want to know about
your teaching as it relates to the standards of your profession. Make it important to your students and to
your growth as a teacher. In your action plan you must engage in a minimum of two types of professional
development activities that are directly related to your Inquiry Focus question.
Schedule a pre-lesson conference with your SP and review your IIP and Essential Components for
Instruction to be certain you are ready for your lesson planning. Plan a lesson series, and assess your
students. Select your focus students: 1) Special Populationscan include a GATE student, 2) an English
learner, and 3) one who isnt in one of the other two categories. During the series, your SP will formally
observe at least one lesson. Collect student work and assess the success of your lessons based on your
evaluation of their work. Reflect on the process and evaluate the inquiry cycle and your growth as a
teacher. This is your opportunity to PLAN, TEACH, REFLECT, And APPLY.
Revisit the Continuum of Teaching Practice to help determine your proficiency related to the CSTPs.
14

JANUARY
WHAT NOW
Inquiry Cycle #2
By the third Inquiry Cycle, you should be comfortable with the process and have internalized this process into your
everyday work. By this point, you should clearly understand how this process is developing your skill as a teacher
using your Individual Induction Plan (IIP). To accomplish this you will focus on what you need to know and do
based on your self-assessments.
Complete an IIP and write a meaningful and thoughtful focus question. Develop an action plan to lead you on your
inquiry journey and make explicit links between the PD and your question. Have a pre-lesson conference with
your SP and review your IIP and Essential Components for Instruction. Plan a lesson series, assess your students
prior to the start of the series of lesson, select focus students, and teach the series. Your SP will formally observe at
least one lesson in the series. Collect student work from the entire series and assess the success of your lessons
based on your evaluation of their work. Reflect on the process and finally you will evaluate the inquiry cycle and
your growth as a teacher. This is your opportunity to PLAN, TEACH, REFLECT, and APPLY.
You will also revisit your Continuum of Teaching Practice to help you determine your level of practice related to
the CSTPs.

MARCH
WHAT NOW
Now it is time to revisit your initial self-assessments, review all collected evidence (Context for Teaching,
Inquiry cycles, observations, and student work), and describe your strengths and challenges.
Take a good long look at your experiences this year and your growing skills and knowledge and use that as a
basis for your Final Assessments. Your SP can support you in these reflections. Do not forget to cite and
describe the evidence collected through the year as you reflect.
Statewide Survey: You will use your Consent Form ID login information to complete the required
statewide survey by the assigned due date which will be sometime in May. This will be an online survey that
reflects your experience with induction.
15

End-of-Year Professional Induction Presentation (PIP)
MAY
WHAT NOW
During the Professional Induction Presentation (PIP), you will share with other educators your key
insights about teaching based on evidence collected in your Professional Portfolio.
Check your Task Status Report to make certain all your tasks have been uploaded and approved on MyBTSA.
Complete a Reflective Summary of Teaching Practice. Consider the evidence you have collected during the
year and meet with your SP to discuss your professional growth over the past year. Write your reflections
based on the information you have gathered from the Inquiry process and the evidence you will showcase in
your Professional Portfolio. Your comments need evidence.
Upload all required documents onto MyBTSA and assemble a hard copy portfolio of the following:
Complete Inquiry Unit
Self-Assessments (Pedagogy, Special Populations, EL, and Ed. Specialist Clear if appropriate)
Verifications of PD Completion
You will have 15 20 minutes to present your Inquiry Unit and share what you have learned about your
focus students, yourself, and the teaching profession. SCOE will collect a hard copy of your portfolio.
16
How Do I Use the Continuum of Teaching Practice?

The Continuum provides a common language about teaching and learning that is used for selfreflection, goal setting, and inquiry into practice.
All Standards and Elements are important.

During Induction, you will be asked to pay
special attention to the twelve focus
elements listed below.
Continuum of Teaching Practice Focus Elements

Year 1
Year 2
1.4 Uses a variety of instructional

strategies, resources, and technologies to
meet students diverse learning needs
1.2 Connects learning to students prior

knowledge, backgrounds, life experiences,
and interests
2.6 Employs routines, procedures,

norms, and supports for positive
behavior to ensure a climate in which all
students can learn
2.4 Creates a rigorous learning environment

with high expectations and appropriate
support for all students
3.5 Uses and adapts resources,

technologies, and standards-aligned
instructional materials to make subject
matter accessible to all students
3.2 Applies knowledge of student

development and proficiencies to ensure
student understanding of subject matter
4.4. Plans instruction that incorporates

appropriate strategies to meet the
learning needs of all students.
4.1 Uses knowledge of students academic

readiness, language proficiency, cultural
background, and individual development to
plan instruction
5.2 Collects and analyzes assessment

data from a variety of sources to inform
instruction
5.4 Uses assessment data to establish

learning goals and to plan, differentiate, and
modify instruction
6.2 Establishes professional goals and

engages in continuous and purposeful
professional growth and development
6.3 Collaborates with colleagues and the

broader professional community to support
teacher and student learning
17
What is FACT?
The
System
Formative Assessment for

California Teachers
What processes are used in FACT?
Collaborative Relationships (SP/PT)
Participating teachers are partnered with veteran educators who have been trained to support teachers
through the FACT System. Support providers use the skills of cognitive coaching, mentoring, and modeling
to support participating teachers professional growth.
Plan, Teach, Reflect, Apply (PTRA)
The Plan, Teach, Reflect, Apply (PTRA) cycle provides a structure for teachers to identify teaching strengths
and areas for growth. Planning and teaching the lesson are followed by reflection. New learning and insights
from the reflection are applied to future planning, as the cycle continues. Engaging in this process, guided
by a support provider, leads to improved teaching practice and increased student achievement.
Observations
Support providers observe participating teachers as they teach and gather evidence during an
instructional session. Following each observation, they conference together, share observation evidence,
and examine other classroom data (e.g., student work samples, lesson plans, etc.) to inform and
improve future practice. In addition, participating teachers are encouraged to observe the classrooms
of skilled veterans.
Examining Student Work
Focusing on student achievement guides the participating teachers planning and instruction. The
examination and analysis of student work leads the participating teacher to a greater understanding of the
need for differentiation and modification of instruction.
Reflective Conversations
In each module, participating teachers are asked to step back from their practice and thoughtfully
examine what they do, how they do it, and how this affects student learning. The FACT System provides
frequent opportunities for participating teachers to reflect, capture current thinking, and consider the
implications for their future practice.
Self-Assessment - Continuum of Teaching Practice (or other aligned assessment criteria)
The Continuum of Teaching Practice is a tool that provides a roadmap for professional growth by
identifying and describing levels of teaching practice. Using evidence collected throughout the FACT
process, participating teachers, with their support providers, reflect and determine their placement on
the Continuum. This self-assessment helps to focus the area(s) for improvement of instructional practice.
18
What is the Plan-Teach-Reflect-Apply Cycle?

The Plan-Teach-Reflect-Apply Cycle is the structure that underlies all of the FACT System processes. As
participating teachers progress through the FACT System, they follow a cycle of planning for
instruction, teaching, reflecting upon the teaching experience, and applying new knowledge to
future practice.
The process provides a means for participating teachers and support providers to identify teaching strengths
and areas for growth based on the California Standards for the Teaching Profession, the state-adopted
academic content standards for students, and the Continuum of Teaching Practice (or other aligned
assessment criteria).
Plan
What%do%I%know%about%
my%students%and%my%
teaching%context?
Apply
Teach
How%will%I%apply%what%
Ive%learned%to%enhance%
student%learning?
How%am%I%implementing%
instruction%and%
addressing%
student%needs?
Reflect
What%have%I%learned%about%
my%teaching%and%my%
students?
19
How Do I Complete FACT Documents?

All documents referenced in these directions can be found at
Purpose: In Context for Teaching, participating teachers learn about their teaching environment by identifying
challenges, investigating resources, and gathering information about their students***. With a support provider,
participating teachers will discuss prompts focused on their classroom, school, district, and community. The
information gathered will guide classroom decision-making and help identify areas for professional growth.
***Secondary teachers should select one focus class and Education Specialists should focus on their caseload.
STEP ONE
Collecting and Reviewing Information

Learning what I need to know about my class, school, district, and community
Collecting Information - With your support provider, gather information on the following:
Class Profile/Ed Specialist Caseload
Instructional Environment
School and District Information/Resources
Home/School Communication
Site/Assignment Orientation Checklist
STEP TWO
Conversation Guide for Class/Caseload, School, District, and Community

Contextualizing and Extending Information Gathered
Contextualizing and Extending CSDC Information - With a support provider, discuss the prompts
on the Conversation Guide: CSDC
A. Collecting - Review information gathered during Step 1.

B. Contextualizing - Discuss how this information might impact classroom practice.
C. Extending - Deepen thinking and understanding.
20
Context for Teaching Documents
21
Inquiry
Purpose: An inquiry-based system guides and informs participating teachers about their own professional growth for the
purpose of improving teaching. Participating teachers gather information, collaborate, and/or observe a colleague, develop
an action plan, implement that action plan, and look for ways to apply what is being learned to a lesson series. The results
are used to guide professional development and future practice.
STEP ONE
Designing the IIP
Determining the Focus of the Inquiry & Developing the Action Plan
Individual Induction Plan
Determining what I need to know and be able to do
Review evidence collected prior to the Inquiry, identify the focus question for the Inquiry, and begin
developing an action plan. Actions taken over the course of 2-3 months should be continually recorded.
Examples of research can include:
Talk with colleagues
Attend workshops/courses
Observe professional colleagues
Analyze data such as, student work
Read research related to focus question
Research a question on the Internet
STEP TWO
Preparing a Lesson
Series
Preparing for Instruction

What do you want students to know and be able to do?
How will you know that they know? How will you respond if they dont know?
What will you do if they already know it?
Essential Components for Instruction Use this to ensure that all lesson components have
been considered when designing the lesson series.
Entry Level Assessment: Use information from an assessment to identify focus students, plan
lesson series, and make appropriate adaptations to instruction.
Selecting Focus Students Identify three students who represent the range of students in the
classroom or on the caseload: 1) English Learners 2) Special Populations and 3) Choice
Lesson Series Begins
STEP THREE
Lesson Observation
Observation
Collecting supportive evidence of implementation
Pre-conference
Review Essential Components for Instruction, lesson plan, and Focus Student Selection. Use
a copy of the seating chart to identify focus students.
Determine where the lesson to be observed fits within the lesson series.
Review Context for Teaching for additional resources.
Observation: SPs notes will be part of the PTs portfolio.
Post Observation: Review evidence and record how the changes implemented impacted classroom instruction.
STEP FOUR
Examining Student
Work

Analyzing Student work to determine next steps for Instruction
At the conclusion of the lesson series, administer a summative assessment and PT/SP analyze
the work of class, especially the three focus students, in order to document how effective
students were in meeting learning goals.
STEP FIVE
Assessing Professional
Growth
Reflection and Application

Assessing professional growth over time
Review the evidence collected and record conclusions on the IIP as a final reflection.
Using the Continuum of Teaching Practice as a guide, teachers assess practice in relation to
the CSTPs.
22
Inquiry Documents
23
Self Assessment
Purpose: Teachers knowledge, skills, and practices develop throughout their professional careers. The nature of teaching
requires continuous growth in order to engage and challenge increasingly diverse students. Teachers are never finished as
professional learners, no matter how extensive or excellent their formal education and preparation. If teachers expertise,
capabilities, and accomplishments are to be enriched over time, they must become reflective practitioners who actively seek
to strengthen and augment their professional skills, knowledge, and perspectives throughout their careers.
Reflection and Application

During this step in the inquiry process, participating teachers and support providers will:
1. Reflect on student learning and teaching practice
2. Formulate professional goals to improve teaching practice
3. Guide, monitor, and assess the progress of their practice toward professional goals and standards
Self Assessment Documents
24

Purpose: The formative assessment process provides the opportunity to systematically focus on developing as a
professional educator (CSTP Standard 6) in all aspects of teaching. The Summary of Teaching and Learning is a holistic
reflection on your teaching through a review of the Context for Teaching and Learning, Inquiry into Teaching and Learning,
and Self-Assessments. This reflection captures your progress related to the California Standards for the Teaching
Profession, the state-adopted academic content standards for students, and the Induction Program Standards.
Reflective Conversations
STEP
ONE
Culminating Questions and Reflection Guide
Review the Self-Assessments and the Continuum of Teaching Practice. Consider the evidence collected
during the Context for Teaching and Learning and the Inquiry into Teaching and Learning and use the
Culminating Questions and Reflection Guide to navigate through a reflective conversation.
Written Reflection
STEP
TWO
Written reflection
Using the Culminating Questions and Reflections Guide, identify teaching practices that had the greatest
impact on student learning and the progress you made toward your professional growth goals. Meet with
your support provider to:
Discuss your personal insights about your professional growth
Surface additional insights from your collaborative conversation
Record reflections on the Reflective Summary of Teaching Practice.
STEP
THREE
Sharing Key Insights

Summary of Teaching Practice Documents
25
APPENDIX: GLOSSARY
Academic Content Standards - Standards
designed to encourage the highest achievement
of every student, by defining the knowledge,
concepts, and skills that students should acquire at
each grade level.
Academic Performance Index (API) - A
numeric index (or scale) that ranges from a low of
200 to a high of 1000; measures the academic
performance and growth of schools; a school's score
on the API is an indicator of a school's performance
level. The statewide API performance target for all
schools is 800. A school's growth is measured by how
well it is moving toward or past that goal. A school's
API Base is subtracted from its API Growth to
determine how much the school improved in a year.
Action Research - A systematic form of inquiry that
is self-reflective, critical, and undertaken by the
participants of the inquiry [McCutcheon, G. &
Jung, B. (1990)]; a process in which participating
teachers examine their teaching practice using the
techniques of research. By using research
procedures, teachers learn to resolve teaching
challenges.
Adequate Yearly Performance (AYP) - A
statewide accountability system mandated by the No
Child Left Behind Act of 2001 that requires each state
to ensure that all schools and districts make Adequate
Yearly Progress.
Advancement Via Individual Determination
(AVID) A college preparatory program for students
who are o f t e n e c o n o m i c a l l y d i s a d v a n t a g e d
a n d underachieving; AVID places academically
average students in advanced classes; levels the
playing field for minority, rural, low-income, and
other students without a college-going tradition in
their families; and targets students in the academic
middle who have the desire to go to college and
the willingness to work hard.
Assessment of Teaching and Learning - A FACT
process designed for participating teachers to
discern strengths and areas for growth that will be
used in subsequent inquiries of teaching practice;
and to identify resources and types of support needed
to develop and implement their Individual
Induction Plan. During this module, participating
teachers consider their prior knowledge and skills
from teacher preparation.
Beginning
Teacher
Support
&
Assessment (BTSA) - A state-funded induction
program, cosponsored by the California Department
of Education (CDE) and the Commission on Teacher
Credentialing (CTC) designed to support the
professional development of newly-credentialed
beginning teachers and help them fulfill the
requirements for the California Clear Multiple
and Single Subjects Credentials, and most recently the

Education Specialist Credential.
California Department of Education (CDE) - The state
agency that coordinates the work of public schools in
California; the core purpose of the CDE is to lead and support
the continuous improvement of student achievement, with a
specific focus on closing achievement gaps. The CDE jointly
administers the BTSA program with the CTC.
California English Language Development Test
(CELDT) - A test that measures the English language
development of English language learners in listening,
speaking, reading, and writing; any pupil whose primary
language is other than English as determined by the home
language survey and who has not previously been identified
as an English learner by a California public school or for
whom there is no record of results from an administration of
an English language proficiency test, shall be assessed for
English language proficiency with the test within 30
calendar days after the date of first enrollment in a California
public school, or within 60 calendar days before the date of
first enrollment, but not before July 1 of that school year.
California Formative Assessment & Support System for
Teachers (CFASST) - The formative assessment system used in
California since 1996; CFASST was replaced with FACT.
California Standards for the Teaching Profession
(CSTP) - Standards based on current research and expert
advice pertaining to best teaching practice; the CSTP are
organized around six interrelated categories of teaching
practice and represent a holistic, developmental view of
teaching. They are intended to meet the needs of diverse
teachers and students in California. The CSTP are defined and
explicated in the Standards Booklet.
Closure Conference An evidence-based dialogue between
participating teachers and support providers at the conclusion
of each FACT Inquiry.
Commission on Teacher Credentialing (CTC) The
state agency that establishes policy and regulations for
teacher education and credentialing in California; CTC jointly
administers the BTSA program with the California Department
of Education. The purpose of the Commission is to ensure
integrity and high quality in the preparation, conduct, and
professional growth of the educators who serve California's
public schools.
Context for Teaching and Learning - A module of FACT in
which participating teachers learn about their teaching
environment and the resources and challenges it offers
them and their students. With a support provider,
participating teachers will discuss prompts focused on their
classroom, school, district, and community. The information
gathered will guide classroom decision-making and help
identify areas for professional growth.
Continuum of Teaching Practice (CTP) One of the states
26
assessment tools for FACT, the CTP defines levels of

teaching performance on each of the six Standards of
the CSTP.
District Assistance Intervention Team (DAIT)
A team whose focus is at the district level; providers
both investigate and recommend corrective actions for
improving teaching and learning.
English Learner (EL) - a child who does not
speak English or whose native language is not English
and who is not currently able to perform ordinary
classroom work in English...Education Code Section
306.
Evidence - Data produced by participating teachers,
support providers, or students that documents a
teachers performance and can be linked directly to
one or more of the elements of the CSTP and/or
Induction Program Standards.
Formative Assessment - 1. A process of professional
judgment used to determine an individuals level of
performance in a particular area based on evidence,
standards, and criteria; 2. Characterized by multiple
measures of teaching, collaboration with colleagues,
focus on classroom practice, and reflection together
with a trained support provider about evidence
using specific criteria. 3. May be presented as
evidence for clear credential completion.
Formative Assessment for California Teachers
(FACT) - A reflective assessment and support
system designed to help participating teachers
develop their practice. The purpose of formative
assessment is to improve teaching as measured by
each standard of the California Standards of the
Teaching Profession (CSTP) and in relation to the
state-adopted academic content standards for
students, performance levels for students, and the
Induction Program Standards. Formative assessment
is an ongoing learning process that follows the cycle of
plan, teach, reflect, and apply. FACT is designed to
assist in meeting the learning needs of students while
helping participating teachers grow as professionals
and feel greater confidence as teachers.
Foundations - FACT is built upon the following
components: California Standards for the Teaching
Profession (CSTP), state-adopted academic content
standards for students, Induction Program Standards,
and evidence.
Framework - Curriculum frameworks describe and
define the content and instructional program teachers
are expected to deliver in a subject matter at each
grade level.
Gifted and Talented Education (GATE) Provides funding for local educational agencies to
develop unique education opportunities for highachieving and underachieving pupils in California
public elementary and secondary schools that have
been identified as gifted and talented. Special efforts are

made to ensure that pupils from economically disadvantaged
and varying cultural backgrounds are provided with full
participation in these unique opportunities. Authorized by
Education Code (EC) sections 52200- 52212.
Individualized Education Plan (IEP) - A detailed,
structured plan of action that informs and guides the delivery of
instruction and related services for the student with identified
special needs; It is an agreement between stakeholders that
supports the academic, emotional, and behavioral growth of a
student with identified special needs. Teachers are legally
accountable to follow the goals and adaptations that are written
in the IEP.
Individual Induction Plan (IIP) - A plan that builds upon
a participating teachers assessed strengths and needs, defines
goals, and outlines specific action plans for facilitating growth
and development. Support providers collaborate with participating
teachers in its development and implementation. IIPs are based
in part on formative assessment results, and are reconsidered
and revised according to participating teachers emerging needs.
IIPs primarily address the unique needs of participating
teachers including consideration of their prior preparation
and experience, and may include common topics and activities
for all participants in the program. Participating teachers
experience an integrated system of support and assessment
through implementation of the IIP.
Induction - A clearly specified process for making clear
credential recommendations; verifies that participating teachers
complete all requirements before recommending them for the
credential.
Induction Program Standards (IPS) - Establish the
expectations of the Commission, the State Board of Education,
and the Superintendent of Public Instruction for new
teacher induction. Only induction programs that meet these
standards may recommend candidates for clear teaching
credentials.
Inquiry into Teaching and Learning - 1. A researchbased cycle of standards-focused (CSTP, state-adopted
academic content standards for students, Induction Program
Standards) processes to explore an area of teaching practice. In
collaboration with a support provider, participating teachers
will assess their practice against a set of specific criteria and
select a focus area. Within the cycle participating teachers
gather information, collaborate with colleagues, develop an
action plan, implement that plan, reflect on collected
evidence, and apply new learning to future practice. 2. A
FACT module that includes these cycles and processes.
Institutes of Higher Education (IHE)
Universities.
- Colleges and
K-W-O Chart - Designed to elicit participating teachers

input for the observation process. Participating teachers
record: What I already know about my classroom
practice, What I want to know about my classroom
practice, and What I want my support provider to
observe. Support providers use this information to
guide data collection during the observation.
27
Memorandum of Understanding (MOU)

- Lists all requirements/expectations for
various stakeholder groups and is used to
form partnerships for professional development
experiences between BTSA programs and IHEs.
Module - A short course of study that is combined

with others to form a larger structure or system.
Observation - 1. A process in which trained support
providers observe participating teachers as they
teach, collecting evidence of participating teachers
teaching practice and students learning; support
providers record what the students and teachers say
and do. The observation may be formal or informal. In
an informal observation, there is no shared lesson
plan or a pre-conference. In a formal
observation, participating teachers share lesson plans
with support providers before the lesson and meet
with support providers after the lesson to reflect on
it and analyze student work generated to inform
future practice. 2. A process in which participating
teachers observe colleagues to gain information about
teaching practice. Support providers often attend with
participating teachers to strengthen the process.
Participating Teacher (PT) - An educator who is
new to the teaching profession, teaching on a
preliminary credential; or, an educator who is
teaching on a preliminary credential who was
prepared out of state and has less than five years of
experience; or, an educator teaching on an intern
credential; an educator participating in a BTSA
induction program for the purpose of accumulating
evidence of professional growth in relation to the
state-adopted academic content standards for
students, CSTP and Induction Program Standards;
and will submit evidence of completion of individual
induction plans, and documentation of completion of
clear credential requirements to the BTSA Induction
program in order to be recommended for the clear
credential.
Plan, Teach, Reflect, Apply Cycle (PTRA) A process that provides a way for participating
teachers and support providers to identify teaching
strengths and areas for growth based on the
California Standards for the Teaching Profession, the
K-12 state-adopted academic content standards for
students, and Induction Program Standards. This
cycle was adapted from William Deming's cognitive
action cycle; PTRA is embedded in the FACT system.
Processes - A series of actions directed toward a
particular aim that produce change or further
development of a teachers practice.
Professional Learning Communities (PLC) Teams of professionals who collaborate around
student data and work interdependently to refine
instructional practices and improve student;
working interdependently in learning communities:
Provides equal access (equity or universal
access) to quality teaching by strengthening e a c h

t e a c h e r s p r a c t i c e t h r o u g h collaboration, coaching,
and shared planning; ends teacher isolation (thus
reducing burnout).
Helps teachers work smarter by sharing the tasks of
analyzing data, creating common assessment tools, and
devising other strategies for both students who struggle
and those who need more challenge.
Enables teachers on grade level (interdisciplinary) teams
to devise lessons that teach reading and writing across the
curriculum.
Provides teacher professional growth and job satisfaction
through intellectual renewal, new learning, and
cultivation of leadership skills.
Reflection - The act of stepping back and taking a fresh look

at ones practice and how it is affecting student learning.
Reflection is the key to growth, the means of recapturing
experiences in order to learn from them. Reflection is built into
each FACT module and Induction Program Standard activity.
Reflective Conversation - A structured conversation
between support providers and participating teachers,
focused on teaching issues, completed for the purpose
of enhancing teaching practice.
Response to Instruction and Intervention (RtI2) A
process that considers a students response to research-based
intervention as part of the evaluation procedure for eligibility
for special education services.
Researched-based Instructional Practices Scientifically
based instructional methods that equip teachers with tools that
help them better reach children, avoid burnout, and improve
their classrooms' culture of learning and achievement. These
practices bring the best teaching approaches and programs to
children who might fail without them. They challenge children
and interest them in learning, setting them on the path to success
in school and in life. They have achieved proven results in a
variety of classrooms across the nation.
School Assistance Intervention Team (SAIT) - A team
of educators with specific expertise in improving
reading/language arts and mathematics achievement in lowperforming schools, created to investigate and provide intensive
support to state-monitored schools in improving student
learning. Schools deemed as state-monitored receive federal
funding to support costs of activities to implement the
Corrective Actions to areas identified by the School
Assistance & Intervention Team.
School Accountability Report Card (SARC) Information provided annually by California public schools to
the community; allowing the public to evaluate and compare
schools for student achievement, environment, resources,
and demographics.
Skill Building - The continued development of teachers
pedagogical knowledge, higher level thinking skills, and
classroom-based strategies to improve their instructional
practice.
28
Summary of Teaching and Learning - A FACT

module that is composed of a reflection on the
participating teachers teaching year; through this
process, participating teachers review the results of
inquiries, consider the collection of evidence, identify
teaching practices that had the greatest effect on
student learning, and assess the impact of the
formative assessment process on teaching practice.
Support Provider (SP) - Has an awareness of
beginning teacher development; is willing to
participate in support provider training; is willing to
engage in formative assessment processes; is willing
to discuss assessment information and share
instructional ideas and materials with participating
teachers; has effective interpersonal skills and is willing
to work collaboratively with participating teachers;
has demonstrated a commitment to their own
professional growth and learning; and, is an excellent
professional role model.
Special Education (SPED, Sp. Ed.) - Instruction
that is specially designed to meet the unique needs of
a child with a disabilityat no cost to parents. Specially
designed instruction means adapting the content,
methodology, or delivery of instruction:
To meet the unique needs of the student with a
disability
To ensure access to the general education
curriculum so a student can meet educational
standards that apply to all children within the
jurisdiction of the public agency
Expectations address multiple, overlapping knowledge and skill

domains, and provide the basis for course design and assessment
for candidates.
Universal Access (UA) - Is intended to ensure that all
students must have equal access to high quality curriculum
and instruction to comply with federal and state laws so that
students may meet or exceed state content standards. Under
federal regulations, states must ensure universal access to a
standards-based education for special education students. The
requirement stipulates that teacher and district-wide assessments
and classroom assignments must be universally accessible. If
students have processing difficulties or if they lack specific
academic vocabulary, school personnel must make reasonable
accommodations.
504 Plan - Based on a civil rights law that prohibits
discrimination against individuals with disabilities, Section 504
ensures that a child with a disability has equal access to an
education. Students with 504 plans may have adaptations
and/or modifications to their general education plan. Teachers
are legally accountable to follow the requirements of 504 plans.
Special Populations - Students who have been

identified with one or more of the thirteen disability
categories defined by Individuals with Disabilities
Education Act (IDEA); students who are identified as
gifted and/or talented (GATE); students who have been
identified by the CELDT as English Learners (EL). At
least one focus student must be identified as a special
populations student.
Student Study Team, Student Success
Team (SST) - A site-based, collaborative team of
teachers, specialists, parents, and the student who
meet to focus on the needs of the student and create
a path to successful learning. The SST illustrates
how teachers can work with local expertise, students,
and parents to develop tactics that empower students
to play an active role in their education. Thoughtful
implementation of Student Success Plans can mean
the difference between a student slipping through the
cracks and successfully learning the curriculum.
Teaching Performance Assessment (TPA) An
assessment of teaching performance designed to
measure the candidates knowledge, skills, and ability
with relation to Californias Teaching Performance.
Teaching Performance Expectations (TPE) - A
set of outcomes specifically for teacher preparation
candidates; much like the California Standards for the
Teaching
Profession,
Teaching
Performance
29
Appendix: ACRONYMS
API
Annual Performance Index
SAIT
School Assistance Intervention Team
AVID
Advancement Via Individual

Determination
SARC
School Accountability Report Card
AYP
Adequate Yearly Performance
SP
Support Provider
BTSA
CDE
CELDT
CFASST
Beginning Teacher Support &

Assessment
California Department of
Education
California English Language
Development Test
California Formative
Assessment & Support
System for Teachers
CSTP
California Standards for the

Teaching Profession
CTC
Commission on Teacher
Credentialing
CTP
DAIT
District Assistance Intervention Team
EL
English Learners
FACT
Formative Assessment for

California Teachers
GATE
Gifted and Talented Education
IEP
Individualized Education Plan
IHE
Institutes of Higher Education
IIP
IPS
Induction Program Standards
MOU
Memorandum of Understanding
PT
Participating Teacher
PTRA
Plan, Teach, Reflect, Apply
RTI2
Response to Instruction and

Intervention
SPED/SpEd Special Education

SST
Student Study Team, Student Success

Team
TPA
Teaching Performance Assessment
TPE
Teaching Performance Expectations
UA
Universal Access
30
General Education Candidates

P
uick Sheet
2013-2014
Purpose
To deliver to the Participating Teacher quality services that

will enhance the academic achievement and overall growth of
students and retain well-qualified teachers in the profession.
Requirements for completing the Credential Program
(Can be used to earn 6 university units)
o
o
SCOE Induction Orientation
Log 40 hours on MyBTSA Can include both faceto-face and email meetings with your SP. Up to 12
hours of grade/department level meeting time can
count provided that a copy of the grade/department
notes are shared with your Support Provider.
o SCOE Benchmark Seminars
Attend FOUR seminars that support your growth

as a teacher
o Professional Development

Select PD tied to your professional growth goals
and and log them into MyBTSA . Work with your
SP, BTSA Coordinator or SCOE BTSA Program
Directors to review options for PD
o Complete and Upload FACT documents to

MyBTSA
Inquiry Cycle(s): Yr 1: Equity and Yr 2: two

inquiries focused on your assessed needs
Self Assessments for Pedagogy, Equity, English
Learners and Special Populations
o Professional Induction Presentation (PIP)

End-of-Year Event
PLEASE NOTE:
You must post a record of ALL your BTSA
work to your MyBTSA electronic file located at
CSUS Units (Optional)
Six (6) units per year can be purchased
Register online through your MyBTSA homepage
Deadline for registration is May 15, 2014
NOTICE: For complete information regarding the
BTSA
requirements for the CSUS course, please check the

www.btsasacramento.org homepage to download a copy
of the appropriate course syllabus.
Sacramento BTSA Consortium

Professional Teacher Induction Program
Professional Development (24 hours)
Professional Development must match the agreed upon
goals of your IIP and can be met through a combination of:
1) Workshops and/or training
2) Online Professional Development
3) Technology Training through CTAP
4) Online Investigation
5) Formal Observation of an experienced colleague
To earn credit for BTSA requirements:
BTSA Participating Teacher Responsibility:
Attend required SCOE Events
Enter Weekly Conversation hours on MyBTSA
Complete FACT Tasks
Log Professional Development hours
Upload required documents
Finish other tasks as assigned
Support Provider Responsibility:
Approve Weekly Conversation hours
Support the completion of FACT Tasks

Approve Profsessional Development hours when:
1) A Request for Professional Development Credit

is posted on MyBTSA and
2) PT provides a verification of completion
(submitted at the PIP)
BTSA Office Responsibility:
Approve attendance at Induction Orientations,

Benchmark Seminars, and PIPs
Approve designated FACT Tasks
PROGRAM COMPLETION
Candidates clearing a credential through SCOE are

expected to complete all requirements by June 15th of the
second year of BTSA participation.
BTSA STAFF
Darby Williams
Program Director
916-228-2664
dwilliams@scoe.net
Mary Ellen Dill

Director, Program Delivery
916-228-2236
mdill@scoe.net
Dawn McCarron
Program Analyst
916-228-2496
dmccarron@scoe.net
Kris Silbaugh
Administrative Assistant
916-228-3301
ksilbaugh@scoe.net
FAX 916-228-3921
Education Specialist Candidates
uick Sheet
BTSA

Professional Teacher Induction Program
Purpose
Professional Development (24 hours)
To deliver to the Credential Candidate quality services that will

enhance the academic achievement and overall growth of
students and retain well-qualified teachers.
Professional Development must match the IIP and Level

2 Competency Standards and can be met through a
combination of:
1) Workshops and/or training
2) Online Professional Development
3) Technology Training through CTAP
4) Online Investigation
5) Formal Observation of an experienced
colleague
Requirements for completing the Education Specialist

Credential Program (can be used to earn 6 university credits)
Attend a SCOE Induction Orientation

Log 40 hours on MyBTSA Can include both face to-face
and email meetings with your SP. Up to 12 hours of
grade/department level meeting time can count provided
that a copy of the grade/department notes are shared with
your Support Provider.
SCOE Benchmark Seminars

Attend FOUR seminars that support your growth as a
teacher
SCOE Education Specialist Support Saturdays

Attend FOUR seminars that support your growth
as a teacher
Sept. 21 2013
Nov. 16, 2013
January 25, 2014

March 22, 2014
Professional Development (24 hours):

Select PD tied to your professional growth goals
and log them into MyBTSA.
Complete & Upload FACT documents to MyBTSA
Inquiry Cycle(s)
Self Assessments
Complete and Upload Level 2 Competencies as

appropriate to your authorization
Statutory Requirements (waived if the candidate

holds a general education credential)
Health Education course

CPR training for adults, infants, and children
Foundational computer education course
Professional Induction Presentation (PIP)

End-of-Year Event
PLEASE NOTE:
You must post a record of ALL your credential
work to your MyBTSA electronic file located at
To earn credit for SCOE requirements:

Candidate Responsibility:
Attend required SCOE Events
Enter Weekly Conversation hours on MyBTSA
Complete FACT tasks
Complete Level 2 Competency Tasks
Log Professional Development hours
Upload required FACT documents AND

o Education Specialist IIP for PD
o Self-Assessment: Education Specialist Clear
o Level 2 Competency Standards
Support Provider Responsibility:
Approve Weekly Conversation hours
Support the completion of FACT Tasks
Approve Professional Development hours when:
1) A Request for Professional Development
Credit is posted on MyBTSA and
2) PT provides a verification of completion
(submitted at the PIP)
BTSA Office Responsibility:
Approve attendance at Induction Orientation,
Benchmarks, Education Specialist Support
Saturdays, and PIPs
Approve Completion and Uploads:
o IIP for PD
o Self-Assessments
o Level 2 Competency Standards
BTSA STAFF
Darby Williams
Program Director
916-228-2664
dwilliams@scoe.net
Mary Ellen Dill

Director, Program Delivery
916-228-2236
mdill@scoe.net
Dawn McCarron
Program Analyst
916-228-2496
dmccarron@scoe.net
Kris Silbaugh
Administrative Assistant
916-228-3301
ksilbaugh@scoe.net
Sacramento
Office of Education
County
LEADERSHIP INSTITUTE
Participant
Handbook
for the
California Preliminary
Administrative Services
Credential Program
Our guiding principle is that high-quality leadership
is key to success for students, teachers, schools, and districts.
www.scoeleadership.net

Executive Director, Leadership Institute
(916) 228-2612
swinlock@scoe.net
Kristen Coyle
(916) 228-2538
kcoyle@scoe.net
Sacramento
Office of Education
County
Curriculum and Instruction Annex
10461 Old Placerville Road, Suite 130
Sacramento, CA 95827
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Table of Contents
Participant Handbook for the California Preliminary

Administrative Services Credential Program
2014-2015
Welcome Letter from Superintendent Dave Gordon
p. 2
Staff/Faculty Directory ~ SCOE Cohort 5
p. 3
Staff/Faculty Directory ~ Shasta COE Partner Cohort 3
p. 4
Staff/Faculty Directory ~ Placer COE Partner Cohort 1
p. 5
California Professional Standards for Educational Leaders (CPSELs)
p. 6
Program Overview
p. 12
Course Descriptions
p. 16
Course Schedule ~ SCOE Cohort 5
p. 17
Course Schedule ~ Shasta COE Partner Cohort 3
p. 18
Course Schedule ~ Placer COE Partner Cohort 1
p. 19
Fieldwork Strategies Worksheet
p. 20
End-of-Course Essay Submission Deadlines
p. 21
End-of-Course Paper Evaluation
p. 23
Project Proposal Worksheet
p. 24
Project Presentation Outline
p. 25
Online Instruction ~ SCOE Moodle
p. 26
Online Component Timeline
p. 27
Policies and Procedures
p. 28
Preliminary Administrative Services Credential
p. 30
Leadership Institute, 2014-2015 Sacramento County Office of Education
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Welcome Letter
Superintendent Dave Gordon
More than ever, strong school leadership is key to school
improvement. School administrators are responsible
for providing a high-quality education for all students
in our local schools. We need strong leaders to set high
standards, promote excellent teaching and motivate
students and teachers.
Research shows that the Sacramento region faces a
critical shortage of trained and talented school leaders.
A new WestEd study found that by 2017, due to
retirements and other factors, Sacramento County will
need nearly 300 new school site administrators while
the Sacramento region will need close to 500. For that
reason, the Sacramento County Office of Education
(SCOE) is taking an innovative approach to preparing administrators by establishing
our Leadership Institute.
The purpose of the Leadership Institute is to provide cutting edge training, on all
levels, to meet the needs of our local schools and districts. This includes those who
are currently holding district office leadership positions, as well as newly appointed
and aspiring administrators. For example, our program will provide aspiring
administrators with professional development and preparation and licensing upon
successful completion of their training.
We have developed our Institute in collaboration with the thirteen school districts
that we serve, along with the other nine county offices in our Capital region. This
cooperation will support success for all leaders involved in our program.
We are proud that our Leadership Institute is coordinated by Dr. L. Steven Winlock.
Dr. Winlock has a long and distinguished track record of designing and delivering
leadership training in the State of California.
Thank you for your interest in preparing the people who will lead our schools
and dedicate themselves to improving the quality of education in our local
communities.
David W. Gordon
Sacramento County Superintendent of Schools
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Staff/Faculty Directory
SCOE Cohort 5
Leadership Institute Staff
Email
Phone

Executive Director
swinlock@scoe.net
(916) 228-2612 - work

(916) 718-8664 - cell
Kristen Coyle
kcoyle@scoe.net
(916) 228-2538 - work

(916) 878-0247 - cell
Michelle Carlson
Coordinator, Recruitment,
Masters Program
micarlson@scoe.net
(916) 228-2629 - work
Melanie Slootweg
Manager, Production
Editor, The Link to Leadership
mslootweg@scoe.net
(916) 228-2635 - work
Cheryl Roberts
Program Analyst
croberts@scoe.net
(916) 228-3908
Paula Duncan
Coordinator,
Online Principal-Coaches
pduncan@egusd.net
(916) 933-8016 - home

(916) 798-7270 - cell
Dr. Mary Rountree

Coordinator, Masters Program
mbrountree88@yahoo.com
(916) 548-4197 - cell
Leadership Institute Faculty
Email
Phone
Dr. General Davie, Jr.

Former Superintendent,
San Juan USD and Natomas USD
gernaldavie@comcast.net
(916) 961-3199 - home

(916) 952-3081 - cell
Linda Rooney
Superintendent, Eureka USD
lrooney@eureka-usd.k12.ca.us
(916) 774-1201 - work

(916) 677-7201 - cell
Dr. Anne Zeman

Executive Director, Elementary
Education, Twin Rivers USD
Anne.Zeman@twinriversusd.
org
(916) 566-1600,
ext. 50024 - work
(916) 804-2773 - cell
Tami Wilson
Director,
Development and Training,
K-12 English Language Arts
twilson@scoe.net
(916) 228-2350 - work

(916) 807-4811 - cell

Executive Director,
Leadership Institute
swinlock@scoe.net
(916) 228-2612 - work

(916) 718-8664 - cell
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Shasta COE Partner Cohort 3
Academy Staff
Email
Phone
Dr. Kim McKenzie

Director, Leadership Academy
Shasta COE
kmckenzie@shastacoe.org
(530) 225-0125 - work

(530) 510-8124 - cell
Charlie Ellich
Instructional Services Program
Assistant, Leadership Academy
Shasta COE
cellich@shastacoe.org
(530) 225-0255 - work
Academy Faculty
Email
Phone
Frank Adelman
Superintendent, Oak Run
Elementary School District
fadelman@oakrunschool.
org
(530) 472-3241 - work

(530) 339-0930 - cell
Dr. Kim McKenzie

Director, Leadership Academy
Shasta COE
kmckenzie@shastacoe.org
(530) 225-0125 - work

(530) 510-8124 - cell
Doreen Fuller
Executive Director, Curriculum
and Instruction
Shasta COE
dfuller@shastacoe.org
(530) 245-7834 - work

(530) 229-4233 - cell
Cheryl Olson
Instructional Services, Enterprise
Elementary School District
colson@eesd.net
(530) 224-4100 - work

(530) 356-2459 - cell
Mary Sakuma
Human Resources
Butte COE
vonrotzsakuma@gmail.com
(530) 200-0616 - cell
Kathy Thompson
Early Childhood Services
Shasta COE
thompson@shastacoe.org
(530) 225-0336 - work

(530) 524-1212 - cell
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Placer COE Partner Cohort 1
Institute Staff
Email
Phone
Dr. Renee Regacho-Anaclerio

Director, Leadership Institute
Deputy Superintendent,
Placer County Office of Education
ranaclerio@placercoe.k12.
ca.us
(530) 889-5940 - work
Jessica Garlock
Administrative Assistant to the
Deputy Superintendent
jgarlock@placercoe.k12.
ca.us
(530) 889-5936 - work
Institute Faculty
Email
Phone
Gary Callahan
Roseville City School District
gcallahan@rcsdk8.org
(916) 771-1600 ext. 106

- work
Scott Leaman
Superintendent, Western Placer
Unified School District
sleaman@wpusd.k12.ca.us
(916) 645-6350 - work
Karen Quinlan
Principal, George Cirby
Elementary School, Roseville City
School District
karenq@rcsdk8.org
(916) 771-1730 - work
Roger Stock
Superintendent, Rocklin Unified
School District
rstock@rocklin.k12.ca.us
(916) 630-2230 - work
Sara Wegner
Director, Curriculum and
Staff Development, Dry Creek
Joint Elementary School District
swegner@drycreek.k12.
ca.us
(916) 770-8853 - work
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
CA Professional Standards
for Educational Leaders (CPSELs)
STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION

Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.
Element 1A: Student-Centered Vision
Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.
Example Indicators:
1A-1 Advance support for the academic, linguistic, cultural, social-emotional, behavioral, and physical development of each learner.
1A-2 Cultivate multiple learning opportunities and support systems that build on student assets and address student needs.
1A-3 Address achievement and opportunity disparities between student groups, with attention to those with special needs; cultural, racial,

and linguistic differences; and disadvantaged socio-economic backgrounds.
1A-4 Emphasize the expectation that all students will meet content and performance standards.
Element 1B: Developing Shared Vision
Leaders engage others in a collaborative process to develop a vision of teaching and learning that is shared and supported by all stakeholders.
Example Indicators:
1B-1 Embrace diverse perspectives and craft consensus about the vision and goals.
1B-2 Communicate the vision so the staff and school community understands it and uses it for decision-making.
1B-3 Build shared accountability to achieve the vision by distributing leadership roles and responsibilities among staff and community.
1B-4 Align the vision and goals with local, state, and federal education laws and regulations.
Element 1C: Vision Planning and Implementation
Leaders guide and monitor decisions, actions, and outcomes using the shared vision and goals.
Example Indicators:
1C-1 Include all stakeholders in a process of continuous improvement (reflection, revision, and modification) based on the systematic review

of evidence and progress.
1C-2 Use evidence (including, but not limited to student achievement, attendance, behavior and school climate data, research, and best

practices) to shape and revise plans, programs, and activities that advance the vision.
1C-3 Marshal, equitably allocate, and efficiently use human, fiscal, and technological resources aligned with the vision of learning for

all students.
California Professional Standards for Education Leaders (CPSEL), continued

STANDARD 2: INSTRUCTIONAL LEADERSHIP
Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth.
Element 2A: Professional Learning Culture
Leaders promote a culture in which staff engages in individual and collective professional learning that results in their continuous improvement
and high performance.
Example Indicators:
2A-1 Establish coherent, research-based professional learning aligned with organizational vision and goals for educator and student growth.
2A-2 Promote professional learning plans that focus on real situations and specific needs related to increasing the learning and well-being of

all staff and students.
2A-3 Capitalize on the diverse experience and abilities of staff to plan, implement, and assess professional learning.
2A-4 Strengthen staff trust, shared responsibility, and leadership by instituting structures and processes that promote collaborative inquiry

and problem solving.
Element 2B: Curriculum and Instruction
Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments that address student expectations
and outcomes.
Example Indicators:
2B-1 Develop a shared understanding of adopted standards-based curriculum that reflects student content and performance expectations.
2B-2 Promote and monitor the use of state frameworks and guides that offer evidence-based instructional and support strategies to increase

learning for diverse student assets and needs.
2B-3 Provide access to a variety of resources that are needed for the effective instruction and differentiated support of all students.
2B-4 Guide and monitor the alignment of curriculum, instruction, assessment, and professional practice.
Element 2C: Assessment and Accountability
Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes and
student learning.
Example Indicators:
2C-1 Define clear purposes, goals, and working agreements for collecting and sharing information about professional practice and

student outcomes.
2C-2 Guide staff and the community in regular disaggregation and analysis of local and state student assessment results and program data.
2C-3 Use information from a variety of sources to guide program and professional learning planning, implementation and revisions.
2C-4 Use professional expectations and standards to guide, monitor, support, and supervise to improve teaching and learning
2C-5 Apply a variety of tools and technology to gather feedback, organize and analyze multiple data sources, and monitor student progress

directed toward improving teaching and learning.

STANDARD 3: MANAGEMENT AND LEARNING ENVIRONMENT
Education leaders manage the organization to cultivate a safe and productive learning and working environment.
Element 3A: Operations and Facilities
Leaders provide and oversee a functional, safe, and clean learning environment.
Example Indicators:
3A-1 Systematically review the physical plant and grounds to ensure that they are safe, meet Americans with Disabilities Act (ADA)

requirements, and comply with conditions that support accessibility for all students.
3A-2 Collaborate with the district to monitor and maintain student services (e.g., food, transportation) that contribute to student learning,

health and welfare.
3A-3 Manage the acquisition, distribution, and maintenance of equipment, materials, and technology needed to meet the academic,

linguistic, cultural, social-emotional, and physical requirements of students.
3A-4 Work with stakeholders and experts to plan and implement emergency and risk management procedures for individuals and the site.
Element 3B: Plans and Procedures
Leaders establish structures and employ policies and processes that support students to graduate ready for college and career.
Example Indicators:
3B-1 Develop schedules and assign placements that are student-centered and maximize instructional time and staff collaboration.
3B-2 Manage legal and contractual agreements and storage of confidential records (both paper and electronic) to insure student security

and confidentiality.
3B-3 Set clear working agreements that support sharing problems, practices and results within a safe and supportive environment.
3B-4 Engage stakeholders in using problem solving and decision-making processes and distributed leadership to develop, monitor, evaluate

and revise plans and programs.
Element 3C: Climate
Leaders facilitate safe, fair, and respectful environments that meet the intellectual, linguistic, cultural, social-emotional, and physical needs of
each learner.
Example Indicators:
3C-1 Strengthen school climate through participation, engagement, connection, and a sense of belonging among all students and staff.
3C-2 Implement a positive and equitable student responsibility and behavior system with teaching, intervention and prevention strategies

and protocols that are clear, fair, incremental, restorative, culturally responsive, and celebrate student and school achievement.
3C-3 Consistently monitor, review and respond to attendance, disciplinary, and other relevant data to improve school climate and student

engagement and ensure that management practices are free from bias and equitably applied to all students.
Element 3D: Fiscal and Human Resources
Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.
Example Indicators:
3D-1 Provide clear rationale for decisions and distribute resources equitably to advance shared vision and goals focused on the needs of

all students.
3D-2 Work with the district and school community to focus on both short and long-term fiscal management.
3D-3 Actively direct staff hiring and placement to match staff capacity with student academic and support goals.
3D-4 Engage staff in professional learning and formative assessments with specific feedback for continuous growth.
3D-5 Conduct personnel evaluations to improve teaching and learning, in keeping with district and state policies.
3D-6 Establish and monitor expectations for staff behavior and performance, recognizing positive results and responding to poor

performance and/or inappropriate or illegal behavior directly and in a timely and systematic manner.

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT
Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize
community resources.
Element 4A: Parent and Family Engagement
Leaders meaningfully involve all parents and families, including underrepresented communities, in student learning and support programs.
Example Indicators:
4A-1 Establish a welcoming environment for family participation end education by recognizing and respecting diverse family goals and

aspirations for students.
4A-2 Follow guidelines for communication and participation established in federal and state mandates, district policies, and

legal agreements.
4A-3 Solicit input from and communicate regularly with all parents and families in ways that are accessible and understandable.
4A-4 Engage families with staff to establish academic programs and supports that address individual and collective student assets and needs.
4A-5 Facilitate a reciprocal relationship with families that encourages them to assist the school and to participate in opportunities that

extend their capacity to support students.
Element 4B: Community Partnerships
Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready
for college and career.
Example Indicators:
4B-1 Incorporate information about family and community expectations and needs into decision-making and activities.
4B-2 Share leadership responsibility by establishing community, business, institutional and civic partnerships that invest in and support

the vision and goals.
4B-3 Treat all stakeholder groups with fairness and respect and work to bring consensus on key issues that affect student learning and
well-being.
4B-4 Participate in local activities that engage community members and staff in communicating school successes to the broader community.
Element 4C: Community Resources and Services
Leaders leverage and integrate community resources and services to meet the varied needs of all students.
Example Indicators:
4C-1 Seek out and collaborate with community programs and services that assist students who need academic, mental, linguistic, cultural,

social-emotional, physical, or other support to succeed in school.
4C-2 Build mutually beneficial relationships with external organizations to coordinate the use of school and community facilities.
4C-3 Work with community emergency and welfare agencies to develop positive relationships.
4C-4 Secure community support to sustain existing resources and add new resources that address emerging student needs.

STANDARD 5: ETHICS AND INTEGRITY
Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold
staff to the same standard.
Element 5A: Reflective Practice
Leaders act upon a personal code of ethics that requires continuous reflection and learning.
Example Indicators:
5A-1 Examine personal assumptions, values, and beliefs to address students various academic, linguistic, cultural, social-emotional,

physical, and economic assets and needs and promote equitable practices and access appropriate resources.
5A-2 Reflect on areas for improvement and take responsibility for change and growth.
5A-3 Engage in professional learning to be up-to-date with education research, literature, best practices and trends to strengthen their

ability to lead.
5A-4 Continuously improve cultural proficiency skills and competency in curriculum, instruction, and assessment for all learners.
5A-5 Sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities.
Element 5B: Ethical Decision-Making
Leaders guide and support personal and collective actions that use relevant evidence and available research to make fair and ethical decisions.
Example Indicators:
5B-1 Consider and evaluate the potential moral and legal consequences of decisions.
5B-2 Review multiple measures of data and research on effective teaching and learning, leadership, management practices, equity and

other pertinent areas to inform decision-making.
5B-3 Identify personal and institutional biases and remove barriers that derive from economic, social-emotional, racial, linguistic, cultural,

physical, gender, or other sources of educational disadvantage or discrimination.
5B-4 Commit to making difficult decisions in service of equitable outcomes for students, staff and the school community.
Element 5C: Ethical Action
Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest
communication necessary to consistently make fair and equitable decisions on behalf of all students.
Example Indicators:
5C-1 Communicate expectations and support for professional behavior that reflects ethics, integrity, justice, and equity.
5C-2 Use a variety of strategies to lead others in safely examining personal assumptions and respectfully challenge beliefs that negatively

affect improving teaching and learning for all students.
5C-3 Encourage and inspire others to higher levels of performance, commitment, and motivation by modeling transparent and

accountable behavior.
5C-4 Protect the rights and appropriate confidentiality of students, staff, and families.
5C-5 Promote understanding and follow the legal, social, and ethical use of technology among all members of the school community.
10

STANDARD 6: EXTERNAL CONTEXT AND POLICY
Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices.
Element 6A: Understanding and Communicating Policy
Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment.
Example Indicators:
6A-1 Operate consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory requirements.
6A-2 Understand and can explain the roles of school leaders, boards of education, legislators and other key stakeholders in making

education policy.
6A-3 Welcome and facilitate conversations with the local community about how to improve learning and achievement for all students,

including English Learners, and students needing additional support.
6A-4 Facilitate discussions with the public about federal, state and local laws, policies, regulations, and statutory requirements affecting

continuous improvement of educational programs and outcomes.
6A-5 Work with local leaders to assess, analyze and anticipate emerging trends and initiatives and their impact on education.
Element 6B: Professional Influence
Leaders use their understanding of social, cultural, economic, legal and political contexts to shape policies that lead to all students to graduate
ready for college and career.
Example Indicators:
6B-1 Advocate for equity and adequacy in providing for students and families educational, linguistic, cultural, social-emotional, legal,

physical, and economic needs, so every student can meet education expectations and goals.
6B-2 Support public policies and administrative procedures that provide for present and future needs of all children and families and

improve equity and excellence in education.
6B-3 Promote public policies that ensure the equitable distribution of resources and support services for all students.
Element 6C: Policy Engagement
Leaders engage with policymakers and stakeholders to collaborate on education policies focused on improving education for all students.
Example Indicators:
6C-1 Work with the governing board, district and local leaders to influence policies that benefit students and support the improvement

of teaching and learning.
6C-2 Actively develop relationships with a range of stakeholders, policymakers, and researchers to identify and address issues, trends,

and potential changes that affect the context and conduct of education.
6C-3 Collaborate with community leaders and stakeholders with specialized expertise to inform district and school planning, policies

and programs that respond to cultural, economic, social and other emerging issues.
11
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
The SCOE Leadership Institute experience builds the capacity of instructional leaders to improve teaching and
learning so that each and every student meets or exceeds standards.
Leadership candidates will engage in a 12-month program that requires 154 hours of instruction (divided among
22 class days/7 hours each class), 77 hours of online learning, guided fieldwork, and end-of-year project for a total of
231 hours. Upon successful completion of the Leadership Institute program, participants will apply to the Commission
on Teacher Credentialing for a certificate of eligibility or a preliminary administrative services credential.
Admission Requirements
Submission of application materials by eligible participants includes:
Completed application packet
Personal Leadership Statement
Resume
Copy of Transcripts (Unofficial)
Copy of California Teaching Credential and/or Service Credential
Copy of CBEST Verification or proof of registration for CBEST examination
Upon analysis of application and interview, the participants will be invited to participate in the SCOE Leadership
Institute.
Progression Through the Program/Curriculum

Participants are required to participate in face-to-face coursework that is grounded in the California Standards for
Educational Leaders (CPSELs). Working in small cohort groups, participants will collaboratively explore theories and
application of these standards. Each course is three to four
days in length, for a total of 20 days, and accounts for 50%
EDA 631 Development and Implementation of a
of the program.
Shared Vision
There will be an additional 3 days spent in State of Your
Leadership, Program Overview, Orientation Technology,
and the culminating activity or Symposium and Fieldwork
Presentations for a total of 23 days.
EDA 632
Instructional Leadership
EDA 633
Management and Learning Environment
EDA 634
Family and Community Engagement
EDA 635
Ethics and Integrity
EDA 636
External Context and Policy
Progression Through the Program/Curriculum, cont.

Online learning that is interactive and will reinforce strategies and concepts learned in the classroom will account for an
additional 25% of the program.
Fieldwork experiences and end-of-year project development will account for the remaining 25% of the program.
The experiences will be focused on teaching and learning. Online-Principal Coaches, Faculty Mentors, and District Coaches
will be assigned to help build relationships and to provide ongoing support.
12
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Completion of Program Requirements

Participants are expected to:
attend Orientation/Technology Workshop and all Saturday classes.
successfully complete all of the required SCOE Leadership Academy coursework per the Submission Timeline
(i.e., end-of-course paper).
successfully complete online learning components and assignments.
successfully complete the project proposal and end-of-year project, including presentation.
Coaching Support
The Leadership Institute provides coaching to the participants throughout the year program. Coaching is an
important aspect of a participants successful completion of the program. In addition to the ongoing coaching by the
Institute, there are three other coaching roles:
Faculty Coach - The Institute will assign each participant a faculty member to coach him/her through the different
aspects of the program. The focus of this coaching is to support the participant throughout the year. Faculty coaches
make contact and have discussions around the participants progress and experiences.
Online Principal-Coach - The online principal-coach will focus on providing insights and developing the participants
knowledge in judgment, relationship, implementation, and balance with the online instruction component of the
Leadership Program.
District Coach - The Leadership Institute has established a memorandum of understanding (MOU) with each participants
school district. In the MOU, the district will provide a coach who will assist with the aspect of the Leadership Program
that involves district support. The district coach will support the participant in his/her work such as fieldwork strategies
for each course and the end-of-year project. The support will be in the area of providing knowledge and assistance
as it relates to the participants use of district concepts and direction for successful completion of the program. (Each
participant must identify the district coach and provide the Leadership Academy with contact information.)
Learner Outcomes
Coursework will involve reflective writing to guide you in making meaningful personal connections between leadership
theory and practice. Reflective writing is analytical and interpretive in nature as opposed to purely descriptive writing.
Each course has specific learner outcomes as a result of unpacking CPSELs on which each is based. Participants will
complete a 5- to 7-page paper using APA Guidelines at the end of each course and submit it before the beginning of
the next course. This paper will follow the established evaluation rubric on page 17 of this Handbook.
Participants receive a meets standard or does not meet standard grade for all coursework (e.g., fieldwork activities,
online final statements, and end-of-course papers). Participants in the Masters Program will receive meets standard
or does not meet standard grades as well as letter grades of A or B to satisfy the National University requirements for
the course.
13
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Guided Fieldwork for Leadership Project

The administrator at a school site has numerous responsibilities that lead to the improvement of the performance of
the students at the school. By gaining the necessary skills, attitudes, and behaviors as outlined in the CPSELs, students
have the best opportunity to meet the expectations of high standards for student learning while achieving the
mission and vision of the district. Inherent in these standards is a strong commitment to cultural diversity and the use
of technology.
The fieldwork component consists of a minimum of 60 hours designed to enhance the training and preparation of
participants in the Leadership Institute. In collaboration with surrounding districts and the Sacramento County Office
of Education, participants outline a personal learning plan for their Leadership Project. The Leadership Institute will
provide for each participant a coaching relationship that will provide ongoing support.
Project Development
The purpose of the project is to put into action concepts and standards from the coursework. The project should center
around a need for a school or district that would assist with continued leadership development and implementation.
Step 1 - Review each course description. Begin to formulate areas that could be project focus.
Step 2 - Provide the Institute with the name and position of district coach. The district coach will assist with project

development and coaching. (A memorandum has been established with district and Institute for support.)
Step 3 - Meet with your district-assigned coach for discussion on a project concept. Develop an idea or direction.
Step 4 - Review and complete the project proposal and submit to Leadership Institute for approval. (Proposal should

be completed by the end of second course.)
Project Design Elements
Project Vision. This area should clearly outline the project from a variety of points, such as the rationale, the intended focus,
any explanation that would assist with understanding of the project.
Leadership Standards and Elements. This area should focus on the Leadership standards and elements of the courses that
will be used for the project.
Supporting Data and Reports. This area should highlight the supporting data that outlines the need of the project.
This could include reports or studies that support the project direction.
Transformatonal Leadership. This area should focus on the strategies and conceptssuch as use of the coursework,
standards, and elementsto assist with implementation.
14
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Project Design Elements, continued

Stakeholders. This should include how the various stakeholders will be included in the project. From the conception to the
ongoing development and the overall presentation of the outcome.
Communication Strategies for Implementation. This should include the variety of strategies to assist with the
understanding of the project. This will include the needed messages to share, the artifacts that assist with the
understanding, and the variety of levels of communication needed (i.e., meetings, written messages).
Timeline. This should clearly outline the procedures that include the amount of time needed for the variety of the
components for the project. It should also outline what is to be accomplished in the years planning (i.e., week and/or
month for accomplishment).
Success Indicators (Evaluation). This area should outline the expected or intended outcomes from the implementation of
the project. Data should be included to support the intended outcomes.
To plan your Leadership Project:

Conceptualize your project by discussing its components with your program director, your site administrators, coach,
mentor, and peers.
Develop a concrete plan of implementation and data collection for your project (Project Proposal).
Receive approval from the Leadership Institute
Prepare panel presentation.
15
Sacramento
Office of Education
County
Course Descriptions
LEADERSHIP
INSTITUTE
2014-2015
Sacramento
Office of Education
County LEADERSHIP INSTITUTE

COURSE DESCRIPTIONS

Development and Implementation of a Shared Vision
The course provides an opportunity to learn to facilitate the development, articulation, implementation, collaboration, and
stewardship of a vision of teaching and learning that is shared and supported by the school community.
The course provides an opportunity to learn how to ensure the management of the organization, operations, and resources for a safe,
efficient, and effective learning environment. The course includes the study and application of organizational theory that reflects
effective leadership and management concepts and strategies that contribute to student achievement and the professional
participation of all adults in the school community.
The course provides an opportunity to learn how to advocate, nurture, and sustain a school culture and instructional program that is
conducive to student learning and staff professional growth. Coursework and fieldwork focus on the implementation of state-adopted
academic content standards, frameworks, and instructional materials, as well as assessment and accountability systems.
The course provides an opportunity to learn how to work effectively with families, caregivers, and community members; recognize the
goals and aspirations of diverse families; respond to diverse community interests and needs; and mobilize community resources in the
service of student achievement. In this regard, the program offers the candidate an opportunity to examine and evaluate their attitudes
toward people of different races, cultures, socio-economic status and ethnic backgrounds, and treat them with fairness and respect.
The course provides an opportunity to examine, practice, and model a personal code of ethics, including protecting the rights and
confidentiality of students, staff, and families. The course provides an opportunity for the candidate to practice professional leadership
capacity involving stakeholders such as leadership teams, unions, and other organizations, and fosters their skills in shared decisionmaking, problem solving, and conflict management. The course provides an opportunity for the candidate to examine site and
district responsibilities with regard to students with special needs. The course develops each candidates ability to effectively act as
a spokesperson for the school to the extended school community. The candidate has multiple opportunities to model personal and
professional ethics, integrity, justice, and fairness and receive feedback from the course instructor and peers; reflect on personal
leadership beliefs and practices and recognize their impact and influence on the performance of others; and develop mechanisms for
sustaining personal motivation, commitment, energy, and health by learning to balance professional and personal responsibilities.
The course provides an opportunity to learn about political, societal, economic, legal, and cultural influences on schools. By augmenting the candidates knowledge of these interconnections, the program develops the candidates ability to understand, respond to, and
influence the larger political, social, economic, legal, and cultural context of schools and leadership. The course content should provide
opportunities for the candidate to practice both team leadership and team membership so that the candidate can effectively generate
and participate in communication with key decision-makers in the school community. The candidate has an opportunity to learn how
to view himself or herself as a leader of a team and as a member of a team by engaging in coursework and fieldwork that provide
opportunities to both lead and work collaboratively.
16
Revised 7/10/14
Course Schedule
Sacramento
Office of Education
County
Sacramento
LEADERSHIP
INSTITUTE
SCOE Cohort 5, 2014-2015
Office of Education
SCOE Cohort 5 Course Schedule, 2014-2015
AllAllSCOE
courses
will
be at
held
the Curriculum
and Intervention
from
8:30
AM to
4:30 PM.
courses
will be
held
theatCurriculum
and Intervention
AnnexAnnex
from 8:30
AM
to 4:30
PM.
Course Date
Course Title
Online Instruction1
August 23
State of Education and Your Leadership

Program Overview and Orientation/
Technology Component
N/A
September 6
September 20
October 4
Development and Implementation

of a Shared Vision
Instructor: Dr. L. Steven Winlock
5 hours
October 18
November 1
November 15
Instructor: Tami Wilson, Director
Development & Training, K-12 English Language Arts
6 hours
December 6
December 13
January 10
January 24

Instructor: Dr. Anne Zeman
Executive Director, Elementary Education,
6 hours
January 31
February 14
February 28
March 14
March 28
April 11
April 25
May 9
May 16


Instructor: Dr. General Davie, Jr., Former Superintendent,
San Juan USD and Natomas USD
5 hours
5 hours
Instructor: Linda Rooney, Superintendent,

Eureka USD
5 hours
June 13
End-of-Year Project Presentation Practice
N/A
June 20
Symposium (EOY Project Presentations)/Graduation
N/A
May 30
Year-long program includes: 154 hours of in-class instruction (22 class days/7 hours each class); and 77 hours of online
learning
Year-long
program includes: 154 hours of in-class instruction (22 class days/7 hours each class); and 77 hours
and guided fieldwork for a total of 231 hours.
of online learning and guided fieldwork for a total of 231 hours.
5/13/14
17
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Course Schedule
Shasta COE
Partner CohortACADEMY
3, 2014-2015
LEADERSHIP
in Partnership with the Sacramento County Office of Education Leadership Institute
Course Schedule, 2014 - 2015

All
courses
will
at Shasta
of Education
8:30
All courses
will
be be
heldheld
at Shasta
CountyCounty
Office ofOffice
Education
from 8:30 AMfrom
to 4:30
PM.AM to 4:30 PM.
Course Date
Course Title
Online Instruction1
August 9

N/A
September 6
September 20
October 4

of a Shared Vision
Instructor: Kim McKenzie
Director, Shasta COE Leadership Academy
5 hours
October 18
November 1
November 15
Instructor: Jennifer Baker
Director, Instructional Services, Shasta COE
6 hours
December 6
December 13
January 10
January 24
Instructor: Doreen Fuller

Executive Director, Curriculum and Instruction, Shasta COE
6 hours
January 31
February 14
February 28
March 14
March 28
April 11
April 25
May 16
May 30
Instructor: Kathy Thompson

Assistant Superintendent, Shasta COE

Instructor: Frank Adelman
Superintendent, Oak Run
5 hours
5 hours
June 13
N/A
June 20
N/A
Year-long program
154154
hours
of in-class
instruction
(22 class
class);
andclass);
77 hours
online
Year-long
programincludes:
includes:
hours
of in-class
instruction
(22days/7
class hours
days/7each
hours
each
andof77
hours
learninglearning
and guided
for a total of
hours.of 231 hours.
of online
andfieldwork
guided fieldwork
for231
a total
18
5 hours
Instructor: Mary Sakuma

Assistant Superintendent, Human Resources, Butte COE
June 6
11
8/01/14
Sacramento
Office of Education
County
Preliminary
Administrative
Course
Schedule
Services Credential Program

LEADERSHIP
in Partnership with the Sacramento County Office of Education Leadership Institute
INSTITUTE
Placer COE Partner Cohort 1, 2014-2015
Course Schedule, 2014 - 2015
All courses will be held at the PCOE Professional Development facilities from 8:30 AM to 4:30 PM.
Classes will be held from 8:30 AM to 4:30 PM at the PCOE Professional Development facilities (TBD).
Course Date
Course Title
Online Instruction1
August 9

N/A
August 30
September 20
October 4
October 18
November 1
November 15
December 6

of a Shared Vision
Instructor: Dr. Renee Regacho-Anaclerio
Associate Superintendent, Placer County Office of Education
5 hours
Instructor: Sara Wegner
Director of Curriculum and Professional Development
Dry Creek Joint Elementary School District
6 hours
December 13
January 10
January 24

Instructor: Gary Callahan
Assistant Superintendent, Roseville City School District
6 hours
January 31
February 14
February 28
March 14
March 28
April 11
April 25
May 16
May 30
Instructor: Karen Quinlan

Kirby Elementary, Roseville City School District

Instructor: Scott Leaman
Superintendent, Western Placer Union School District
5 hours
5 hours
Instructor: Roger Stock

Superintendent, Rocklin Unified School District
5 hours
June 13
N/A
June 20
N/A
June 6
11
ofof
in-class
instruction
(22(22
class
days/7
hours
eacheach
class);
and 77
hours
of online
Year-long
Year-longprogram
programincludes:
includes:154
154hours
hours
in-class
instruction
class
days/7
hours
class);
and
77 hours
and guided
for a totalfor
of 231
hours.
oflearning
online learning
andfieldwork
guided fieldwork
a total
of 231 hours.
6/24/14
19
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Fieldwork Strategies
Worksheet
Course:
Participant:
Instructor:
Course Dates:
STATUS
Meets
Standard
Does Not
Meet
Standard
Meets
Standard
Does Not
Meet
Standard
Meets
Standard
Does Not
Meet
Standard
FIELDWORK STRATEGIES FOR COURSEWORK

Fieldwork:
Evidence:
Fieldwork:
Evidence:
Fieldwork:
Evidence:
Instructor Signature: __________________________
20
DUE DATE
Date:
________________
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
End-of Course Essay

Submission Deadlines
SCOE Cohort 5
Course Date
Course Title
Essay Due Date
Grade Release
Date
Essay Resubmit
Date *
September 6, 2014 October 4, 2014
October 19, 2014
November 3, 2014
November 16, 2014
October 18, 2014 December 6, 2014
December 21, 2014
January 12, 2015
January 25, 2015
December 13, 2014 January 31, 2015
Management and Learning

Environment
February 15, 2015
March 2, 2015
March 15, 2015
February 14, 2015 March 14, 2015
Family and Community

Engagement
March 29, 2015
April 13, 2015
April 26, 2015
March 28, 2015 April 25, 2015
May 10, 2015
May 25, 2015
June 7, 2015
May 9, 2015 May 30, 2015
June 14, 2015
June 29, 2015
July 12, 2015
Shasta COE Partner Cohort 3

Course Date
Course Title
Essay Due Date
Grade Release
Date
Essay Resubmit
Date *
September 6, 2014 October 4, 2014
October 19, 2014
November 3, 2014
November 16, 2014
December 21, 2014
January 12, 2015
January 25, 2015
Deember 13, 2014 January 31, 2015

Environment
February 15, 2015
March 2, 2015
March 15, 2015

Engagement
March 29, 2015
April 13, 2015
April 26, 2015
March 28, 2015 April 25, 2015
May 10, 2015
May 25, 2015
June 7, 2015
May 16, 2015 June 6, 2015
June 14, 2015
June 29, 2015
July 12, 2015
* Papers that do not meet standards must be resubmitted by date listed.
21
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
End-of Course Essay

Submission Deadlines, continued
Placer COE Partner Cohort 1

Course Date
Course Title
Essay Due Date
Grade Release
Date
Essay Resubmit
Date *
August 30, 2014 October 4, 2014
October 19, 2014
November 3, 2014
November 16, 2014
December 21, 2014
January 12, 2015
January 25, 2015
Deember 13, 2014 January 31, 2015

Environment
February 15, 2015
March 2, 2015
March 15, 2015

Engagement
March 29, 2015
April 13, 2015
April 26, 2015
March 28, 2015 April 25, 2015
May 10, 2015
May 25, 2015
June 7, 2015
May 16, 2015 June 6, 2015
June 14, 2015
June 29, 2015
July 12, 2015
* Papers that do not meet standards must be resubmitted by date listed.
22
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
End-of Course Paper

Evaluation
Course ______________________________
Participant ___________________
Instructor ____________________________
Date ________________________
EVALUATION OF END-OF-COURSE PAPER

Note: The paper should be 5-7 pages and follow APA format (12-point font; preferred type faces include
Times Roman, Courier, Arial; double-spaced; one-inch margins). References should support the End-ofCourse paper (e.g., course content, articles, major concept texts) and follow APA Guidelines.
Meets
Standard
Does Not
Meet
Standard
Discuss your understanding and knowledge of the course standard. Include

reference to all elements and make connections to course content and
leadership frameworks.
Evaluator Comments:
As a leader, choose one indicator of the standard and discuss your process(es)
for implementation.
Indicator:____________________________________
Evaluator Comments:
In what area(s) would you extend your learning in the course standard?
Evaluator Comments:
Include a minimum of three references from: 1) Course Content; 2) Leadership

Frameworks; 3) Major Focus Areas (course texts); and 4) Online Instruction.
Evaluator Comments:
23
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Project Proposal
Worksheet
PROJECT PROPOSAL
Participant
Due Date
PROJECT DESIGN ELEMENTS

Project Vision (Description)
Leadership Standards and Elements Addressed

Supporting Data and Reports (Rationale)
Transformational Leadership (Please describe)
Stakeholders
Communication Strategies for Implementation
Timeline
Success Indicators (Evaluation)
Assigned District Coach

Project Approved
Title
Revision Needed
Comments:
Executive Director Initials
24
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Project Presentation
Outline
Vision

What is your overall vision of the project (description)?

What do you intend to accomplish?
What will the end product be?
What standards/elements will be incorporated into the project design?
Rationale

What is the importance of your project?

What supported the need for this project?
- Data, student; operational occurrences
- Observations
Transformational Leadership
What areas of the change process were considered?
How were major concepts of transformational leadership applied?
What are the implementation strategies and concepts?
How are the core development concepts (i.e., judgment, relationships,
implementation, balance) used in the development?
- Learnings from coursework (i.e., standards and elements)
- Readings; quotes
What were effective communication strategies and procedures?
Artifacts of the Project

What are the artifacts that assisted with the implementation?
- Examples of use of artifacts
Status/Progress

What has been accomplished around the vision?
Next Steps

Where is the project headed?

What additional information will be needed (i.e., data, research)?
What further relationships need to be developed?
What will be your ongoing communication around the progress of
your project?
25
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Online Instruction
SCOE Moodle
Online Component
In addition to the face-to-face class time, participants also engage in online coursework.
The purpose of this online component is to assist participants in the development of their
judgment, relationship, implementation, and balance as a future leader. Included in this
work are scenarios and articles related to leadership development. Participants are
assigned to online communities and are required to discuss the scenarios and articles
during a specified chat time for a specified number of hours per course (refer to chart below).
Online Instruction (hours per course)
26
Development and Implementation of a

Shared Vision
5 hours
6 hours
6 hours
5 hours
5 hours
5 hours
Online Principal-Coaches are assigned to a

community to provide guidance and coaching.
Following each scenario and article, the participants complete a final statement based upon
the prompt and submit their final statements to
his/her Online Principal-Coach by the assigned
due date. The online mechanism the Leadership
Institute uses for communicating with one
another is Moodle. Please refer to the Moodle
Step-By-Step Participant User Guide for more
specific information.
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Online Component
Timeline
Task
Responsible Party
Due Date
Select articles and scenarios, formulate questions, and send

documents to program director for approval
Online Principal-Coach
Coordinator
Three weeks prior to the end of the existing course
Form online communities and submit to Leadership

Institute
Online Principal-Coach
Coordinator
Three weeks prior to the end of the existing course
Send SCOE Moodle technician online communities,

scenarios, articles, and questions to post on SCOE Moodle
Leadership course
Two weeks prior to the end of the existing course
Inform faculty and online principal-coaches of online

communities, articles, scenarios, and questions
Two weeks prior to the end of the existing course
Email Leadership participants online communities
One week prior to the end of the existing course
Post online communities for upcoming class on

Leadership board
One week prior to the start of the upcoming course
Review articles, scenarios, and questions to prepare for

online discussion
Last class session of the existing course
Email online community to determine chat schedule
One week prior to start of the upcoming course
Post articles, scenarios, and questions on SCOE Moodle

Leadership course for participants
SCOE Moodle Technician
Monday following the start of the new course
Read articles, scenarios, and questions to guide online

discussions
Leadership Participants
Released on the Thursday prior to the first Saturday of

the course (after 6:00 PM)
Participate in online chats for each article and scenario
Online Principal-Coaches and

Prior to the last day of the course
Submit final statements for each article or scenario posted

to Online Principal-Coach
Final statements for each article/scenario must be

posted two days prior to the next scheduled chat time.
(All statements must be submitted on or before the
last day of course.)
Review participants final statements, write a response for

each participant, and submit reports to Institute (reviews
are completed before starting new chat)
All final statements from Online Principal-Coaches

must be submitted no later than the Friday following
the last class of the course.
Retrieve final statements (reports) from coaches, provide

copies of reports to faculty, and file copies of reports into
participant portfolios
After reviewed by the Online-Principal Coaches
27
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
1. Acts of Dishonesty
Participants are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty,
including plagiarism, falsification of records or documents, personal misrepresentations, theft, and evasion of
Leadership Institute financial obligations will not be tolerated.
2. Attendance
Regular attendance is required and expected. Your agreed upon attendance is for the benefit of your own learning as
well as the learning of others in the cohort. Instructor facilitation, presentations, classroom exercises, and discussions
are essential parts of the educational experience for each class. Therefore, participants must attend all meetings of the
class, with class beginning at 8:30 a.m. Prompt attendance will have a direct impact on learning, performance,
and grades.
Participants who miss a class session will be given make-up assignments to compensate for the missed hours of
instruction. Make-up assignments will not be given prior to the scheduled class date and are due before the next
course begins. In the case of an emergency, please contact the course instructor to determine the impact of the
absence on academic requirements.
Participants who miss an online chat session must read the transcripts from their specific chat community and write
a statement based on the communitys points of view/discussion. Participants must also complete their own final
statement based on their own thoughts and development around the article or scenario.
3. Business Office Procedures

Refunds will only be given for those courses not attended (e.g., Attending at least one class in a course would
prevent eligibility for a refund).
Participants who are not able to participate in a particular course due to personal or family illness, maternity or
paternity leave, death in the immediate family, relocation due to job transfer, or other family or personal crisis that
prevents them from successfully participating in the program, may receive credit for participation in a future class with
a different cohort. It is the responsibility of the participant to communicate with the Institute Executive Director if an
issue is preventing him/her from completing course assignments or attending classes.
4. Disability
Participants with disabilities are eligible for reasonable accommodations in their academic work in this program. In
order to receive assistance, the participant must provide Human Resources with documentation that describes the
specific disability (i.e., psychologist, physician, or educational diagnostician). Participants with disabilities should
contact the SCOE Leadership Institute faculty to discuss academic and other needs as soon as they are diagnosed with
a disability. Once documentation is on file, arrangements for reasonable accommodations can be made.
28
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE

Continued
5. District Support
Districts will provide support by identifying participants for participation, supporting their participation in the
program, guiding the fieldwork experiences of participants, and arranging time for the district coaches and
participants to meet.
The Institute Executive Director works with the participants throughout the course of the program, ensuring that
there is a match between course requirements and field experience.
6. Emergency Procedures
All participants are required to complete an emergency procedure form and turn it in to the program office on the
first day of the first core course.
7. Evaluations
Surveys are administered to participants, faculty, and participating districts to collect data on program quality and
effectiveness. Participants are expected to complete evaluations. The evaluation forms and surveys are reviewed by
Leadership Institute staff; based upon participant feedback, revisions and updates will be made accordingly.
8. Grievance and Appeals Process

Should a participant question prerequisites for program participation, program requirements, participation
hours, special needs provision, discrimination policy, program extension request rationale, satisfactory progress
requirements, and/or denial of preliminary administrative services credential, a meeting should be held with the
Institute Executive Director and the concern put in writing. The Institute Executive Director will then review concerns
and discuss concerns with involved participants, including the program participant and the representative of the
participating district. Following discussion and review of the concern, a decision wil be made regarding the grievance.
The decision will be final and will be forwarded to the participant.
9. Probation
In addition to attending assigned class sessions, participants are expected to complete all fieldwork assignments,
online coursework, and End-of-Course papers for each course. If a participant has not met program requirements
at the conclusion of the second course, the Executive Director of the Institute will schedule a meeting with the
participant to review the expectations of the program and place the participant on probation. At the conclusion of
the third course, a review of the participants progress will be evaluated and either the participants probation will be
lifted or he/she will be asked to withdraw from the Leadership Institute.
10. Textbooks and Kindle

Participants will receive Kindle readers with electronic textbooks preloaded onto the device prior to the start of
the program. Textbooks that are not available in electronic format will be provided in book format. Participants are
expected to bring their Kindles (fully charged), along with any traditional textbooks, to each class.
29
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Preliminary
Administrative Services Credential
Californias Credential Structure

California has a two-tier credential structure. A five-year preliminary credential is the first credential issued after
an individual meets basic credential requirements. A professional clear credential is issued when all credential
requirements have been completed.
To obtain a preliminary credential, participants must meet and satisfy the following requirements:
1. Possess one of the following:
A valid California teaching credential requiring a baccalaureate degree and a program of professional preparation, including
student teaching
A valid California Designated Subjects Teaching Credential provided the applicant also possesses a baccalaureate degree
A valid California services credential in Pupil Personnel Services, Health Services, Library Media Teacher Services, or Clinical
or Rehabilitative Services requiring a baccalaureate degree and a program of professional preparation, including field
practice or equivalent
2. Complete one of the following:

A Commission-approved program of specialized and professional preparation in administrative services which results in the
formal recommendation of the program sponsorSCOE Leadership Institute
A one-year administrative services internship consisting of supervised inservice training taken through a California college
or university with an approved internship program and obtain the recommendation of a California college or university
with a Commission-approved program
Achieve a passing score of 173 on the School Leaders Licensure Assessment (SLLA) examination administered by
Educational Testing Services (ETS)
3. Pass the California Basic Education Skills Test (CBEST)

4. Complete a minimum of five years of successful teaching (full-time) experience in the public schools or private
schools of equivalent status.
5. Verify employment in an administrative position on form CL-777. An individual who has completed requirements
1-4 above but does not have an offer of employment as an administrator may apply for a Certificate of Eligibility.
The preliminary credential is valid five years from the date of issuance. However, the Administrative Services Credential
is limited by the expiration date of the prerequisite credential. It will expire with and may be renewed with the
prerequisite credential during the preliminary period. By the end of the five-year preliminary period, the holder must
meet the requirements for the professional clear credential.
30
Sacramento
Office of Education
County
Participant
Handbook
for the
Clear Administrative Services

Credential Program
Our guiding principle is that high-quality leadership
is key to success for students, teachers, schools, and districts.
www.scoeleadership.net
(916) 228-2612
swinlock@scoe.net
Kristen Coyle
(916) 228-2538
kcoyle@scoe.net
Sacramento
Office of Education
County
Curriculum and Intervention Annex
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Table of Contents
Participant Handbook for the

Welcome Letter from Superintendent Dave Gordon
p. 5
Staff Directory
p. 6
p. 7
Program Overview
p. 10
CPSEL-Related Workshops
p. 15
Two-Year Program Schedule
p. 16
Leadership Development
p. 17
Applied Practicum Action Plan
p. 18
Applied Practicum Progress Meetings
p. 19
Reflective Record ~ Participant
p. 20
Reflective Record ~ Coach
p. 21
Request for Reassignment Policy
p. 22
p. 23
Requirements for the Clear Credential
p. 25
Clear Administrative Services Credential Program Sacramento County Office of Education
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Welcome Letter
Superintendent Dave Gordon
More than ever, strong school leadership is key to school
improvement. School administrators are responsible
for providing a high-quality education for all students
in our local schools. We need strong leaders to set high
standards, promote excellent teaching and motivate
students and teachers.
Research shows that the Sacramento region faces a
critical shortage of trained and talented school leaders.
A new WestEd study found that by 2017, due to
retirements and other factors, Sacramento County will
need nearly 300 new school site administrators while
the Sacramento region will need close to 500. For that
reason, the Sacramento County Office of Education
(SCOE) is taking an innovative approach to preparing administrators by establishing
our Leadership Institute.
The purpose of the Leadership Institute is to provide cutting edge training, on all
levels, to meet the needs of our local schools and districts. This includes those who
are currently holding district office leadership positions, as well as newly appointed
and aspiring administrators. For example, our program will provide aspiring
administrators with professional development and preparation and licensing upon
successful completion of their training.
We have developed our Institute in collaboration with the thirteen school districts
that we serve, along with the other nine county offices in our Capital region. This
cooperation will support success for all leaders involved in our program.
We are proud that our Leadership Institute is coordinated by Dr. L. Steven Winlock.
Dr. Winlock has a long and distinguished track record of designing and delivering
leadership training in the State of California.
Thank you for your interest in preparing the people who will lead our schools
and dedicate themselves to improving the quality of education in our local
communities.
David W. Gordon
Sacramento County Superintendent of Schools
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Staff Directory
Institute Staff
Email
Phone

Executive Director,
swinlock@scoe.net
(916) 228-2612 - work

(916) 718-8664 - cell
Kristen Coyle
kcoyle@scoe.net
(916) 228-2538 - work

(916) 878-0247 - cell
Michelle Carlson
Coordinator, Recruitment,
Masters Program
micarlson@scoe.net
(916) 228-2629 - work
Cheryl Roberts
Program Analyst
croberts@scoe.net
(916) 228-3908
Melanie Slootweg
Production Manager
Editor, The Link to Leadership
mslootweg@scoe.net
(916) 228-2635 - work
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
The Sacramento County Office of Education Leadership Institute uses the California Professional Standards for
Educational Leaders (CPSELs) to lay out quality standards for its Clear Administrative Services Credential Program
(CASCP) Participants. The CPSELs six standards provide indicators of leadership actions that contribute to meeting the
standards. These leadership standards provide an overview of what successful leaders do and are useful for setting
a general course for leadership preparation, professional development activities, and administrator certification.
Therefore, they will be used to determine the developmental objectives for each participant in the program.
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.

Facilitate the development of a shared vision for the achievement of all students based upon data from multiple measures of student.
Communicate and implement the shared vision so that the entire school community understands and acts on the mission of the school
as a standards-based educational system.
Leverage and marshal sufficient resources to implement and attain the vision for all students and subgroups of students.
Identify and address any barriers to accomplishing the vision.
Shape school programs, plans, and activities to ensure integration, articulation, and consistency with the vision.
Use the influence of diversity to improve teaching and learning.
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.

Create an accountability system of teaching and learning based on student learning standards.
Utilize multiple assessment measures to evaluate student learning to drive an ongoing process of inquiry focused on improving the
learning of all students and all subgroups of students.
Shape a culture where high expectations for all students and for all subgroups of students is the core purpose.
Guide and support the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all
students relative to the content standards.
Promote equity, fairness, and respect among all members of the school community.
Provide opportunities for all members of the school community to develop and use skills in collaboration, leadership, and shared
responsibility.
Facilitate the use of appropriate learning materials and learning strategies which include the following: students as active learners;
a variety of appropriate materials and strategies; the use of reflection and inquiry; an emphasis on quality versus quantity; and
appropriate and effective technology.
Sacramento
Office of Education
County
LEADERSHIP
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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.

Monitor and evaluate the programs and staff at the site.
Establish school structures, patterns, and processes that support student learning.
Manage legal and contractual agreements and records in ways that foster a professional work environment and secure privacy and
confidentiality for all students and staff.
Align fiscal, human, and material resources to support the learning of all students and all groups of students.
Sustain a safe, efficient, clean, well-maintained, and productive school environment that nurtures student learning and supports the
professional growth of teachers and support staff.
Utilize the principles of systems management, organizational development, problem-solving, and decision-making techniques fairly
and effectively.
Utilize effective and nurturing practices in establishing student behavior management systems.
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 interests and needs, and mobilizing community resources.
Incorporate information about family and community expectations into school decision making and activities.
Recognize the goals and aspirations of diverse family and community groups.
Treat diverse community stakeholder groups with fairness and with respect.
Support the equitable success of all students and all subgroups of students through the mobilization and leveraging of community
support services.
Strengthen the school through the establishment of community, business, institutional, and civic partnerships.
Communicate information about the school on a regular and predictable basis through a variety of media and modes.
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Standard 5
A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics
and developing professional leadership capacity.

Demonstrate skills in decision making, problem solving, change management, planning, conflict management, and evaluation.
Model personal and professional ethics, integrity, justice, and fairness and expect the same behaviors from others.
Make and communicate decisions based upon relevant data and research about effective teaching and learning, leadership,
management practices, and equity.
Reflect on personal leadership practices and recognize their impact and influence on the performance of others.
Encourage and inspire others to higher levels of performance, commitment, and motivation.
Sustain personal motivation, commitment, energy, and health by balancing professional and personal development.
Demonstrate knowledge of the curriculum and the ability to integrate and articulate programs throughout the grades.
Use the influence of the office to enhance the educational program rather than for personal gain.
Protect the rights and confidentiality of students and staff.
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.

View oneself as a leader of a team and also as a member of a larger team.
Ensure that the school operates consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory
requirements.
Generate support for the school by two-way communication with key decision makers in the school community.
Work with the governing board and district and local leaders to influence policies that benefit students and support the improvement
of teaching and learning.
Influence and support public policies that ensure the equitable distribution of resources, and support for all the subgroups of students.
Open the school to the public and welcome and facilitate constructive conversations about how to improve student learning and
achievement.
Standards 1-4 and 6 are from Council of Chief State School Officers, Interstate School Leaders Licensure Consortium: Standards for School Leaders, Washington, D.C.: Council of Chief State School Officers 1996, pp. 10, 12, 14,
16, and 20. Standard 5 is adapted from this same source, p. 18. Elements are from representatives from the California School Leadership Academy at WestEd, California Commission on Teacher Credentialing, Association of
California School Administrators, California Department of Education, and California Association of Professors of Educational Administration, California.
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
The Sacramento County Office of Education Leadership Institutes Clear Administrative Services Credential Program
(CASCP) is a comprehensive, two-year program that focuses on the developing needs of beginning administrators in the
Sacramento Region.
The Program is aligned with the CTC-approved Preliminary Administrative Services Credential Program. The CASCP is
designed to meet the individual needs of participants through assessment, coaching, and professional development.
The use of the California Professional Standards for Educational Leaders (CPSELs) is the foundation for development of
the program curriculum, practices, and format.
Admission Requirements
Submission of application materials by eligible participants includes:
Completed application packet
Currently holds a position requiring an administrative credential
Resume
Copy of California Preliminary Administrative Services Credential
Upon analysis of application materials, participants will be invited to participate in the SCOE Leadership Institutes Clear
Administrative Services Credential Program.

The Program Schedule consists of six CPSELs completed over two years. Prior to entering the specific CPSEL work,
participants attend a Cooperative Meeting (Leadership Institute, District Representative, Participant) and an
Orientation that includes Participant/Coach assignment, requirements and responsibilities, and development of a
Leadership Growth Plan for CPSELs.
A participant can enter the program at the beginning of any CPSEL. They do not have to be completed in numerical
order. The CPSEL work for Years 1 and 2 includes the following:
Workshop Selection(s) - A total of 10 CPSEL-related workshops must be completed within the two-year time frame
Applied Practicum for each CPSEL
1. Initial Meeting (Practicum/Outcomes)
2. Progress Meetings (2)
3. Final Review Meeting
Reflective Record
Assessment of Participant Competence (Initial, Mid-program, End-of-program)
10
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Participant Responsibilities
Participants are expected to:
Attend one Orientation Session (Orientation sessions are held three times per yearAugust, November, Februaryto
accommodate participants entering at various stages of the program.)
Complete the Assessment of Participant Competence through the use of the Descriptions of Practice (initial, mid-program,
end-of-program)
Develop a portfolio of evidence that supports the Applied Practicum for each CPSEL
Develop a Leadership Growth Plan with the Executive Director, district representative, and coach
Coaching Requirements and Responsibilities

The Leadership Institute provides coaching to the participants throughout the two-year program. Coaching is an
important aspect of a participants successful completion of the program. With the support of a coach, participants
will engage in a sequence of job-embedded experiences.
Once the coaches and participants are paired, the support process begins with an initial conversation regarding
urgent issues and needs based on specific questions surrounding the context of their assignment. The conversation is
guided by the data from the Assessment of Participant Competence and the Leadership Growth Plan, which includes
the descriptions about current job responsibilities and challenges, and perceived strengths and weaknesses.
In addition, each leadership CPSEL will include requirements for coaching support and CPSEL-related workshops.
Workshops will be designated in the Leadership Growth Plan and will correlate to each leadership CPSEL. Participants
will attend workshops in a cohort setting or online.
In each CPSEL, each participant will decide on a CPSEL-related project, an Applied Practicum. Each participant and his
or her coach will meet a minimum of four times during the CPSEL. The meetings will have the following format:
Meeting 1: Initial meeting between the participant and coach to outline the Applied Practicum Action Plan for the CPSEL.
The practicum will focus on the areas as outlined in the Leadership Growth Plan.
Meetings 2 & 3: Progress meetings to share the progress being made around implementation and understandings of the
Action Plan as it relates to the leadership CPSEL. The coach and participant will complete the Progress column of the
Action Plan.
Meeting 4: A final meeting to outline the status of the Applied Practicum. The coach will complete the Coach Reflection,
located at the bottom of the Action Plan, after each meeting with the participant. The Reflection notes progress based on
Moving Leadership Standards into Everyday Work: Descriptions of Practice (WestEd, 2003).
11
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Learner Outcomes
Participants will complete an Assessment of Participant Competence three times during their two-year program.
The assessment is based upon the performance expectations outlined in the WestEd document, Moving Leadership
Standards into Everyday Work: Descriptions of Practice (DOP). Each description of practice will have a corresponding
rating system in the assessment:
1 = Practice that is directed toward the standard
2 = Practice that approaches the standard
3 = Practice that meets the standard
4 = Practice that exemplifies the standard
The expectation will be set with participants that in order to advance to candidacy, they must show growth in
the CPSELs so that the majority of ratings are either a 3 or 4 by the end-of-program assessment. In addition to the
descriptions of practice, the assessment will also require participants to describe their current job responsibilities and
challenges, as well as their perceived strengths and weaknesses.
Assessment Requirements
There are multiple points in the two-year program at which the participants will receive feedback on their progress
toward competency. Participants will take the Assessment of Participant Competence a total of three times during
the program (initial, mid-program, end-of-program). With each administration of the assessment, participants have
an opportunity to reflect on their growth and progress toward The California Professional Standards for Educational
Leaders (CPSELs) through the use of the Descriptions of Practice (DOP).
In addition, the assessment contains a reflective section in which the participants reflect on their current job
responsibilities and challenges, as well as their perceived strengths and weaknesses. This data is kept online and
available for comparison and reflection at any time. Following each administration of the assessment, the coach will
lead a formal review and reflection with the participant as part of their work together.
Applied Practicum Guidelines

The purpose of the Applied Practicum is to incorporate the knowledge and understanding of the Leadership
Standards (CPSELs) into action-oriented projects that can be applied to the participants assigned job position.
The project will be developed using the elements that describe each standard.
In addition, the project will be guided by two documents: Field Experiences Activities for California Professional
Standards for Educational Leaders and Moving Leadership Standards Into Everyday Work: Descriptions of Practice
(WestEd, 2003).
12
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Applied Practicum Guidelines, continued

The Applied Practicum will be completed during the three-month period for each of the standards. Following is the
outline for development of the Applied Practicum for each CPSEL:
The coach and the participant have an initial meeting to review the standard and the elements of the standard for
development of the Applied Practicum.
The Applied Practicum is developed with the knowledge of the participants assigned job position. Outcomes of the
Applied Practicum will be established.
The timeline for the two progress meetings and final meeting is established. Progress meetings are used for supporting and
providing coaching during the implementation. The final meeting will state the accomplishments of the Applied Practicum
based on established outcomes.
The coach and the participant outline support and coaching needed to complete the Applied Practicum. (This will include
outlining additional contacts such as emails, phone contacts, visitations.)
The Applied Practicum Action Plan form is completed.
Cooperative Meetings
The SCOE Leadership Institute will organize an initial cooperative meeting that will include the Executive Director
of the Institute (or designee), a district representative of the participant, and the participant. The purpose of the
meeting will focus on the development of the appropriate support and assistance needed for the participant.
These meetings can also use technology to facilitate (i.e., email, phone, Skype, etc.)
The co-op meeting will focus around the following areas:
The results of the Assessment of Participant Competence
The Moving Leadership Standards Into Everyday Work: Descriptions of Practice (WestEd, 2003) document based on the
The description of the participants district assignment (e.g., school, program)
District goals and directions
Areas of development for the participant
Development of Part I of the Leadership Growth Plan
Alignment of skills needed for support from the coach
Assignment of the coach
The initial co-op meeting will provide the direction that will assist with an appropriate match of coaching and
guidance needed for the development of the participant as he/she moves toward the leadership standard of practice
that exemplifies all of the leadership standards.
13
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Program Overview
Continued
Leadership Development begins to take shape at the co-op meeting with the Leadership Institute Executive Director,
the participant, and a district representative. Meeting participants will review the data and discuss the participants
work context. Overall strengths and areas for growth will be noted. In addition, the coach will be assigned, taking into
account the data and input from the participant and district representative. All parties will sign off on the plan.
At the Leadership Institutes Orientation Session, the participant and the coach will continue to work on Leadership
Development which includes goals for each CPSEL. During each CPSEL, the participant will complete a minimum of
one CPSEL-related workshop related to the CPSEL focus. There will be two to three offerings to choose from during
each CPSEL. The participant will be required to attend a minimum of five CPSEL-related workshops per year, totaling
ten sessions minimum for the two-year program. Choosing which workshops to attend is part of the coach-participant
work, taking into account the results of the DOP, job challenges, and perceived strengths and weaknesses.
14
Sacramento
Office of Education
County
LEADERSHIP
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CPSEL-Related Workshops
The CPSEL-related workshops are designed to build the knowledge and skills in each of the leadership standards.
The workshops will be delivered in three-hour sessions during the three-month focus period of the leadership
standard. Participants will select one to two of the workshops in each of the standards. A minimum of one workshop
is required for each standard, and five workshops are required for the year. In a standard that requires growth and
development, a participant will choose two or more workshops to assist with further growth.
The CPSEL-related workshops will be developed around the following concepts and ideas to support the standards.
The focus of each of the workshops will be to assist with the development of knowledge and skills to support the
development of practice.
Leadership Standard
Workshop Themes
1. A school administrator is an educational leader who

promotes the success of all students by facilitating the
development, articulation, implementation and stewardship of learning that is shared and supported by the
school community.
Change theory, facilitation skills, resource development,

group dynamics, technology, teaching and learning
concepts

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.
Teaching and learning concepts, special education, professional development, teaching strategies and concepts,
best practices in teaching and learning, data use and
analysis, curriculum focus, evaluation and supervision

promotes the success of all students by ensuring management of the organization, operations and resources
for a safe, efficient, and effective learning environment.
Student management, fiscal management, budget,

evaluation and supervision, management skills, coaching, human relations practices, governance structures

promotes the success of all students by collaborating
with families and community members, responding to
diverse community interests and needs, and mobilizing
community resources.
Resource development (afterschool programs, health

initiatives), diversity training, communications skills,
technology, community engagement practices and
concepts
5. A school administrator is an educational leader

who promotes the success of all students by modeling
a personal code of ethics and developing professional
leadership capacity.
Parent and student rights, decision-making, personal

growth in leadership, understanding of programs that
support direction, leadership practices

promotes the success of all students by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context.
Federal and state programs, bargaining strategies and

practices, policies and federal and state laws, California
State Department of Education, assessment concepts
and strategies
15
Sacramento
Office of Education
County
LEADERSHIP
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Induction: Competency Plan (To be held upon entry)

AUG
NOV
FEB
Cooperative Meeting including Leadership Institute, District, Participant

Orientation*
Participant/Coach
Requirements and Responsibilities
Development of Leadership Growth Plan for CPSELs
Assessment of Participant Competence (Initial in Year 1)
CPSEL 1 (Year 1)/CPSEL 4 (Year 2)

SEPT
OCT
NOV
Workshop Selection(s)
Applied Practicum
Initial Meeting (Practicum/Outcomes)
Progress Meetings (2)
Final Review Meeting
Reflective Record
Assessment of Participant Competence (Mid-program in Year 2)

DEC
JAN
FEB
Applied Practicum
Reflective Record

MARCH
APRIL
MAY
Applied Practicum
Reflective Record
Assessment of Participant Competence (End-of-program in Year 2)
* May enter at the beginning of any CPSEL. An Orientation will be held upon entry.
16
Sacramento
Office of Education
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LEADERSHIP
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17
Sacramento
Office of Education
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LEADERSHIP
INSTITUTE
18
Applied Practicum
Action Plan
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Applied Practicum
Progress Meetings
19
Sacramento
Office of Education
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LEADERSHIP
INSTITUTE
20
Reflective Record
Participant
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Reflective Record
Coach
21
Sacramento
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LEADERSHIP
INSTITUTE
Request for Reassignment

Clear Administrative Services Program
Request for Reassignment Policy
Policy Statement
If at any time the match between the participant and the coach is perceived as being unsuccessful for any
reason, this match may be revised.
Procedures
1. It is the responsibility of the participant to inform the program of a mismatch.
2. A participant or a coach may make a request for a new match, at any time, to the SCOE Leadership
Executive Director.
3. Upon receipt of a request for a new match, the Executive Director (or designee) secures confidential
information from both parties. Efforts will be made to maintain respect and dignity for all involved and
to collaboratively determine a solution.
4. The Executive Director implements the solution and monitors the new match, if that was determined
the best solution. Appropriate information is shared as needed.
Note: There are times when the coach has provided partial services, attended meetings, and/or has a
signed agreement for compensation with the SCOE Leadership Institute. The reassignment of coaches
will include consideration to prorate compensation. Newly assigned coaches compensation will also be
prorated depending on the time remaining in the program and the duties to be completed.
The above policy and procedures were carefully considered and the following reassignment has been
recommended and approved by the SCOE Leadership Institute.
Participant
Print Name
Signature
Coach
Current Coach
Approved by:
Executive Director
Date
-or- Designee
Date
Effective Date of Reassignment

Notes/Comments:
Note: Distribute copies of this completed document to all parties involved.
22
Sacramento
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LEADERSHIP
INSTITUTE
1. Acts of Dishonesty
Participants are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty,
including plagiarism, falsification of records or documents, personal misrepresentations, theft, and evasion of
Leadership Institute financial obligations will not be tolerated.
2. Attendance
Regular attendance is required and expected. Your agreed upon attendance is for the benefit of your own learning
as well as the learning of others in the program. Instructor facilitation, presentations, classroom exercises, and
discussions are essential parts of the educational experience for each class. Therefore, participants must fully attend
all 10 CPSEL-related workshops. Prompt attendance will have a direct impact on learning, performance, and grades.
Participants who miss a workshop will be given alternative workshops to meet the requirements of the CPSEL.
3. Tuition Refund Policy

Refunds will only be given for those CPSELs not attended (e.g., once a CPSEL has begun, no refunds will be issued).
Refunds will be determined on a case by case basis depending on the individual financial arrangements.
4. Disability
Participants with disabilities are eligible for reasonable accommodations in their academic work in this program. In
order to receive assistance, the participant must provide Human Resources with documentation that describes the
specific disability (i.e., psychologist, physician, or educational diagnostician). Participants with disabilities should
contact the SCOE Leadership Institute staff` to discuss academic and other needs as soon as they are diagnosed with a
disability. Once documentation is on file, arrangements for reasonable accommodations can be made.
5. District Support
A district representative will be selected for each participant. This selection will be coordinated by the Leadership
Institute Executive Director. The district representative will be someone involved in a supervisory or leadership role.
6. Emergency Procedures
All participants are required to complete an emergency procedure form and turn it in to the program office on the first
day of the first CPSEL workshop.
23
Sacramento
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LEADERSHIP
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Continued
7. Evaluations
The Leadership Institute will provide scheduled opportunities for Clear Administrative Services Credential Program
(CASCP) participants to give feedback about various aspects of the program, including, but not limited to coaching,
support and assistance, and CPSEL-related workshop opportunities. At the end of each CPSEL, participants will
complete the Participant Reflective Record, and the coach will complete the Coach Reflective Record. The data
collected will inform the Leadership Institute and SCOE Advisory Council about activity between the participant and
his/her coach.
At the end of each CPSEL-related workshop, participants will provide feedback by completing a Workshop Feedback
Form. This data informs the Leadership Intitute about the quality of each sessions instructors and content.
8. Grievance and Appeals Process

Should a participant question prerequisites for program participation, program requirements, participation
hours, special needs provision, discrimination policy, program extension request rationale, satisfactory progress
requirements, and/or denial of a CASCP credential, a meeting should be held with the Institute Executive Director
and the concern put in writing. The Institute Executive Director will then review concerns and discuss concerns with
involved parties, including the participant. Following discussion and review of the concern, a decision will be made
regarding the grievance. The decision will be final and will be forwarded to the participant.
9. Probation
If a participant has not met program requirements at the conclusion of the second CPSEL, the Executive Director of
the Institute will schedule a meeting with the participant to review the expectations of the program and place the
participant on probation. At the conclusion of the third CPSEL, a review of the participants progress will be evaluated
and either the participants probation will be lifted or he/she will be asked to withdraw from the Clear Administrative
Services Credential Program.
24
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Clear Credential
Requirements
Requirements for the Clear Credential
Individuals must satisfy all of the following requirements:
1. Possess a valid Preliminary Administrative Services Credential
2. Verify a minimum of two years of successful experience in a full-time administrative
position in a California public school, nonpublic school, or private school of equivalent
status, while holding the Preliminary Administrative Services Credential
3. Obtain the recommendation of a California Commission on Teacher Credentialing-
approved program verifying completion of an individualized program of advanced
preparation designed in cooperation with your employer and the program sponsor
Term of the Clear Credential

The term of the clear credential may not exceed five calendar years and may be limited to
expire with the prerequisite credential. The clear credential is renewable online.
25
Commission on Teacher Credentialing

Biennial Report 2014
Academic Years 2012-2013 and 2013-14
Institution Sacramento County Office Of Education
Date report is submitted September 15, 2014
Program documented in this report Multiple and Single Subject Clear Induction Program
Education Specialist Clear Induction Program
Name of Program Sacramento BTSA Induction Consortium
Please identify all delivery options
This program is delivered through traditional and
through which this program is offered
early completion options.
(Traditional, Intern, Other)
Credential awarded Clear General Education
Clear Education Specialist
Is this program offered at more than one site? No
If yes, list all sites at which
the program is offered
Program Contact
Mary Ellen Dill
Title
Director
Phone #
(916) 228-2236
E-Mail
mdill@scoe.net
If the preparer of this report is different than the Program Contact, please note contact
information for that person below:
Name
Dr. Melissa J. Neuburger
Title
Program Manager
Phone #
916-228-2575
E-mail
mneuburger@scoe.net
SECTION A CREDENTIAL PROGRAM SPECIFIC INFORMATION

PART I Contextual Information
Program Information
The Sacramento County Office of Education (SCOE) BTSA Consortium is a regional program that
partners with school districts, charter organizations, and private schools to clear teaching
credentials. SCOE administers a CTC approved Induction Program for multiple and single
subject and Education Specialist Clear Credential candidates. The Sacramento Induction
Program is a two year program aimed at providing support and assistance to teachers early in
their career. Participating Teachers (PTs) in the program can expect full support and thorough
and frequent monitoring of their progress through classroom observations, written and verbal
feedback, and assistance in implementation of the formative assessment tools used in the state
developed Formative Assessment for California Teachers (FACT), coaching, mentoring,
curriculum support, professional materials, model lessons, and communication with site
administrators regarding school site teacher needs.
Changes since Last Accrediting Activity
The structure of the program has remained the same since the last accrediting activity however
a greater focus on sharing data throughout the year occurred in 2013-14. Based on the findings
of the prior Biennial Report, the program initiated the following changes:
Program staff modeled and provided guided practice in using evidence and criteria from
the Level 2 Competency Standards to assist participant teachers in judging their practice
and identifying areas of growth.
Provided group feedback in meetings to participant teachers Individual Induction Plans
to assist support providers with developing the plans and modeling constructive
feedback for the process.
Responded to the professional development needs of support providers and participant
teachers in supporting instruction for English learners and special populations.
Streamlined processes and provided centrally located, electronic resources and tools to
assist support providers in efficiently and effectively supporting participant teachers.
Program Specific Candidate Information

Numbers of candidates and completers/graduates for two years reported
Site (If multiple sites)
Delivery Option
Traditional
Early Completion Option
2012-2013
Number of
Number of
Completers/
Candidates
Graduates
446
233
10
2013-14
Number of
Number of
Candidates
Completers/
Graduates
458
220
12

PART II Candidate Assessment/Performance and Program
Effectiveness Information
Candidate Assessments used to Recommend Candidates for Credentials
a) Please identify and describe the tool(s) used to assess candidates, the data collection
process and the types of data collected
The Sacramento BTSA Induction Consortium utilizes several primary candidate assessments to
recommend a candidate for a credential. The assessments and measures focus on the
accomplishments and self-assessments of the candidates as they navigate through the program
and are described in the table below. Please note that in 2013-14, participant data migrated to
a new database and some participant details may not be accessible for the 2012-13 year.
Candidate Assessments
Key
Assessment
Tools
Assessment 1.
Formative
Assessment
of California
Teachers
(FACT)
Assessment 2.
Continuum of
Teaching
Practice
SCOE September 2014
Description
Data Collection Process
Standards
Assessed
This state developed formative

assessment tool is comprised of four
modules and measures participant
teachers assessment of, context for,
inquiry into, and summary of teaching
and learning through self-reflection
and review of classroom evidence in
concert with the induction experience
and with the guidance of their
support provider. The purpose is to
deepen teachers understanding of
the Inductions Program Standards
and the CTSPs. Data includes
observations, student work, lesson
plans, and reflections.
Data elements are collected

throughout each year of the
program and are reviewed by
the support provider for
sufficiency. Portfolios were
reviewed mid-year and
assessed in May of 2013 and
2014. Data for the May 2014
administration is provided.
CS 9 and PS
3, 4
This survey was administered

to participant teachers in the
fall and again in the spring for
This survey of participant teachers
the 2012-13 and 2013-14 years.
measured changes in their perceived
Participant teachers completed
competencies on representative
CS 9
the survey under the guidance
CTSPs as a results of the BTSA
PS 3, 4
program. The rating scales were taken of their support providers,
using evidence to substantiate
from the Continuum of Teaching
their level of expertise in each
Practice.
area. Answers were submitted
electronically.
Candidate Assessments (continued)

Key
Assessment
Tools
Assessment 3.
Statewide
Survey of
Participant
Teachers and
Support
Providers
Description
Standards
Assessed
This measured how well teachers

worked with their support providers
including the quality of their
relationship, frequency of meetings,
and frequency of classroom
observations. It also assessed whether
challenging conditions existed and how
those were remedied by the program or
the district and also measured the
induction and formative assessment
processes. Lastly it assessed BTSA
program preparation and impact.
This survey was

administered statewide in
spring 2013 and 2014 via a
confidential, electronic
survey. 1
CS 1, 2, 3, 6,
9
PS 1-6
Data was collected through a

portfolio and submitted
electronically in spring of
2013 and 2014. Data for the
May 2014 administration is
provided.
CS 7, 9
PS 1, 4, 5, 6
Assessment 4.
This assessment collected data for the

Education
Education Specialist credential; and
Specialist
data on the Level 2 Competency
Portfolio and Standards
Competencies
Additional Data and Measures used to Analyze Program Effectiveness and Inform
Programmatic Decision Making
b) What additional information about program effectiveness is collected and analyzed that
informs programmatic decision making?
In addition to measuring candidate competencies, the BTSA program also assesses additional
information to evaluate the programs effectiveness. The table below describes the variety of
program assessments used during the 2012-13 and 2013-14 academic years that informed
programmatic decisions. Data was collected from participant teachers, support providers, and
program coordinators and results were shared out throughout the year and posted to the
BTSASacramento.org website. Although a number of disaggregated analyses were conducted
for each assessment, only the most salient analyses are provided in this report.
After repeated efforts, the program director was unable to obtain the state survey data for the 2013-14 year
hence only the 2012-13 data is provided in this report.
1
SCOE September 2014
Measures of
Program
Effectiveness
Assessment 1.
Participant
Teacher
Assessment
of Support
Provider
Effectiveness
Assessment 2.
Midyear
Survey of
Support
Providers and
Participant
Teachers
Assessment 3.
BTSA
Leadership
Survey
Assessment 4.
Statewide
Survey of
Participant
Teachers and
Support
Providers
Description
Standards
Assessed
This assessment collected information

about the type and level of support
received by the support provider during
that academic year. It measures meeting
frequency and the support providers
knowledge and skills in the curriculum
framework, using strategies, instructing
special populations, providing resources,
reflective conversations, guiding ILPs,
CSTPs, analysis and feedback, and using
the documents in the FACT.
This survey was

administered in spring
2013 and spring 2014 via a
survey sent to participant
teachers.
CS 6, 9
PS 3, 4
This assessment collected information

about the BTSA experience including the
availability of resources, opportunities,
and professional development provided
by the district. It also provides a midyear
snapshot of support received and
provided.
This survey was

administered in winter
2013 and winter 2014 via a
survey send to participant
teachers and support
providers.
CS 3, 6, 9
PS 1-6
This survey was

administered in spring
2014 via a confidential,
electronic survey sent to
program coordinators and
advisors at participating
school districts.
CS 1, 3, 6,
PS 1, 2
This survey was

administered statewide in
spring 2013 and 2014 via a
survey. 2
CS 1, 2, 3, 6,
9
PS 1-6
This survey collected information from

BTSA district advisors and coordinators to
rate the quality of the SCOE BTSA program
with regard to monitoring processes,
sufficiency of resources, collaboration
with districts, evaluation of professional
development, candidate preparation, and
program objectives.
This measured how well teachers worked
with their support providers including the
quality of their relationship, frequency of
meetings, and frequency of classroom
observations. It also assessed whether
challenging conditions existed and how
those were remedied by the program or
the district and also measured the
induction and formative assessment
processes. Lastly it assessed BTSA
After repeated efforts, the program was unable to obtain the state survey data for the 2013-14 year hence only
the 2012-13 data will be reported.
SCOE September 2014
Candidate Assessment and Program Effectiveness Data

c) Include aggregated data from 4-6 assessments that were described in (a) and (b).
Candidate Assessment 1. Formative Assessment of California Teachers (FACT)
The FACT is composed of a number of requirements, all of which must be completed by the end
of the second year to complete the BTSA program. In the 2013-14 year, 241 Year 2 participant
teachers endeavored to complete the program. The table below shows that overall, 95% of
Year 2 candidates completed the program and that the key areas of insufficiency for those that
did not complete the program were inquiries, weekly conversations, and end of year
professional induction presentation.
Credential Path and Area of Incompletion for
Year 2 Participant Teachers in 2013-14 (percent
of candidates)
Completed Program
Did Not Complete the Program
Educ.
Specialist
ECO
(N = 1)
100%
0%
3%
2%
3%
2%
3%
2%
2%
36%
0%
9%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
General
Educ.
(N = 177)
94%
6%
Area of Insufficiency (Percent of candidates not completing each area)
Inquiries
Professional Induction Presentation
Professional Development Hours
Self-Assessment
Professional Development Courses
97%
3%
General
Educ.
ECO
(N = 11)
64%
6%
Educ.
Specialist
(N =52)
0%
6%
2%
6%
2%
0%
2%
Candidate Assessment 2. Continuum of Teaching Practice

The Continuum of Teaching Practice assessment measures participant teachers self-reported
levels of competency across six select CSTPs. Year 1 and Year 2 teachers are measured on
different select CSTPs.
Scoring rubric:
1 = emerging
2 = exploring
3 = applying
4 = integrating
5 = innovating
Participation/completion rate for all participant teacher groups combined:
In 2012-13, a total of 346 out of 456 teachers completed the survey in the fall and 230
teachers completed the survey in the spring
In 2013-14, a total of 372 out of 470 teachers completed the survey in the fall and 394
teachers completed the survey in the spring
SCOE September 2014
Total
95%
5%
4%
3%
3%
2%
2%
2%
2%
The data tables for this assessment for both 2012-13 and 2013-14 show that on average Year 1
regular education candidate teachers began the program at the exploring level and moved to
the applying level at the end of the year. Year 2 teachers began the second year of the program
at the applying level and approached the integrating level by the end of the second year.
Results for education specialist candidate teachers were similar to those of regular education
candidates with the exception that education specialist candidates rated their competency as
slightly higher, although differences in growth were not statistically different.
Continuum of Teaching Practice: Changes in Perceived

Competencies from Fall to Spring in Focus CSTP Elements
(score of 1 = Emerging to score of 5 = Innovating)
2012 Fall
N
Mean
Std.
Dev.
General Education
2013 Spring
2013 Fall
N
Mean
Std.
Dev.
Mean
Std.
Dev.
2014 Spring
N
Mean
Std.
Dev.
Year 1 Participant Teachers

1.4 Using a variety of instructional strategies, resources, and
technologies to meet students diverse learning needs
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
145 2.44 0.92 96 3.24 0.79 176 2.63 0.84 183 3.24 0.90
125 2.72 0.89 87 3.41 0.70 176 2.84 0.83 183 3.31 0.82
124 2.47 1.01 87 3.03 0.87 176 2.63 0.95 183 3.21 0.94
4.4 Planning instruction that incorporates appropriate strategies to meet

121 2.46 0.94 86
the learning needs of all students
3.26 0.70 176 2.67 0.86 183 3.13 0.92
5.2 Collecting and analyzing assessment data from a variety of sources to

121 2.50 0.99 83
inform instruction
3.24 0.88 176 2.64 0.95 183 3.22 0.87
6.2 Establishing professional goals and engaging in continuous and

purposeful professional growth and development
122 2.44 0.92 86 3.32 0.79 176 2.66 1.00 183 3.25 0.97

1.2 Connecting learning to students prior knowledge, backgrounds, life
experiences, and interests
157 3.21 0.89 101 3.80 0.79 147 2.90 0.80 157 3.62 0.78
2.4 Creating a rigorous learning environment with high expectations and

147 3.33 0.87 92
appropriate support for all students
3.89 0.78 147 2.86 0.83 157 3.65 0.81
3.2 Applying knowledge of student development and proficiencies to

ensure student understanding of subject matter
145 3.33 0.80 92 3.80 0.78 147 2.88 0.82 157 3.62 0.79
4.1 Using knowledge of students' academic readiness, language

proficiency, cultural background, and individual development to plan
instruction
144 3.31 0.90 91 3.86 0.76 147 2.93 0.85 157 3.69 0.80
5.4 Using assessment data to establish learning goals and to plan,

differentiate, and modify instruction
143 3.39 0.86 92 3.95 0.69 147 3.04 0.94 157 3.70 0.84
6.3 Collaborating with colleagues and the broader professional

community to support teacher and student learning
144 3.54 0.93 90 3.92 0.79 147 3.18 0.94 157 3.87 0.79
SCOE September 2014
Continuum of Teaching Practice: Changes in Perceived

Competencies from Fall to Spring in Focus CSTP Elements
(score of 1 = Emerging to score of 5 = Innovating)
2012 Fall
N
Mean
Std.
Dev.
Special Education
2013 Spring
2013 Fall
N
Mean
Std.
Dev.
Mean
Std.
Dev.
2014 Spring
N
Mean
Std.
Dev.

1.4 Using a variety of instructional strategies, resources, and
technologies to meet students diverse learning needs
25 2.38 1.01 18 3.22 0.88 27 2.81 0.92 29
3.28 0.75
2.6 Employing classroom routines, procedures, norms, and supports for

positive behavior to ensure a climate in which all students can learn
22 2.82 0.73 17 3.65 0.93 27 2.96 0.85 29
3.62 0.86
3.5 Using and adapting resources, technologies, and standards-aligned

instructional materials, including adopted materials, to make subject
22 2.19 0.81 17 3.29 1.10 27 2.89 0.93 29
3.38 0.73
4.4 Planning instruction that incorporates appropriate strategies to meet

22
the learning needs of all students
2.71 1.06 17 3.24 0.97 27 3.04 0.81 29
3.48 0.69
5.2 Collecting and analyzing assessment data from a variety of sources to

21
inform instruction
2.75 1.16 17 3.47 0.87 27 2.96 0.85 29
3.34 0.77
21 2.38 0.97 17 3.29 0.85 27 2.81 1.00 29
3.24 0.64
6.2 Establishing professional goals and engaging in continuous and

purposeful professional growth and development

1.2 Connecting learning to students prior knowledge, backgrounds, life
experiences, and interests
19 3.25 0.77 15 3.93 0.73 22 2.73 0.77 25
3.76 0.66
2.4 Creating a rigorous learning environment with high expectations and

appropriate support for all students
17 3.71 0.69 14 4.00 0.55 22 2.73 0.94 25
3.84 0.80
3.2 Applying knowledge of student development and proficiencies to

ensure student understanding of subject matter
16 3.50 0.82 14 3.93 0.73 22 2.77 0.87 25
3.68 0.69
16 3.44 0.73 14 3.93 0.62 22 2.68 0.72 25
3.76 0.72
16 3.88 0.72 14 4.08 0.76 22 2.95 0.90 25
3.84 0.80
16 3.88 0.50 13 3.92 0.64 22 3.00 0.87 25
3.88 0.78
4.1 Using knowledge of students' academic readiness, language

proficiency, cultural background, and individual development to plan
instruction
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
6.3 Collaborating with colleagues and the broader professional
community to support teacher and student learning
Candidate Assessment 3. Statewide Survey of Participant Teachers and Support Providers

Participant Teacher Results
At the time of this report, only the 2013-13 state survey data was available. In many instances,
the state survey data mirrored the data collected locally by the BTSA program and analyses
determined that the results were similar. For this reason, this report will not focus on the
entirely of the state survey data but rather those areas in which significant findings informed
candidate competency. At total of 417 participant teachers responded to the survey resulting
in a 91% participation rate. Scores are presented as overall means for each area. The table
below shows the relative impact of the program in each area in rank order from most impactful
to least impactful.
Scoring rubric:
1 = no impact
2 = some impact
3 = moderate impact
4 = strong impact
SCOE September 2014
BTSA State Survey Results for Participant Teachers 2012-13

How much impact did the overall BTSA Induction experience have on your
classroom practice from the following components:
Observing experienced teachers at my school or district(s)
Mean
SD
0.85
370
0.84
415
0.81
414
0.89
412
0.89
416
0.93
409
0.92
411
0.97
411
0.92
403
2.99
0.95
407
2.97
0.98
380
2.95
0.89
417
2.93
0.93
417
2.88
0.92
405
2.85
398
2.81
0.98
405
2.81
1.05
405
2.8
1.02
405
2.74
1.05
405
3.41
Coaching and feedback from my Support Provider based on observations of my
3.34
teaching and analysis of student work.
Support to develop my repertoire of teaching strategies from my Support provider
3.22
and/or professional development opportunities.
Support for managing my classroom and fostering a safe environment that promotes
student well-being from my Support provider and/or professional development
3.17
opportunities.
Designing and engaging in professional development as identified on my IIP/ILP.
3.1
Support for using results from assessment data to design instruction from my
3.09
Support provider and/or professional development opportunities.
Support in assessing student needs and differentiating instruction (including analysis
3.09
of student work) from my Support provider and/or professional development
opportunities.
Support in collaborating productively with colleagues and resource personnel, and
3.09
navigating the protocols, policies, and culture of my school and district from my
Support to develop my repertoire of assessment strategies from my Support
3.08
provider and/or professional development opportunities.
Support for teaching to content standards from my Support provider and/or
professional development opportunities.
Support forteaching English language learners from my Support provider and/or
Collecting and analysis of evidence of my teaching practice and comparing my
teaching practice against criteria.
Development of my Individual Induction Plan/Individual Learning Plan with my
Support Provider.
Support for minimizing bias and using culturally responsive pedagogy from my
Support for teaching students with special needs from my Support provider and/or
Support to develop my ability to collaborate with families of my students, including
communicting learning goals and progress.
Support in using technology as a teaching tool from my Support provider and/or
Support in using technology as a learning tool from my Support provider and/or
Support in prioritizing the professional workload.
SCOE September 2014
The state survey also asked participant teachers to identify among 15 areas where support was
desired. The areas with the highest percentage of respondents indicating it was an area of
desire support were selected for review. Results from the participant teacher 2012-13 survey
disaggregated by grade, credential type, and year in program shows that the most desired area
of support is in the development of a repertoire of teaching strategies for nearly all participant
types.
Year
Program
Grade
Subgroup
Area where support is most desired:
% Yes
K-5
b. Developing a repertoire of teaching strategies
56.4%
6-8
55.3%
9-12
64.5%
Multi-subject
59.3%
Single-Subject
59.7%
Ed. Specialist
m. Using Technology as a learning tool
63.8%
1st Year
64.4%
2nd Year
55.6%
Support Provider Results

In the statewide survey, support providers had an opportunity to indicate the extent to which
the participant teachers grew over the course of the program. The areas assessed were
comparable to those assessed of the participant teachers. Mean scores were calculated for
each area. The 2012-13 results of the 224 support providers that responded are provided in a
table below by rank order from greatest to least amount of growth. It is worth noting here that
the measurement scale on which participant teachers rated their growth was different than the
scale used by support providers. Also provided is the number of support providers that did not
know whether their participant teachers grew in the respective area or not.
Scoring rubric:
1 = no observable growth
2 = little observable growth
3 = some observable growth
4 = significant observable growth
SCOE September 2014
BTSA State Survey Results for Support Providers 2012-13

Based on your work with participating teachers, to what extent did they
grow in their practice in the following areas as a results of their
participation in BTSA?
Mean
SD
Number
that did
not
know
Developing a repertoire of teaching strategies
3.62
0.56
Collaborating productively with colleagues
3.60
0.61
Managing the classroom and fostering a safe environment
3.58
0.62
Teaching to content standards
3.57
0.56
Assessing student needs and differentiating instruction
3.54
0.55
Using assessment data to design instruction
3.50
0.60
Ensuring access to the curriculum for all students
3.49
0.56
Using technology as a teaching tool
3.40
0.68
Developing a repertoire of assessment strategies
3.39
0.56
Collaborating with families, including communicating assessment results
3.34
0.72
14
Using technology as a learning tool
3.32
0.74
10
Teaching students with special needs
3.29
0.72
25
Prioritizing the professional workload
3.29
0.66
11
Minimizing bias, and using culturally-responsive pedagogy
3.26
0.69
13
Teaching English language learners
3.19
0.80
17
Candidate Assessment 4. Education Specialist Portfolio and Competencies

During the 2013-14 program year, 100% of the 52 Year 2 candidates working on their Level 2
competencies had completed the level 2 competencies specific to this credential. The three
that had not completed the entire BTSA program by Year 2 were lacking completion of other
requirements as was noted prior.
Program Effectiveness Assessment 1. Participant Teacher Assessment of Support Provider
Effectiveness
This assessment asks participant teachers to rate the knowledge and support of their support
providers. Data for Year 1 and Year 2 participant teachers and data for credential type were
combined to determine the overall measure of support received.
Scoring rubric:
1 = weak
2 = average
3 = strong
In 2012-13, a total of 388 out of 456 teachers completed the survey
SCOE September 2014
10
On average, scores for both years indicate that average to strong support and knowledge was
present in the support providers. In the 2014 year, a statistically significant improvement was
made (bright green shading) in the understanding of program requirements by support
providers to effectively assist participant teachers in their completion of the program.
Participant Teachers Rating of Support Providers' Knowledge and Skills in
the Following Areas (score of 1 = weak to score of 3 = strong)
1. Using our meeting time effectively
2. Sharing behavior management strategies
3. Sharing strategies and resources for teaching English learners
4. Sharing strategies and resources for addressing the needs of special populations
including GATE students
5. Identifying instructional strategies and materials appropriate to my teaching
context
6.Creating a trusting relationship with me
7. Using reflective conversation techniques
8. Helping me develop an Individual Induction Plan (IIP) based on assessment
evidence
9. Analyzing student work
10. Reviewing the information from a classroom observation and providing
constructive feedback
11. Understanding the "Plan, Teach, Reflect, and Apply Cycle"
12. Assisting me in understanding my context for teaching
13. Using the state-adopted content standards, curriculum frameworks, and contentspecific pedagogy to improve the performance of my students
14. Assessing my teaching practice based on the California Standards for the Teaching
Profession
15. Helping me select professional development that is aligned to my IIP
16. Using the documents in the Formative Assessment for California Teachers (FACT)
17. Understanding the requirements for me to complete this program and clear my
credential
Year
Mean
Std.
Dev.
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
388
414
388
414
387
413
387
413
388
414
388
413
388
412
388
414
388
414
388
413
388
413
387
412
388
414
388
414
387
413
387
414
388
414
2.79
2.81
2.74
2.75
2.57
2.62
2.61
2.66
2.78
2.79
2.85
2.87
2.79
2.81
2.72
2.78
2.74
2.74
2.79
2.80
2.71
2.76
2.74
2.79
2.72
2.72
2.78
2.79
2.68
2.70
2.60
2.60
2.74
2.83
0.47
0.43
0.51
0.51
0.60
0.58
0.59
0.56
0.50
0.48
0.44
0.41
0.49
0.46
0.56
0.47
0.49
0.50
0.49
0.46
0.54
0.47
0.54
0.46
0.51
0.50
0.47
0.45
0.57
0.55
0.61
0.58
0.53
0.43
Sig.
.523
.470
.062
.804
1.498 .221
1.438 .231
.300
.584
.763
.383
.257
.613
2.604 .107
.003
.954
.025
.874
1.872 .172
1.770 .184
.000
.991
.039
.844
.200
.655
.027
.869
6.062 .014
It was also noted that participant teachers who did not meet regularly with the support
providers throughout the program rated their support providers as weak to average in nearly all
areas measured for both years reported. These results are illustrated in the figure below.
SCOE September 2014
11
Program Effectiveness Assessment 2. Midyear Survey of Support Providers and Participant

Teachers
The midyear surveys measured the frequency of program tool use, the BTSA experience, and
the support provided and received by participant teachers and support providers. Results for
each survey are presented separately.
Support Provider Survey Results
Scoring rubric:
1 = do not agree
2 = slightly agree
3 = moderately agree
4 = strongly agree
Participation/completion rate for support providers:
In 2012-13, a total of 199 out of 212 support providers completed the survey
In 2013-14, a total of 231 out of 243 support providers completed the survey
The table below depicts the percent of support providers that are using the program tools.
SCOE September 2014
12
Use of Program Tools for Self-Reflection and Development
2013
% Yes
2014
% Yes
Are you using the Continuum of Teaching Practice to assess the progress of your participating
teachers?
199
100%
231
99%
Have you and your participating teacher(s) revisited, reflected on, and updated a professional
growth plan (IIP)?
199
93%
231
86%
Are you and your participating teacher(s) able to review the results from classroom observation
and assessment evidence in a timely manner?
199
96%
231
95%
Have you led your participating teacher(s) in an assessment of their own teaching practice?
199
97%
231
96%
Have you and your participating teacher(s) developed and used instructional strategies based on
state-adopted academic content standards and students' performance levels?
199
98%
228
99%
Has the BTSA program provided you with the opportunity to reflect on your own level of
practice and plan for your own personal professional growth?
199
97%
228
99%
Do you have an action plan for your own professional growth?
199
94%
228
92%
The midyear survey also asked support providers about their BTSA experience. The table below
shows the average level of agreement to each statement about the program and whether any
statistically significant differences (*p=.05) were found between the 2012-13 and 2013-14
program years (bright green highlight).
Level of Agreement by Support Providers: ANOVA Comparison of Program Years
Experience as a BTSA Provider
a) I understand the requirements for completing the BTSA Induction Program and earning a
clear teaching credential.
Year
2013
2014
2013
b) Professional development in my school and district align well with my BTSA activities.
2014
c) My district provides adequate resources and support to enable me to fulfill my role as a
2013
support provider.
2014
d) My participating teachers have sufficient opportunities to work with special education
2013
teachers to support their students.
2014
e) My participating teachers have sufficient access to technology that supports teaching and 2013
student learning.
2014
f) I have sufficient time to meet with peers to develop and refine my support provider skills, 2013
engage in problem solving, and reflect on teaching.
2014
Support Provided to Participant Teachers
a) Additional and/or special assistance to meet the unique challenges of their teaching
2013
assignment.
2014
2013
b) Guidance based on evidence from their teaching practice.
2014
c) Professional assistance in using evidence and assessments to improve their teaching
2013
practice.
2014
Reflections on the Sacramento BTSA Consortium
a) Provides effective support via training, peer support meetings, and other professional
2013
development.
2014
2013
b) Has positively impacted my own professional growth.
2014
SCOE September 2014
13
Mean
SD
199
228
199
228
199
228
199
228
199
228
199
228
3.75
3.73
3.40
3.30
3.44
3.35
3.01
2.99
3.32
3.26
3.23
3.07
.51
.53
.76
.78
.80
.77
.91
1.02
.84
.81
.81
.88
199
228
199
228
199
228
3.60
3.49
3.74
3.62
3.67
3.57
.57
.62
.47
.54
.53
.56
199
228
199
228
3.56
3.54
3.53
3.54
.66
.67
.72
.72
Sig.*
.261
.609
1.918
.167
1.415
.235
.040
.841
.523
.470
3.583
.059
4.047
.045
5.515
.019
3.707
.055
.081
.776
.001
.972
Participant Teacher Survey Results

The participant teacher midyear survey focused on the participant teachers BTSA experience,
support they received from their support providers, and their perceived increases in
competency as a result of the program. For these analyses, data for Year 1 and Year 2
participant teachers and credential types were combined.
Scoring rubric:
1 = do not agree
2 = slightly agree
3 = moderately agree
4 = strongly agree
The table below shows the average level of agreement to each statement about the program
and whether any statistically significant differences (*p=.05) were found between the 2012-13
and 2013-14 program years (bright green highlight).
SCOE September 2014
14
Participant Level of Agreement: ANOVA Comparison of

Program Years
Participant Teachers' BTSA Experience
a) I understand the requirements for completing the BTSA
Induction Program and earning a clear teaching credential.
b) My district has provided adequate resources and support
to enable me to become a better teacher.
c) I have sufficient opportunities to work with special
education teachers to support my students.
d) Professional development in my school and district align
well with my BTSA activities.
Participant Teachers' BTSA Support Providers
a) Is a skilled mentor and guide.
b) Effectively uses the Formative Assessment for California
Teachers (FACT) to help me examine my practice.
c) Effectively guides the development and implementation
of my Individual Induction Plan (IIP).
d) Effectively uses evidence and assessments to guide our
work together.
e) Shares useful instructional ideas and materials with me.
BTSA Improved Participant Teachers' Competency
a) Classroom management.
b) Assessing students specific learning needs.
c) Planning and differentiating instruction to meet the
diverse learning needs of the full range of learners.
d) Teaching and supporting English Learners.
e) Designing and implementing an equitable and inclusive
learning environment in my classroom.
f) Maximizing academic achievement for students from
various backgrounds and experiences.
g) Using a variety of resources to collaborate with students
and their families.
h) Using assessment data to monitor student progress.
i) Communicating with students families about their
progress.
Year
Mean
SD
2013
2014
2013
2014
2013
2014
2013
2014
424
448
424
448
424
448
424
448
3.59
3.64
3.46
3.51
2.94
3.04
3.26
3.41
0.59
0.59
0.73
0.66
0.99
1.01
0.82
0.77
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
424
447
424
447
424
447
424
447
424
447
3.75
3.81
3.56
3.63
3.63
3.70
3.62
3.71
3.76
3.81
0.55
0.47
0.71
0.66
0.68
0.61
0.69
0.57
0.58
0.51
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
2013
2014
424
446
424
446
424
446
424
446
424
446
424
446
424
446
424
446
424
446
2.90
2.93
2.94
3.00
2.96
3.06
2.64
2.78
2.98
3.05
2.89
2.99
2.83
2.90
3.02
3.06
2.72
2.78
0.90
0.92
0.85
0.86
0.83
0.85
0.92
0.91
0.84
0.87
0.86
0.87
0.88
0.93
0.85
0.84
0.93
0.93
Sig.*
1.48
.225
1.52
.217
2.13
.144
7.74
.006
3.44
.064
1.96
.162
2.26
.133
4.54
.033
1.89
.170
0.35
.555
0.88
.349
3.41
.065
4.96
.026
1.21
.273
3.30
.069
1.35
.245
0.47
.492
0.93
.336
Program Effectiveness Assessment 3. BTSA Leadership Survey

The BTSA Leadership Survey was administered in spring of 2014 to garner feedback from
district BTSA coordinators and advisors about the support that SCOE provides to them with
regard to program resources and candidate preparation. The table following the scoring rubric
shows the average program rating for each item listed.
SCOE September 2014
15
Scoring rubric:
1 = low
2 through 4 (not defined by a text descriptor)
5 = high
Participation/completion rate for district coordinators and advisors combined:
In 2013-14, a total of 16 out of 39 district coordinators and advisors completed the
survey
BTSA Leadership Survey Results: Program Ratings for 2013-14 by Coordinators
and Advisors
1. The SCOE program has a clear, researched-based vision for the induction of new
teachers which is articulated with stakeholders.
2. The SCOE program leaders and relevant stakeholders are highly involved in the
organization, governance, and coordination of this program.
3. SCOE leaders have strong support from the district.
4. SCOE has a well-defined and monitored process for ensuring that all
participating teachers have met all credential requirements.
5. SCOE provides sufficient funding, personnel, and facility resources are
consistently allocated to this program to enable effective operation and support.
6. The resource needs of the SCOE program are regularly reviewed, evaluated, and
updated.
7. SCOE regularly evaluates the performance of professional development
providers and seminar facilitators.
8. The activities of the SCOE program are a logically sequenced extension to
participating teacher pre-service learning.
9. There is close collaboration between the SCOE program and district
administration.
10. The requirements for the participating teacher to complete this Induction
program are clear.
11. The participating teachers in the SCOE program have opportunities to learn
about the application of technology to student learning.
12. Participating teachers have resources and opportunities that will assist them in
improving their skills in developing strategies for teaching English learners.
13. Participating teachers have resources and opportunities that will assist them in
improving their skills teaching students that have disabilities, are at risk, or are
gifted and talented.
14. Participating teachers have resources and opportunities in the areas of
differentiating instruction to meet the various needs of students.
15. There is sufficient evidence regarding candidate progress and performance to
guide advisement and assistance efforts.
16. The SCOE program provides candidates sufficient opportunities to develop
research-based strategies for improving student learning.
17. The SCOE program prepares candidates with the proficiencies and
competencies to educate and effectively support all students.
SCOE September 2014
16
Mean
Std.
Dev.
16
4.81
0.54
16
4.88
0.34
16
4.75
0.58
16
4.94
0.25
16
4.81
0.40
15
4.93
0.26
14
4.79
0.58
16
4.88
0.50
16
4.31
0.87
16
4.94
0.25
15
4.60
0.74
15
4.47
0.74
15
4.47
0.74
15
4.60
0.51
16
4.88
0.34
16
4.75
0.45
16
4.75
0.45
Program Effectiveness Assessment 4. Statewide Survey of Participant Teachers and Support

Providers
As noted prior, at the time this report was written, state survey data was only available for the
2012-13 year. Data from the state survey is extensive however the data provided for this
assessment will be limited to the most significant findings for the program, especially since very
similar data is collected locally and analyzed with greater detail.
Participant Teacher Results
The statewide participant teacher survey asked teachers about the induction and formative
assessment process. The table below shows the results for the 2012-13 participant teacher
survey with regard to the connection between their IIP/ILP and the BTSA program. A total of
417 participant teachers responded to the survey.
Scoring rubric:
1 = no connections
2 = some connections
3 = moderate connections
4 = strong connections
BTSA State Survey Results for Participant Teachers
2012-13
How strong were the connections between the goals
and research activities you developed for your
Individual Induction Plan/Individual Learning Plan and
the following:
Preliminary credential preparation goals and activities
(teacher preparation)
BTSA Induction professional development activities
Percent of Respondents (N = 417)

Strong
Connections
Moderate
Connections
Some
Connections
No
Connections
Mean
28.7%
44.5%
24.2%
2.4%
3.00
21.5%
41.4%
31.3%
5.3%
2.80
District/site professional development activities
25.1%
41.1%
27.0%
6.5%
2.85
Work with your BTSA Induction Support Provider
53.1%
31.6%
13.4%
1.4%
3.37
District formal teacher evaluation process
21.1%
36.1%
27.8%
14.6%
2.64
Support Provider Results

Like the participant teachers, support providers responded to a similar state survey. A total of
224 support providers responded to the statewide survey of support providers.
In comparing the demographics of state support providers to the SCOE support providers, some
important differences were noted. As compared to the state, more SCOE support providers:
Carried a full time teaching load (4% percentage points more)
Had additional duties that impacted their support time (4% percentage points more)
Supported two or more other interns/teachers in addition to the BTSA teachers (3%
percentage points more)
Even with a slightly greater burden upon them however, SCOE support providers believed that
they provided the same level of service as the other providers in the state.
SCOE September 2014
17
The results of the support provider survey that are presented below focus on identified needs
and areas of support, rather than a review or comparison of all survey questions. In order for
support providers to support participant teachers, support providers must also have the
appropriate knowledge and skills. The figure below depicts the percent of support providers
that have not received professional development in each of the areas noted. The areas are
ranked in order from low to high areas of need. The orange and blue sections highlight areas in
which nearly 20% and 30% of support providers, respectively, did not receive professional
development.
The 2012-13 statewide survey also asked support providers to identify the areas in which they
desired more professional development. The table below depicts the top areas cited for
professional development for first year support providers and includes data for second year and
more experienced support providers (3 or more years) as well.
SCOE September 2014
18
Professional Development Opportunities Desired (Most Popular

Listed for Year 1 Support Providers)
Years as a Support
Provider
Percent of support providers desiring professional development in

each area.
Developing strong, relevant and powerful Individual Induction
Plan/Individual Learning Plans (IIP/ILP)
Year 1
SP
Year 2
SP
Year
3+ SP
77.0%
78.8%
55.8%
Building personal leadership capacity
73.8%
45.5%
42.5%
Developing strong, relevant and powerful inquiry questions
72.1%
72.7%
63.3%
Observing and giving feedback
72.1%
63.6%
53.3%
Networking with other Support Providers
70.5%
69.7%
55.0%
Note: areas in purple were not a top need identified by Year 2+ support providers, data
is simple provided to lend continuity
PART III Analyses and Discussion of Candidate and Program Data

Describe what the analyses of the data demonstrate about your program relative to: a)
candidate competence; and b) program effectiveness.
Overall, results from the candidate and program assessments indicate that the BTSA program is
effectively meeting its goals and that it provides appropriate support to participant teachers to
enable them to complete the program requirements and clear their credential.
Candidate Assessment 1. Formative Assessment of California Teachers (FACT)
In reviewing the data from the FACT, it was evident that nearly all Year 2 participant teachers
complete the program within two years. For those that did not complete the program by the
end of the second year, the greatest barriers were completion of the inquiry cycles, weekly
conversations, and end of year induction presentation. Given that the inquiry cycles are the
forefront of the other requirements, candidates who do not successfully complete these on
time, quickly fall behind in the program. Those teachers utilizing the early completion option
were most challenged with meeting the inquiry cycles and end of year induction presentation
requirements, suggesting that working with a support provider is more successful than
attempting to complete the program on their own.
Candidate Assessment 2. Continuum of Teaching Practice
Results for the Continuum of Teaching Practice assessment showed that Year 1 participants
reported on average one level of growth from the fall to the spring while Year 2 participants
reported growing half a level on the CSTPs as a result of the program. Initial competency levels
were slightly lower for the 2012-13 participant teachers than for the 2013-14 participant
teachers suggesting that the pool of teachers in the second program year had slightly more
initial experience than candidates from the prior year. Results also indicate that the 2013-14
Year 1 teachers (both general education and education specialists) were strongest in the area of
employing classroom routines while Year 2 teachers indicate that their strength occurred in the
SCOE September 2014
19
realm of collaboration. Year 1 teacher weaknesses lay in the areas of differentiating instruction
to meet the needs of special populations. By the end of Year 2 however, scores in most of the
lower scoring areas tended to level out thus relative weaknesses were less substantial.
Worth noting is that although candidates tended to over-report their levels of competency,
they recognized that much professional growth occurred throughout the program. As a
measure of teacher competency, this assessment tool not only informs the teacher about their
practice and the use of evidence, but also engenders a deeper understanding of the standards
for the teaching profession that guides their growth as teachers.
Candidate Assessment 3. State Survey
The state survey provided confirmation of the results found in the local program assessments.
Teachers cited that the program elements of observing experienced teachers, receiving
coaching and feedback, and developing a repertoire of strategies to use in the classroom had
the biggest impact on their development as a teacher. The least impactful elements of the
program were in prioritizing the professional workload and in using technology for teaching and
learning. Not surprising, participant teachers cited that the areas of professional development
they desired most were developing a repertoire of teaching strategies (all teachers) and using
technology as a learning tool (education specialists).
Self-reported growth of teachers in the area of developing a repertoire of strategies was also
confirmed by the statewide survey data as this was the area support providers indicated that
teachers grew the most. Support providers reported that teacher grew least in the area of
teaching English learners and in minimizing bias and using culturally responsive pedagogy.
These results align with the data from the Continuum of Teaching Practice and the selfidentification of professional development needs by participant teachers.
Candidate Assessment 4. Education Specialist Portfolio and Competencies
Based on the few candidates whose requirements were not completed, it can be deduced that
completion of the additional portfolio and competencies was not the sole reason that
candidates did not complete the program. This area would not be considered as an area
identified for improvement over the course of the next cycle.
Program Assessment 1. Participant Teacher Assessment of Support Provider Effectiveness
Participant teachers rated their support providers knowledge and skills as being average to
strong across the 17 areas of support. Ratings of support providers understanding of the
requirements needed to complete the program and clear the credential showed significant
improvement from spring 2013 to spring 2014. Support providers greatest strength lay in
creating a trusting relationship with the participant teacher and the area needing greatest
improvement was in sharing strategies and resources for teaching English learners. Not
surprising, having regular meetings between support providers and their participant teachers
was found to be essential to program support.
SCOE September 2014
20
Program Assessment 2. Midyear Survey of Participant Teachers and Support Providers

The major finding of the midyear survey of support providers was that in nearly all cases,
support providers were consistently utilizing the program tools with their participant teachers.
In instances where this did not occur, support providers cited that unexpected absences (e.g.
maternity leave) prevented the full use of the tool or cited that a plan was in progress. Areas in
which support providers could improve were: the provision of increased opportunities for
participant teachers to work with special education teachers; assistance to meet the unique
challenges of the participant teachers teaching assignments; and providing guidance to
participant teachers based on evidence of their teaching practices.
Results from the participant teacher midyear survey showed that participant teachers were
pleased with their BTSA experience and the support they received from their support providers.
They also cited that participation in the BTSA program increased their teaching skills and
classroom environment, especially in the use of assessment data and differentiating instruction.
Skill areas identified for improvement from this assessment are teaching and supporting English
learners and also communicating with families about students progress.
Program Assessment 3. BTSA Leadership Survey
Results from the BTSA leadership survey indicated that the SCOE program and staff effectively
served the needs of program coordinators and advisors during 2013-14. Results from the spring
2014 survey show high ratings for all areas of program support, particularly in the clarity of the
requirements to complete the induction program and having a well-defined monitoring
process. Participants indicated (through open ended questions) that the program could be
improved by increasing involvement of site and district administrators in the program and by
having a summer training for new district coordinators to help them learn their new role.
Program Assessment 4. State Survey
Data from the participant teacher statewide survey indicated that the connections between the
goals and research activities teachers developed for their IIP/ILP were strongest in the areas of
working with their BTSA Induction support provider and also in the preliminary credential
preparation goals and activities. The weakest connection was found in the district formal
teacher evaluation process, suggesting again that a closer relationship between the program
and the district would be beneficial.
With regard to the statewide support provider survey, one of the most profound findings was
that although most providers had the requisite skills to support their teachers in most areas,
support providers also needed professional development in some of the same areas that
participant teachers cited. As was highlighted in the orange shaded area on the chart, nearly
20% of support providers had not received professional development in the areas of:
Working effectively with English learners
Working effectively with special needs students,
Guided group analysis of participant teacher or support provider artifacts
Group training on professional learning communities
SCOE September 2014
21
Areas in which 30% of support providers said they had not received professional development
were highlighted in the shaded blue area on the chart and include:
Using technology
Coaching from BTSA program director or coordinator
Analysis of survey data
Peer coaching with other support providers
Written feedback
The state survey also asked providers to identify areas of professional development that would
enhance their support provider knowledge and skills. The largest areas in which professional
development had been desired were all focused on providing better support to their participant
teachers, including opportunities for observation and feedback, collaboration, and supporting
the ILP/IIP and inquiry processes. If providers are to effectively support their participant
teachers in these same areas, then they need access to professional development as well.
PART IV Use of Assessment Results to Improve Candidate and Program Performance
1-2 pages
In many cases, the data from the various assessments led to the same conclusions. A summary
of the proposed programmatic changes based upon the findings of the assessment tools are
described in the tables that follow.
Data Source
Plan of Action or Proposed Changes Made
Applicable
Program or
Common
Standard(s)
FACT
Candidates seeking to enroll in the early completion

option will only be allowed to do so after thorough
discussion with the candidates regarding the difficult
nature of completing the program requirements without
the benefit of a support provider. Early candidate
completion options must also be approved by the
candidates school district. We will ensure the ECO
process which has been developed is clearly defined to all
stakeholders.
The depth and complexity of the program activities will
be differentiated to better address the greater initial
knowledge and experience of Year 1 participant teachers.
In addition, the CSTPs and the Continuum of Teaching
Practice will be directly reviewed with participant
teachers at benchmark meetings to ensure their full
understanding of the standards to better anchor their
self-reported levels of competency.
CS 9
PS 3, 4
Continuum of
Teaching Practice
SCOE September 2014
22
CS 9
PS 3, 4
Data Source
Statewide Survey
of Participant
Teachers and
Support Providers
After sharing results of the survey to constituent groups, CS 1, 2, 3, 6, 9

PS 1-6
it became apparent that support providers desired
structured feedback about the support they provided and
desired more opportunities for collaboration. In fall of
2013 support providers and participant teachers began
developing a feedback worksheet containing content
areas for feedback, method of delivery and frequency of
administration. The final feedback form will be
completed for use during October 2014 benchmarks.
Furthermore workshops agendas were designed to
support collaboration time in 2013-14 and will continue
to do so in subsequent years.
Participant
Teacher
Assessment of
Support Provider
Effectiveness
It was evident that regularly scheduled meetings

between participant teachers and support providers was
essential to program success. To this end, the program
advisors and coordinators will be expected to follow up
with the support providers at their site to remedy any
scheduling issues that may arise. Coordinators will
report, discuss, and resolve their monitoring of regularly
scheduled meetings and record this in the BTSA
database.
CS 6, 9
PS 3, 4
Midyear Survey
of Participant
Teachers and
Support
Providers,
Statewide Survey
of Participant
Teachers and
Support
Providers, and
Assessment of
Support Provider
Effectiveness
To address the need for greater resources to support

English learners and to increase resources and
opportunities to work with special needs students, fall
2013 meeting time was dedicated to creating a
centralized list of resources (My BTSA Resources) that
was published to the MyBTSA website. A continued goal
for the 2014-15 year will be to identify sources and
provide guidance and expertise for professional
development for both support providers and participant
teachers. To better assess program support for students
in these areas, the FACT was redesigned for the 2014-15
year to incorporate elements for English learners and
special populations.
CS 1, 2, 3, 6, 9
PS 1-6
SCOE September 2014
23
Applicable
Program or
Common
Standard(s)
Data Source
BTSA Leadership
Survey
CS 1, 3, 6,
To increase the involvement of site and district
PS 1, 2
administrators in the program, additional activities will
occur in the 2014-15 year. These activities include: a
survey to determine how information from the program
can best support their program teachers needs as well as
ways in which they would value further involvement in
the program; additional invitations to participate in BTSA
meetings; and more frequent communication with
district and site administrators about program results and
activities based on survey result findings.
SCOE September 2014
24
Applicable
Program or
Common
Standard(s)
Commission on Teacher Credentialing

Biennial Report 2014

Academic Years 2012-2013 and 2013-14

Institution Sacramento County Office Of Education (SCOE)
Date report is submitted September 15, 2014
Program documented in this report Administrative Services Credential Program
Name of Program SCOE Leadership Institute
Please identify all delivery options
through which this program is offered This program is delivered through a traditional option.
(Traditional, Intern, Other)
Credential awarded Tier I Preliminary Administrative Services Credential
Tier II Clear Administrative Services Credential
Is this program offered at more than one site? Yes
Sacramento County Office Of Education
If yes, list all sites at which
Shasta County Office Of Education
the program is offered
Program Contact Dr. L. Steven Winlock
Title
Executive Director
Phone #
(916) 228-2612
swinlock@scoe.net
E-Mail

If the preparer of this report is different than the Program Contact, please note contact
information for that person below:
Name
Dr. Melissa J. Neuburger
Title
Program Manager
Phone #
916-228-2575
E-mail
mneuburger@scoe.net

PART I Contextual Information

Program Information
The Sacramento County Office of Education (SCOE) Leadership Institute provides credentialing
programs for aspiring and beginning administrators and provides professional development
opportunities to continuing administrators. Program coursework is focused on supporting both
credentialing and the development of leadership skills and utilizes curriculum based on the
California Professional Standards for Educational Leaders (CPSELs).

The preliminary administrative services credential program is a one-year program consisting of
coursework, fieldwork, end-of-course papers, and an end-of-year project and symposium. The
clear administrative services credential program is a two-year program consisting of one-on-
one coaching, workshops, practicums, reflections, and assessments of participant competence
and is based on the California Commission on Teacher Credentialing Guidelines. Candidates
may enter this program at three points throughout the year and begin their work in the CPSEL
course that is scheduled for delivery at that entry point. In addition, the Leadership Institute
has partnerships with National University and Drexel University that support administrators
who are additionally seeking masters or doctorate degrees.

Although the program offers support to administrators beyond the scope of the credentialing
programs, this report will focus only on analysis of the credentialing programs and the common
and program standards that are assessed.

Changes since Last Accrediting Activity

This program started under the umbrella of the Santa Clara Office of Education and received its
first independent accreditation as the SCOE Leadership Institute in February 2011. In 2012-13
the program added the Shasta County Office of Education as a Tier 1 program site and in
2014-15 the program added the Placer County Office of Education as a Tier I program site. In
addition the program began work towards the reorganization of the Leadership Institute into
the SCOE School of Education. This is the first biennial report conducted for the Leadership
Institute.

Program Specific Candidate Information
Numbers of candidates and completers/graduates for two years reported

Site (If multiple sites)
Delivery Option
SCOE Tier I Preliminary
Shasta Tier I Preliminary
SCOE Tier II Clear
2012-2013
Number of
Number of
Candidates
Completers/
Graduates
70
70
2013-14
Number of
Number of
Candidates
Completers/
Graduates
67
65
16
15
23
23
15
41
10
2

PART II Candidate Assessment/Performance and Program Effectiveness Information

Candidate Assessments used to Recommend Candidates for Credentials
a) Please identify and describe the tool(s) used to assess candidates, the data collection
process and the types of data collected

The SCOE Leadership Institute utilizes several primary candidate assessments to recommend a
candidate for a credential. These assessments and measures focus on the successful
completion of coursework and the application of learning modules to instructional
management and school leadership.

Candidate Assessments
Key
Assessment
Tools
Description
For Tier I, coursework

consists of course
attendance, fieldwork,
online discussions, and end-
Assessment 1.
ofcourse papers.
CPSEL
For Tier II, CPSEL work
Coursework
includes the completion of
Completion
courses, applied practicum,
reflections, workshops, and
progress meetings with
coaches.
Standards
Assessed
Each element for each course is graded

on a set rubric that indicates whether
or not the candidate met the standards
for the course. If a candidate does not
meet the standards, revisions of
CS 3, 4, 7, 9
coursework are required until the
standard is met. Data for the
completion of each element is collected
in each course and stored in the central
data system.
Midway through the year, the

candidate submits a project proposal to
the executive director that is either
Tier I candidates are
approved or requires revision. A
assessed on an end-of-year
Assessment 2.
practice of the symposium presentation
project that relates to the
End-of-Year
is required. During the actual
course content for the
CS 3, 4, 9
Project and
symposium, panel members assess the
CPSELS. Each candidate is
Symposium
presentation and provide the candidate
required to present this
with their feedback using a prescribed
project during a symposium.
form. Completion of each element is
collected and stored in the central data
system.

March 2014
3
Candidate Assessments (continued)
Key
Assessment
Tools
Description
Tier II candidates assess

their own practices with the
input by assigned Tier II
coaches through the Moving
Leadership Standards into
Assessment 3.
Everyday Work
Descriptions of
Descriptions of Practice
Practice
(DOP) tool developed by
Assessments
WestEd. It asks participants
to rate the level of their
practice across 6 leadership
development program
standards.
Tier II candidates must
complete an exit interview
with their Tier II coaches
and the Leadership Institute
Staff after completion of the
6th CPSEL course. During the
interview the candidate is
Assessment 4.
asked about the learning
Exit Interview
that occurred and the merits
of the program as it relates
to the standard. Coaches are
asked to reflect on the
strengths of the candidates
and areas for continued
development.
Standards
Assessed
This tool is administered three times in

the course of the program: at the onset
of the program; during the middle of
the program; and at the end of the
CS 6, 9
program. Results for each of these
measures is collected online and stored
in the central data system.
Completion of the interview and

associated notes are logged into the
central data system. Information
gathered from the coaches is used
during the interview to discuss
candidate experience and
preparedness. The Institute staff
evaluates the final DOP.
CS 1, 2, 6, 7,
9

Additional Data and Measures Used to Analyze Program Effectiveness and Inform
Programmatic Decision Making
b) What additional information about program effectiveness is collected and analyzed that
informs programmatic decision-making?

In addition to measuring candidate competencies, the SCOE Leadership Institute also assesses
additional information to evaluate and inform the programs effectiveness. The table below
describes the variety of assessments used during the 2012-13 and 2013-14 academic years that
informed programmatic decisions. Data was collected from candidates, coaches, and
Leadership Institute staff and was reviewed throughout each year.

March 2014
4

Measures of
Program
Effectiveness
Assessment 1.
Candidate
Evaluation of
Course
Effectiveness
Assessment 2.
Workshop
Feedback
Assessment 3.
Reflective
Records
Assessment 4.
Mid-Program
Review
Description
Tier I candidates complete a course

evaluation at the conclusion of each
of the 6 CPSEL courses using a locally
developed survey tool. It assesses
instructor preparation and
knowledge, applicability of course
content, and resources and support.
Tier II candidates complete a locally
developed online workshop feedback
form at the conclusion of each
workshop they attend. It assesses
presenter knowledge and
effectiveness and course content as
well as the application of the
workshop content to the applied
practicum.
Tier II candidates and coaches
complete a locally developed online
form that asks them to reflect on the
support given and received and the
quality of the candidate-coach
relationship specific to each course.
Tier II candidates complete a locally
developed form that requests
feedback about program quality in
the areas of standards, coaching,
logistics, and program.

Standards
Assessed
The online survey tool is

administered to all participants at
the completion of each course.
CS 2, 4
Data is collected online and stored
in the central data system.
The assessment is online at the

conclusion of each workshop.
Leadership Institute staff
evaluates forms and results are
stored into the central database.
CS 2, 4, 9
This assessment is administered

online at the completion of each
course. Data is collected and
stored in the central data system.
CS 2, 3, 6
After completing one year of the

program, candidates complete the
form to provide overall feedback
CS 2, 3
about the program. The forms are
reviewed by Leadership Institute
staff and are locally stored.

Candidate Assessment and Program Effectiveness Data
c) Include aggregated data from 4-6 assessments that were described in (a) and (b).

Candidate Assessment 1. CPSEL Coursework Completion
Tier I
Tier I candidates are required to complete nine specific elements of the program. These nine
elements are:
Program orientation
Completion of the six CPSEL courses and related coursework
Completion of the end-of-year project and symposium plan
Presentation of the end-of-year project at a symposium
March 2014
5

The table below shows the candidate counts of program element completion by location and
year. For both years, program completion rates were very high. For the 3 candidates that did
not complete the program within the expected year:
Two candidates dropped out of the program after completing only the orientation in
2013-14.
One candidate in 2012-13 had to postpone the completion of the project and
symposium due to severe family circumstances. The candidate is scheduled to complete
the program in the 2014-15 year.

2012-2013
2013-2014
7 of 9
9 of 9
1 of 9
9 of 9
Elements Elements Elements Elements

70
2
65
1
15

23
Grand Total
1
85
2
88
Tier I Candidate Counts: Required

Elements Completed
SCOE
Shasta COE
Percent Completed Program
98.8%
97.8%
Tier I CPSEL End-of-Course Papers

A key component of course completion is the end-of-course paper. If the paper is not approved
upon the initial submission to the instructor, the candidate must continue to resubmit the
paper until the course standard has been met. In the 2012-13 cohort year, 26 candidates (30%)
required a resubmission of an end-of-course paper and in 2013-14 year, 20 candidates (22%)
required resubmission. The table below shows by cohort, location, and course title, the
number of candidates that had to resubmit a paper and the number of resubmissions that were
required. Resubmissions were most often required in the Management for Teaching and
Learning and the Shared Visions of Learning courses. Resubmissions were least often required
in Personal Ethics for Leadership. No resubmissions were required for the Political and Social
Influences course. Reasons instructors gave for declining a paper included:
Omission of references
Omission of implementation plan
Candidate did not address the required number of elements
Sections required clarification as related to the leadership standards and its elements

Tier I: Number of Candidates that Required Resubmission
of the End-of-Course Paper by Course Title
2012-13 Cohort
(N=70)
2013-14 Cohort
(N=67)
Number of Paper Resubmissions
Two
Two
SCOE (Counts of candidates resubmitting papers)
Three

Three

Grand
Total

Management for Teaching and Learning
Personal Ethics for Leadership
Shared Vision of Learning
10
Teaching and Learning Culture
Working with Diverse Families and Communities
March 2014
17
6
Total
12
Shasta COE (Counts of candidates resubmitting papers)
18

38

Total
12
19
22
50
Grand Total

Tier II
The table below shows the number of courses completed by Tier II candidates as of August
2014. Although the candidates can enter the program at any of three points during the year
(fall, winter, or spring), each candidate is expected to complete three CPSEL courses each year
to stay on track. Of the 2012-13 candidates that completed zero courses, one dropped out and
the other had to put the program on hold due to medical reasons. Of the 2013-14 candidates
that completed zero courses, all four had begun the first CPSEL course in May of 2014. Overall
since the beginning of the program, 10 candidates from the 2012-13 cohort have completed the
program and received their clear credential.

Tier II Candidates: Number of CPSEL
Courses Completed as of August 2014
0 courses
1 courses
2 courses
3 courses
4 courses
5 courses
6 courses
Grand Total
Program Start Year for Cohort

2012-13
2

2
1
10
15
2013-14
4
13
9
10

36

Candidate Assessment 2. End-of-Year Project and Symposium
The end-of-year project and symposium is an evolving process whereby the district coaches and
faculty mentors work with the Tier I candidates to provide continuous feedback on this element
of the program. This occurs through one-on-one meetings and assessment of the progress
made along the way. At the end of the year, the candidates present their project to a panel of
educational leaders from the region and receive feedback and evaluation on their projects.
Panel members in each of the following required elements assess projects and presentations:
Project vision and expected outcomes
Rationale of need and importance
Evidence of transformational leadership
Implementation artifacts
Progress towards accomplishing the vision
Next steps

March 2014
7
The feedback of these elements (captured through a locally developed form) is provided to
candidates. Of all the candidates that remained in the program in 2012-13 and 2013-14, only
one did not complete the end-of-year project and symposium as noted above and is scheduled
to complete it in 2014-15. A sample of comments from two of the candidates indicated that
the program provided a chance to engage in leadership roles and to act as a mentor to new
teachers. It also afforded the opportunity to learn how to assess and reassess successes and to
value data and use feedback to foster improvement.

Candidate Assessment 3. Descriptions of Practice Assessments
Throughout the duration of the program, Tier II candidates utilize the Moving Leadership
Standards into Everyday Work Descriptions of Practice tool to assess their level of competency
in each of the six program standards measured. Candidates complete this assessment initially
at the beginning of the program, again after completing one year of the program, and lastly at
the end of the program. All participants are required to complete these assessments therefore
the participation rate was 100%.
Scoring rubric used for analyses:
1 = directed toward the standard
2 = approaches the standard
3 = meets the standard
4 = exemplifies the standard
In addition to assessing their level of competency, candidates provided comments on their
growth experience and described the practices they employed. The table below shows the
average scores for each area at each stage of measurement as well as the number of
candidates that grew one or more levels at the mid-point and end-point.

Tier II Description of Practice: Self-Assessments by

Candidates
Initial
Program
Mid-
Program
End of
Program
Number
Increased 1
or More
Levels
Mean
(N =
50)
Std.
Dev.
Mean
(N =
17)
Std.
Dev.
Mean
(N =
10)
Std.
Dev.
Initial
to
Mid
Initial
to
End
1.1 Develop a shared vision

1.2 Plan and implement activities around the vision
2.08
2.18
.900
.825
2.71
2.59
.588
.507
3.00
3.10
.667
.568
11
11
7
7
1.3 Allocate resources to support the vision

Standard 2. Teaching and Learning Culture
1.90
.814
2.76
.562
3.10
.568
13
2.1 Develop school culture and ensure equity

2.2 Guide the instructional program
2.3 Guide the professional growth of staff
2.18
2.24
2.20
.850
.822
.728
2.82
2.88
3.06
.529
.332
.556
3.20
3.20
3.20
.632
.632
.632
10
13
13
6
7
8
2.4 Create and utilize accountability systems

Standard 3. Management for Teaching and Learning
1.98
.769
2.47
.514
3.10
.568
10
Standard 1. Shared Vision of Learning
March 2014
8
3.1 Ensure a safe school environment
2.38
.805
2.88
.600
3.40
.699
3.2 Create an infrastructure to support an effective

learning environment
2.14
.833
2.65
.493
3.20
.632
3.3 Manage the school as a learning-support system

3.4 Maintain legal integrity
2.24
2.34
.771
.982
2.76
3.12
.437
.332
3.20
3.30
.422
.483
8
11
6
6
Standard 4. Working with Diverse Families and Communities

4.1 Collaborate to incorporate the perspectives of
families and community members
2.10
.814
2.71
.772
3.30
.675
11
4.2 Establish and manage linkages between the site and

the larger community context
1.84
.766
2.47
.800
2.80
.632
4.3 Engage and coordinate support from agencies

outside the school
1.86
.700
2.41
.870
2.70
.675
5.1 Maintain ethical standards of professionalism
2.76
.960
3.06
.429
3.60
.516
5.2 Guide sound courses of action using pertinent,

state-of-the-art methods
2.18
.850
2.71
.470
3.20
.632
11
5.3 Model reflective practice and continuous growth
2.66
.823
3.00
.500
3.40
.516
5.4 Sustain professional commitment and effort

Standard 6. Political and Social Influences
2.50
.909
3.12
.600
3.50
.527
6.1 Engage with the policy environment to support

school successes
1.88
.824
2.29
.772
2.70
.483
6.2 Interact with stakeholders

6.3 Incorporate input from the public
1.98
1.88
.742
.718
2.82
2.29
.809
.686
2.80
2.80
.422
.632
13
5
6
6
Standard 5. Personal Ethics and Leadership

Candidate Assessment 4. Exit Interview
After Tier II candidates complete each of the six CPSEL courses and additional program
requirements, they must complete the exit interview to clear their administrative services
credential. The exit interview included a practicum review, a description of practice review,
and a coaching review. Feedback from candidates during the interviews was collected and was
used to assist candidates in reflecting on their program experience and personal and
professional growth. Of the 10 candidates that began the program in fall of 2012, 100% had
completed the exit interview and had completed the program. An analysis of each review area
indicated that:
100% of candidates met the standards in all 6 CPSELs
100% of candidates were rated by the coaches as exceeding the requirements

Overall coaches indicated that candidates demonstrated great growth over the course of the
program, often moving from approaching standards to meeting or exceeding them. Areas
noted for continued growth for candidates included expanding relationships with parents and
the community and also refining their leadership and management skills.

March 2014
9
Program Effectiveness Assessment 1. Candidate Evaluation of Course Effectiveness
After the completion of each CPSEL course, Tier I candidates were asked to rate the course
effectiveness by indicating their level of agreement for each of 10 statements.
1 = strongly disagree (was coded as 2 on original survey)
2 = disagree (was coded as 3 on original survey)
3 = agree (was coded as 4 on original survey)
4 = strongly agree (was coded as 5 on original survey)

The participation/completion rate for the workshop feedback forms for all Tier I candidate
groups and locations was 100% for both 2012-13 (N=86) and 2013-14 (N=87). The table below
shows the results by year and location with the responses for agree and strongly agree
combined to demonstrate the percent that agree. Cells highlighted in yellow indicate where
less than 93% of candidates agreed with the statements. Green shaded cells indicate areas
where 100% of candidates agreed with the statements. When computed as averages on the
scale from 1 to 4, the means for each course by location and year ranged from 3.46 to 3.87 and
the standard deviations ranged from .485 to .712.
March 2014
10
Mgmt. for
Teaching
Personal
Ethics
Political
Influences
Shared
Vision
Learning
Culture
Diverse
Families
and Comm.
Year
% Agree
% Agree
% Agree
% Agree
% Agree
% Agree
2012-13
2013-14
97.1%
98.4%
97.1%
98.4%
97.1%
98.4%
97.1%
98.4%
97.1%
98.4%
100.0%
98.4%
100.0%
98.4%
100.0%
98.4%
94.3%
95.2%
94.3%
98.4%
98.5%
100.0%
100.0%
100.0%
100.0%
100.0%
95.5%
98.4%
97.0%
100.0%
97.1%
96.9%
97.1%
96.9%
97.1%
96.9%
97.1%
96.9%
97.1%
96.9%
100.0%
100.0%
100.0%
100.0%
100.0%
98.4%
100.0%
100.0%
100.0%
100.0%
97.1%
96.8%
97.1%
96.8%
97.1%
96.8%
97.1%
96.8%
97.1%
96.8%
2012-13
97.1%
98.6%
97.0%
97.1%
100.0%
97.1%
2013-14
98.4%
98.4%
100.0%
96.9%
100.0%
96.8%
2012-13
2013-14
97.1%
98.4%
97.1%
98.4%
94.3%
96.7%
95.7%
93.7%
97.0%
98.4%
97.0%
100.0%
97.1%
96.9%
97.1%
96.9%
100.0%
98.4%
98.5%
100.0%
97.1%
96.8%
98.6%
96.8%
2012-13
87.1%
97.1%
91.0%
98.6%
94.2%
94.3%
2013-14
98.4%
98.4%
100.0%
90.6%
96.8%
93.7%
Online live chat experience supported my 2012-13

learnings through the translation oftheory
2013-14
into practice.
92.9%
92.9%
92.5%
98.6%
92.6%
94.3%
96.9%
98.4%
100.0%
95.3%
93.7%
95.2%
Shasta COE
Year
% Agree
% Agree
% Agree
% Agree
% Agree
% Agree
2012-13
100.0%
95.0%
93.8%
95.0%
100.0%
95.0%
93.8%
95.0%
93.8%
95.0%
86.7%
100.0%
86.7%
95.0%
86.7%
100.0%
86.7%
100.0%
86.7%
100.0%
100.0%
86.4%
100.0%
86.4%
100.0%
86.4%
100.0%
86.4%
100.0%
86.4%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
93.8%
100.0%
93.8%
100.0%
93.8%
100.0%
93.8%
95.2%
93.8%
90.5%
Tier I Course Evaluations

Sacramento COE
Demonstrated knowledge of the key
instructional components of the course.
Was prepared to teach the course.
Addressed participants' questions in a
professional manner.
Overall, delivered an effective course.
Major concepts were presented that
assisted with course understanding.
Strategies and processes around course
concepts will assist with implementation
of leadership skills.
Resources assisted with the learning of
course concepts.
Mini-session instructor built upon the
understanding of course concepts.
Online Principal-Coach provided guidance
and facilitation that supported the
community chat experience.
Demonstrated knowledge of the key

instructional components of the course.
2013-14
2012-13
2013-14
2012-13
2013-14
2012-13
2013-14
2012-13
2013-14
2012-13
Major concepts were presented that

assisted with course understanding.
2012-13
2013-14
100.0%
95.5%
100.0%
95.5%
100.0%
95.5%
100.0%
95.5%
100.0%
95.5%
Strategies and processes around course

concepts will assist with implementation
of leadership skills.
Resources assisted with the learning of
course concepts.
Mini-session instructor built upon the
understanding of course concepts.
Online Principal-Coach provided guidance
and facilitation that supported the
community chat experience.
Online live
chat experience supported my
March
2014
learnings through the translation oftheory
into practice.
2012-13
100.0%
93.8%
86.7%
100.0%
100.0%
93.8%
2013-14
95.5%
95.0%
100.0%
86.4%
100.0%
95.2%
2012-13
2013-14
100.0%
95.5%
100.0%
95.5%
93.8%
95.0%
100.0%
95.0%
86.7%
100.0%
86.7%
100.0%
100.0%
86.4%
100.0%
86.4%
100.0%
100.0%
100.0%
100.0%
93.8%
100.0%
93.8%
100.0%
2012-13
93.8%
100.0%
93.3%
100.0%
100.0%
93.8%
2013-14
95.5%
95.0%
100.0%
86.4%
100.0%
100.0%
2012-13
10
93.8%
93.8%
86.7%
100.0%
100.0%
87.5%
2013-14
95.5%
95.0%
100.0%
86.4%
100.0%
95.2%

Addressed participants' questions in a
professional manner.
Overall, delivered an effective course.
2013-14
2012-13
2013-14
2012-13
2013-14
2012-13
2013-14
2013-14
2012-13
11
Program Effectiveness Assessment 2. Workshop Feedback
Tier II candidates were required to complete five workshops of their choice in each year of the
program. At the conclusion of each workshop they completed a workshop feedback form that
assessed the quality of the presenter and the workshop. Participants were asked to indicate
their level of agreement to seven statements and provide comments about the workshop and
the application of the workshop to their own work. The table below shows the average score
and descriptive statistics for each statement by workshop year and includes information about
workshop length and diversity.
1 = strongly disagree
2 = disagree
3 = neutral
4= agree
5 = strongly agree
Workshop comments indicated that:
The information was valuable and useful
Presenters were very knowledgeable
Opportunities to collaborate with colleagues were appreciated
Comments regarding the applicability of workshop content to participants work generally
indicated that seeing how the presenter applied the information in various settings helped
them to understand the challenges in applying it to their work.

2012-13
Tier II Workshop Evaluations by Candidates
2013-14
Mean
Std.
Dev.

Demonstrated knowledge of key instructional components
4.58
60
Was prepared to teach
4.63
Addressed participants' questions professionally

Overall, delivered an effective workshop
Instructor Effectiveness
Workshop Content
Mean
Std.
Dev.

.591
4.78
189
.509
60
.551
4.75
189
.555
4.67
60
.572
4.77
189
.545
4.55
60
.675
4.70
189
.564
Information and materials were helpful in meeting the

objectives of the course
4.50
60
.676
4.75
189
.555
I feel prepared to implement the workshop content
4.27
60
.778
4.44
189
.724
The content was applicable to the CPSEL and my Applied

Practicum Action Plan
4.50
60
.701
4.57
189
.708
Additional Information
Average Workshop Length
Number of Different Workshops

March 2014
11
3.94 hours
4.74 hours
39
116
12
Program Effectiveness Assessment 3. Reflective Records
Throughout the Tier II program, coaches and candidates reflect on the program support process
at the conclusion of each CPSEL course. The amount of program support is rated across 6
areas. The table below shows the average rating for each CPSEL course by year and by
candidates and coaches.
1 = none
2 = minimal
3 = adequate
4= over and above
Program Year
Tier II CPSEL Courses: Overall Average Score for Support
Given or Received
Candidate Reflective Record
Political and Social Influences
Coach Reflective Record
Political and Social Influences
2012-13
2013-14
Mean
Count
Std.
Dev.

Mean
Count
Std.
Dev.

3.63
3.48
3.31

10
11
9

.47
.85
.94

3.83
3.28
3.47
3.43

4
23
35
46

.33
.68
.54
.62
3.55
3.39
3.39

10
14
12

.48
.52
.51

3.08
3.24
3.09
3.11

2
25
35
46

.12
.49
.47
.53

To assess the strength of the support received, each item on the reflection tool was reviewed
by year. The charts that follow depict these results for candidates and coaches across all CPSEL
courses combined. Also note that coaches are expected to visit the candidate at their site at
least one time per year (this equates to one visit during one of the three CPSEL courses
annually, hence a 33% visitation rate).

March 2014
12
13

March 2014
13
14
Program Effectiveness Assessment 4. Mid-Program Review
After completing one year of the program, Tier II candidates complete a locally developed mid-
program form that requests feedback about the program quality and their experience as a
candidate. This form is designed to capture free-form comments in four key areas using the
following guiding questions:
Program
o How are practicums aligned with elements of standards?
o What knowledge areas will you focus on for remaining CPSELS?
Coaching
o What are some examples of coaching strategies that have supported your
leadership development?
Logistics
o What contacts are being made that support development?
o What areas of coaching would be helpful to further develop leadership?
Support
o What assistance has been provided during the program?
o What area(s) of need would assist the work needed to complete the program?
A total of 10 candidates from the 2012-13 cohort and 14 from the 2013-14 cohort completed
this requirement to date. The responses provided through these forms were reviewed by
Leadership Institute staff and are locally stored. Because a lengthy analysis of all comments
received would not serve the concise nature of this report, a review of a representative sample
from the 2013-14 is provided instead.
Overall, data collected from the mid-program review indicated that:
Program
Candidates emphasized how practical the program work was and how relevant it was to
their work. Goals for the school site they worked at meshed well with the expectations
of the leadership program. The practicums were described as authentic and beneficial
to candidates learning and professional growth.
Coaching
Candidates were very thankful for the support and feedback they received from their
coaches and the validation of their work in the program. Coaching sessions were timely
and relevant and the discussions helped candidates explore options and expand their
perspectives.
Logistics
Candidates agreed that the program logistics were flexible and that the schedules
provided them with sufficient time to complete their tasks.
Support
Overall districts were very supportive of their candidates including the provision of
financial support for the program. Sites appreciated the professional development
activities that candidates brought back to their site and the Leadership Institute was
noted for its overall organization of the program and the availability and responsiveness
of staff.
March 2014
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15
PART III Analyses and Discussion of Candidate and Program Data

Describe what the analyses of the data demonstrate about your program relative to: a)
candidate competence; and b) program effectiveness.

Overall, results from the candidate and program assessments indicate that the Leadership
institute provides appropriate professional development and support to administrative
credential candidates to enable them to successfully complete the program requirements and
earn the related credentials.

Candidate Assessment 1. CPSEL Coursework Completion

In both the Tier I and Tier II programs, candidates routinely complete their CPSEL coursework
within the expected timeline, indicating that this is not an area in which candidates fall behind
or that the program advances too quickly. A close assessment of the Tier I end-of-course paper
resubmission rates provides evidence that instructors work closely with candidates to ensure
that they understand the elements of the CPSEL course contents and application. Worth noting
is that the resubmission rates decreased in the second year suggesting that the program is
responsive to feedback form candidates. Also worth noting is that resubmissions were most
often required in the Management for Teaching and Learning and the Shared Visions of
Learning courses in both years. Within the structure of the Tier I coursework, this could be
considered a relative weakness among candidates in their course area, albeit a small one. The
fewest resubmissions occurred in the Personal Ethics for Leadership course and none were
required for the Political and Social Influences course which suggests that candidates have
greater skills in these areas.
Candidate Assessment 2. End-of-Year Project and Symposium
Given that all but one Tier I candidate completed this requirement on time, this requirement of
the program could be considered to be appropriately leveled and not an area of concern at the
time of this program review. Feedback from participants supports this conclusion.
Candidate Assessment 3. Descriptions of Practice Assessments
The Tier II descriptions of program assessments show that candidates typically begin the
program at the approaching standards level and end at the meets standards level at the
end of two years. Candidates rate their level of practice as highest in the standard of personal
ethics and leadership (relative strength) and lowest in the standard of political and social
influences (relative weakness). In general, approximately 70% of candidates moved up one or
more levels from their initial assessment of their practice with an average movement of one
level across the duration of the program.

The standard elements in which the smallest number of candidates moved up one or more
levels were: 4.2 Establish and manage linkages between the site and the larger community
context; 5.1 Maintain ethical standards of professionalism; and 5.3 Model reflective practice
and continuous growth. A closer analysis of the data for these items shows that candidates
who initially rated themselves as low had all made a one to two level gain at the conclusion of
the program while those that initially rated themselves as meeting or exemplifying the standard
March 2014
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16
rated themselves at the same level or one level lower at the conclusion of the program, likely
due to a better knowledge of what exemplifying a standard truly means. This could be
considered a strength in the program whereby candidates are gaining a better understanding of
the leadership standards and expectations as they progress through the program. This also
attests to candidates ability to effectively reassess their learning.

Candidate Assessment 4. Exit Interview
Data from the Tier II exit interview indicated that the candidates all met each standard and
made great growth however the coaches comments regarding areas of significant growth and
areas for continuous growth were general in nature. More specific comments with concrete
examples as well as resources and suggestions for improvement would benefit the professional
growth of candidates and review by program staff. It is also worth noting that each candidate
was rated as exceeding the standards of the program which supports strong candidate
competency. On the other hand, this might be erroneously interpreted by the candidates that
they have reached their full potential as an administrator and that little growth is left to
accomplish. However, given the comments by candidates of their personal and professional
growth, this is likely not a concern. Nonetheless, a rating scale with more levels could be
developed to provide this assurance and refine this assessment of candidate competency.
Program Assessment 1. Candidate Evaluation of Course Effectiveness
Overall, the Tier I courses received high ratings for overall effectiveness. The highest rated
areas were the Learning Culture and the Political and Social Influences across both program
sites and for both years. Political and Social Influences had improved at the Shasta COE site
from the prior year and the online learning component of this course improved at both sites
from 2012-13 to 2013-14. Beyond those areas, the program sites differed. For example, the
Management for Teaching course was rated higher at the Shasta COE site than at the SCOE site
while the rating for the Shared Vision course at the Shasta COE had dropped from 2012-13 to
2013-14. Because different staff teach these courses at the different sites, it would be valuable
to learn what is different about how these courses are being taught. Nonetheless, the ratings
for all courses were very high and support the strength of the program.
Program Assessment 2. Workshop Feedback
At the conclusion of each workshop, Tier II candidates completed workshop evaluation forms.
As evidenced by the data, information from the 2012-13 evaluations was successfully used to
improve all workshop areas for the 2013-14 year. This improvement also coincided with the
increased lengths of the workshops by nearly an hour, addressing the desire by candidates to
go more in-depth during courses. The areas of greatest strength in the 2013-14 year for the
workshops was in the instructors demonstrated knowledge of key instructional components
and usefulness of materials in meeting the objectives of the course. The area of relative
weakness for both years was in the candidates belief that they were prepared to implement
the workshop content, a common theme found in many professional development programs.

March 2014
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17
Program Assessment 3. Reflective Records
Results for both program years were similar and it was interesting to note that Tier II
candidates reported receiving slightly more support from the program coaches than the
coaches believe they provided. This was most evident in the Management for Teaching and
Learning course which received the highest rating during the 2013-14 year yet received the
lowest rating in the 2012-13 year. Results also indicated that candidates need greater coach
support in the Working with Diverse Families and Communities course.
A comparison of candidate ratings to coach ratings across all CPSEL courses shows that in 2013-
14 a disparity between perceived support offered and received existed across nearly every area
measured. In 2013-14 communication through a variety of mediums was the highest rated area
of support by candidates where 68% of candidates indicated that coaches went over and above
in this area with the next highest support areas identified as assisting with and reviewing the
Applied Practicum Action Plan. Although the area of lowest support would appear to be in the
area of visiting the site, this may not be the case. It is difficult to discern from the structure of
the question whether it is assessing whether a site visit occurred, whether several site visits
occurred, or whether a visit occurred and the coach was particularly supportive during the visit.
The question stem was whether the coach supported the candidate by visiting the site however
this is based on a four point rubric ranging from none to above and beyond. Interpretation
of the data gleaned from this question is inconclusive. It is recommended that this item be
scored on a yes/no rubric in the future.
On an interesting note, it should have occurred that coaches became more experienced with
the program over time and the coaches in the second year and should have been able to
provide better support to candidates, yet coaches indicated that they gave less support in the
second year of the program. Again, it is difficult to interpret whether coaches actually provided
less support or whether they became more efficient in their delivery of it.
Program Assessment 4. Mid-Program Review
Analysis of the mid-program review data confirms the findings of the other program
assessments. Overall the program is efficiently run and the content and format are relevant to
the work of the candidates. Based on the overall information provided by candidates, no
causes for program improvement were discovered however a revised review tool that includes
a rating scale might be able to better discern subtle areas where the program could benefit
from refinement.

PART IV Use of Assessment Results to Improve Candidate and Program Performance

In summary, the information gleaned from the candidate and program assessments indicate
that the Leadership Program is well organized, utilizes appropriate curriculum, and has a
successful candidate completion rate. Although this program received high scores in each of
the assessed areas, there is always room for improvement. Based on information collected
from the candidate and program assessments, a number of proposed changes will be made to
March 2014
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18
the program, most of which are a refinement of assessment tools used and the increased
sharing of the assessment results to candidates and other stakeholders. The table below
presents the focus areas for improvement and the proposed changes to support improvements.

Data Source
Applicable
Program or
Common
Standard(s)
Candidate
To better assess the quality of the coursework that Tier I
CS 1, 2
Assessment 1. candidates complete, the scoring rubric will be changed
from Meets/Does not Meet Standards to a multi-level
CPSEL
rubric reflective of the Description of Practice. This will
Coursework
provide more information to the program staff about
Completion
candidate competency as well as differences seen among
for Tier I
courses or instructors. The revised rubric will be pilot tested
in the 2014-15 year and implemented in the 2015-16 year.
Candidate
Details about the project and symposium and the exit
CS 1,2,6,7,9
Assessments 2 interview will be captured electronically and analyzed
and 4: End-of- annually. In addition, rating scales will be developed and
candidates, faculty, and Institute staff will rate their
Year Project
effectiveness in meeting course elements and program
and
effectiveness. This information will be used to guide
Symposium
program design, services and support.

and Exit
Interview
Program
Assessment 2.
Workshop
Feedback
It was evident that candidates desire more support in

implementing workshop content. To identify the areas in
which implementation is most challenged, a focus group
will be conducted with candidates. Results of the focus
group will provide information about where the program
will need to provide further support to candidates. (e.g.,
workshop design, types of workshops, delivery,
implementation of concepts.)
Program
To better understand how and why candidates cited
Assessment 3. receiving more support in 2013-14 than what coaches
believe they provided, focus groups with coaches will be
Reflective
conducted in 2014-15. Questions will assess how the type
Records
of coaching changed from 2012-13 and 2013-14 and what
the greatest perceived needs of candidates were. Data
from the focus groups will be used to refine the coaching
model and how support is assessed. In addition, site visits
will be coded using a yes/no rubric rather that the existing
four-point scale.
March 2014
18
CS 6,7
CS 6,9
19
Program
Assessment 4.
Mid-Program
Review
To capture more discreet data, a rating scale will be added

to the Mid-Program Review tool that will support the
quantification and summarization of data and analysis of
trends.
Analysis of all
Candidate and
Program
Assessments
In most cases, the assessments collect data from

CS 1,2
candidates, coaches, and instructors. The Leadership
Institute recognizes that formal data must also be collected
from the program staff and the advisory board. Beginning
with the 2014-15 year, biannual formal data will be
collected from these groups and their feedback used to
inform program effectiveness and guide program direction.
One overall goal for the program that will be implemented CS 1,2, 9
in the 2014-15 year will be the increased sharing of
assessment results with stakeholders. At the conclusion of
data collection cycles, results will be compiled and made
available to candidates, coaches, instructors, program staff
and other stakeholders. In addition, the results will be
presented during meetings where feedback will be
promoted.
All Candidate
and Program
Assessments
March 2014
19
CS 9
ORIGINAL DRAFT
District Memorandum of Understanding
Sacramento BTSA Consortium Induction Program, Sacramento County Office of Education
and the Partner Program
General
This Memorandum of Understanding (MOU) is entered between the Sacramento County Office of Education (SCOE), Local
Education Agency for the Sacramento Beginning Teacher Support and Assessment (BTSA) Consortium and the participating
LEA to implement the Sacramento Consortium Induction Program.
The effective date of this MOU is July 1, 2015. The terms of this agreement shall remain in force unless mutually amended.
Either party may terminate this agreement upon written notice submitted to the Advisory Committee no later than 180 days
prior to the start of the next school year.
Purpose
The purpose of the MOU is to establish a formal working relationship between the parties to this agreement and to set forth the
operative conditions, which will govern this partnership. SCOE and the participating LEA will form a partnership in providing
and coordinating services as part of the Sacramento Consortium Beginning Teacher Support and Assessment (BTSA) Induction
Program, hereafter referred to as the Consortium.
Responsibilities - General
A. SCOE agrees to the following:
1. Employ staff to perform services as described in the Sacramento County BTSA Consortium Induction Program Plan
and budget guidelines.
2. Provide a workspace for the BTSA staff including computer, fax access and telephone, and meeting space for program
activities.
3. Develop an annual program budget.
4. Establish a payment schedule and reporting requirements for the fee for service for each eligible credential candidate.
5. Develop and establish contracts with outside vendors for professional services as needed and/or required.
6. Facilitate a process for equitable distribution of services to BTSA credential candidates and support providers in all
Consortium partners.
7. Provide Support Provider Training and pay for substitute teachers.
8. Convene the Advisory Council and develop other administrative processes as provided for in the Sacramento County
BTSA Consortium Induction Program Plan.
9. Participate in program evaluation.
10. Supply to the Commission on Teacher Credentialing and California State Department of Education reports and other
information as requested on all matters related to program requirements and activities.
11. Provide professional development for Support Providers that provides critical knowledge, skills, and tools to begin and
sustain an effective supportive two-year relationship with novice teachers with a focus on effective instruction.
B.
The Partner Program agrees to the following:

1. Appoint a BTSA coordinator according to established guidelines to oversee all BTSA activities within the partner and
assume the responsibilities established by the Consortium.
2. Enroll and serve credential candidates according to induction requirements and criteria established by the Consortium.
3. Identify all school sites with eligible credential candidates and provide appropriate and sufficient information to all site
administrators.
4. Select experienced teachers as BTSA support providers according to established criteria including attendance at
required Support Provider training.
5. Provide Support Providers compensated time for one-to-one or small group consultations between the support provider
and credential candidate (s) as described in the program.
6. Provide substitutes for support providers observations of their credential candidates.
7. Provide on-going information about BTSA activities to the districts governing board.
8. Participate in required program evaluation.
9. Agree to all completion requirements as stated in the approved induction program document.
10. Provide support services for special education credential candidates to assure that the candidate is able to provide
necessary services to students in their Least Restrictive Environment regarding Case Management, IFSP/IEP and
transition planning teams, Advocacy, Consultation, and Collaboration, Co-teaching and/or Professional Learning
Community (ies). (Program Standard 2: Clear (Induction) Education Specialist Credential component)
Responsibilities - Fiscal
A. SCOE, in its capacity as LEA, agrees to the following:
1. Overall fiscal responsibility for the administration of the Induction Program.
2. Develop and maintain a balanced budget that allocates amounts sufficient to meet the costs of implementing program
responsibilities as described in the Sacramento County BTSA Consortium Induction Program Plan.
3. Expend income according to regularly established policies and procedures within the BTSA expenditure guidelines.
B. The Partner Program agrees to the following:
1. Pay $2000 cost for service per year of a two year Induction Program.
2. Develop and maintain a BTSA budget which includes these suggested expenditures: a program coordinator, support
providers, materials/supplies, and substitutes (for classroom observations).
3. Pay a Support Provider a suggested sliding scale of $1800 to serve one eligible credential candidate in the program and
$1000 for each additional candidate.
Other Conditions
Any and all products developed by SCBTSA are the exclusive property of the Sacramento County Office of Education. School
districts, their employees, staff, and subcontractors shall not have the right to disseminate, market or otherwise use the products
without the expressed written permission of SCOE and the Consortium. SCOE and SCBTSA shall have the authority to adapt and
adopt materials developed by SCBTSA for dissemination purposes.
Pursuant to Education Code Section 44227(a) the Sacramento County BTSA Induction Program adheres to the General Preconditions
(requirements 1-10) established by the Commission on Teacher Credentialing. In addition to the Commissions ten General
Preconditions, pursuant to Education Code Sections 44227(a) and 44265, each Education Specialist Clear Credential preparation
program shall also adhere to requirements 11-16.
General Indemnity. Partner Program shall defend, save, hold harmless, and indemnify SCOE and its officers, employees, and
agents from and against all claims, suits, actions, losses, damages, liabilities, costs, and expenses resulting from the gross negligence
of the Partner Program, its officers, employees, subcontractors, or agents under this Contract. SCOE shall defend, save, hold
harmless, and indemnify the Partner Program and its officers, employees, and agents from and against all claims, suits, actions,
losses, damages, liabilities, costs, and expenses resulting from the gross negligence of SCOE, its officers, employees, subcontractors,
or agents under this Contract.
By:__________________________________________
Signature of Authorized Official
By:__________________________________________
Signature of Authorized Official
Partner Program
Title: ________________________________________
Title: Program Director

Date: ________________________________________
Date: _______________________________________
Memorandum of Understanding: Sacramento BTSA Consortium Induction Program
Page 2 of 2
Memorandum of Understanding
Self-Funded Candidates
General
This Memorandum of Understanding (MOU) is entered between the Sacramento County Office of Education
(SCOE), Local Education Agency for the Sacramento Beginning Teacher Support and Assessment (BTSA)
Consortium, and the Non-funded Candidate.
Purpose
The purpose of the MOU is to establish a formal working relationship between the parties to this agreement and to
set forth the operative conditions, which will govern participation in the SCOE BTSA Induction Program.
Responsibilities - General
A. SCOE agrees to provide the following:
1. An approved credential program leading to a recommendation for a Clear Credential
2. Individual counseling and advisement services as requested
3. Five days of Support Provider Training for a site-identified mentor
4. Access to workshops and online professional development options
5. All materials and resources
6. Access to an orientation, four Benchmark Support Seminars, and an End-of-Year Event (Professional
Induction Presentation)
B.
The Non-funded Candidate agrees to the following:

1. Enroll in the program and secure a MyBTSA account
2. Attend all required meetings: orientation, four Benchmark Seminars, and End-of-Year Event
3. Work with the site administrator to secure a site-identified support provider; to agree to a site-negotiated
stipend paid directly to a site mentor; and to ensure attendance at required Support Provider training at
SCOE.
4. Complete all requirements of the Sacramento BTSA Consortium as stated in the approved induction
program document
Responsibilities - Fiscal
The amount due to SCOE: $1800 per year (plus $1800 if SCOE provides the Support Provider)
Site Provides an SP
SCOE Provides an SP
I will pay SCOE $________________________
$1800 Due October 1, 2015

$3600 Due October 1, 2015
My school will pay SCOE $________________________
Please send bill to:
I understand that my credential will not be cleared until the Sacramento County Office of Education has
received payment in full.
______________________________________________
______________________________________________
Signature of Candidate
Signature of Site Authorized Official
Date: ___________________________
Title: ________________________________________
Date: _________________________________________
Checks and POs made payable to:

Attention: Sacramento BTSA Consortium
PO Box 269003
Sacramento, CA 95826-9003
Contact: Dawn McCarron, Program Analyst, BTSA, (916) 228-2496, dmccarron@scoe.net

Payment and Options Schedule
Option 1:
Pay in full by check; payment due by July 1
Option 2:
due by
Pay in full by credit card via PayPal (plus addition convenience fee); payment
July 1
Option 3:
Pay in two installments by check; first payment due July 1 and second
payment due February 1
Option 4:
A loan through Schools Financial Credit Union
Option 5:
If enrolling in the Masters Program, participants may apply for federal

financial aid to pay for both the Preliminary Administrative Services
Credential Program and the Masters Program
Masters Program
$425 x 6 courses = $2,550 (Cost of 18 semester units earned for the Preliminary Administrative
Services Credential Program)
$1,570 x 4 courses = $6,280 (Cost of 12 semester units for Year 2 of the Masters in Applied
School Leadership Program)
* Costs for the Masters Program are subject to increase
(payment schedule is determined by start date):
Payment 1: November 15 (Year 1)
CPSEL 2 and CPSEL 5
Payment 1: February 15 (Year 1)
CPSEL 3 and CPSEL 6
CPSEL 2 and CPSEL 5

CPSEL 3 and CPSEL 6

August 15 (Year 1)
February 15 (Year 1)
August 15 (Year 2)
November 15 (Year 1)
May 15 (Year 1)
November 15 (Year 2)
May 15 (Year 2)
CPSEL 2 and CPSEL 5

Payment 1:
Payment 2:
Payment 3:
Payment 4:
August 15 (Year 1)
August 15 (Year 2)
CPSEL 3 and CPSEL 6

Payment 1:
Payment 2:
Payment 3:
Payment 4:
Please make checks payable to the Sacramento County Office of Education and indicate Leadership Institute CASP
on the memo line. Please submit payments to: Sacramento County Office of Education, P.O. Box 269003, Sacramento,
CA 95826, Attention: Accounts Receivable.
Payment 1:
Payment 2:
Payment 3:
Payment 4:
CPSEL 1 and CPSEL 4
Option 3: Four payments of $1,625. Please refer to chart below for payment dates.
Payment 1: August 15 (Year 1)

CPSEL 1 and CPSEL 4
Option 2: Two payments of $3,250. Payment 1 must be made at start of program. Payment 2 must be
made at the start of year two.
CPSEL 1 and CPSEL 4
Option 1: One payment of $6,500. Payment must be made at start of program.
Payment Options
Payment Options and Schedule
Clear Administrative Services Program
SacramentoCountyOfficeofEducationSchoolofEducation
NewTeacherInductionProgramBudget
FISCALYEAR20142015
FY2015
REVENUE
PrivateSchoolParticipants(26)
NonConsortiumEdSpecialists(33)
BeginningBalance
TOTALREVENUE
EXPENDITURES
InductionProgramStaff
1300 CertificatedManagement
1303 PostRetirementPayrollAdjustments
$ 44,900
$ 6,600
$ 832,844
$884,344
$146,576
$6,977
1902 Stipend(InterprogramPresenter)
1906 TempExempts(Trainers/Consultants)
$350
$88,500
2400 ClassifiedSupportStaff
2401 ClassifiedSupportOvertime
2408 ClassifiedBargainingUnitStipend
$71,108
$3,666
$732
3XXX
Benefits
$72,661
4300 Supplies(office&meetingsupplies<$500)
4400 InventoriedSupplies($500<cost<$5,000)
$20,000
$
5200
5600
5605
5714
5715
5725
5729
5734
5740
5746
5800
$1,000
$1,800
$1,736
$4,700
$1,000
$5,000
$1,500
$45,000
$500
$45,000
$80,000
Travel/Conference
Rentals/Repairs(Copiermaintenanceagreement)
Rentals&Leases(Offsitemeetingspace)
Phones
Postage
Printing
C&I(PDforParticipants)
CSAPAEvaluationServices
K12Services(PDforParticipants)
IMS(Website/databasedesign&support)
Contracts/OtherExpenses
MeetingServices
$ 40,000
NAEFsupportagreement
$ 35,000
DistrictreimbursementsforFACTsubs
$ 5,000
7320 Indirect9.28%
$56,868
TOTAL
$654,674
BeginningBalance
Tier3Allocation
TotalRevenue
EndingBalance
$832,844
$
$832,844
$178,170
Sacramento County Office of Education - School of Education
Preliminary Adminstrative Services Credential Program Budget

FISCAL YEAR 2014-2015
FY2015
REVENUE
PASCP Participants & Satellite Sites
Carry-Over from 2013-2014
TOTAL REVENUE
EXPENDITURES
PASCP Staff
1300
1902
1906
2300
2400
2906
3XXX
4300
4400
5200
5600
5714
5715
5725
5729
5738
5746
5800
7320
Certificated Management
Interdepartment Special Compensations
Certificated Temporary Employees
Support Staff (Management)
Support Staff (Classified)
Classified Temporary Employees
Benefits
Supplies (office & meeting supplies <$500)
Inventoried supplies ($500cost<$5,000)
Travel/Conference
Rentals/Repairs (copier maintenance)
Telephones
Postage
Printing
Data Services
Technology Services (Moodle)
IMS (Web site/database design & support)
Contracts/Other Expenses
Indirect 8.0%
$411,500
$27,448
$438,948
$125,790
$6,850
$78,000
$44,853
$27,124
$500
$67,036
$14,105
$1,963
$750
$3,000
$1,350
$400
$907
$10,688
$1,794
$4,497
$14,181
$32,306
TOTAL
$436,094
Beginning Balance
Total Revenue
Ending Balance
$27,448
$411,500
$2,854
Sacramento County Office of Education - School of Education
Clear Adminstrative Services Credential Program Budget

FISCAL YEAR 2014-2015
FY2015
REVENUE
CASCP Participants
Carry-Over from 2013-2014
TOTAL REVENUE
EXPENDITURES
CASCP Staff
1300
1902
1906
2300
2400
2906
3XXX
4300
5715
5725
5729
5740
5800
5900
7320
Certificated Management
Interdepartment Special Compensations
Certificated Temporary Employees
Support Staff (Management)
Support Staff (Classified)
Classified Temporary Employees
Benefits
Supplies (office & meeting supplies <$500)
Postage
Printing
Data Services
K-12 Services (PD for participants)
Contracts/Other Expenses
Communications
Indirect 8.0%
$220,066
$103,529
$325,595
$126,126
$1,500
$77,900
$6,085
$8,459
$2,700
$48,293
$2,464
$200
$400
$3,412
$100
$4,779
$15
$22,595
TOTAL
$305,028
Beginning Balance
Total Revenue
Ending Balance
$103,529
$220,066
$20,567
Professional Development Provider Roles & Responsibilities
Role of Professional Development Provider

Provide Sacramento BTSA Consortium Professional Teacher Induction Program
participants outstanding opportunities to grow in the knowledge and skill of teaching.
Continuing Responsibilities for Professional Development Providers
Know state-adopted academic content standards and performance levels for

students; state-adopted curriculum frameworks and instructional materials, and
instructional materials, the California Standards for the Teaching Profession
(CSTP) and Professional Induction Standards.
Know teacher development and the research base that informs induction content
and practices.
Know adult learning theory.
Expertly train, facilitate and present
Know group processes and high quality professional development elements.
Know and address the issues and impact regarding culture, ethnicity, and diversity
(language/linguistic, cognitive, and gender)
Work collaboratively with others to create a collegial learning community.
Possess and use effective interpersonal communication skills.
Demonstrate an ongoing commitment to personal professional growth and

learning
Deliver high quality services for which you have been contracted.
Fill out and return all required forms.
I have read, understand and support the above document
___________________________________________
__________________________
Professional Development Provider Signature
___________________________________________
Date
_______________________
BTSA Roles and Responsibilities: Support Provider

1. Actively participate in required Consortium Support Provider Training for year one and all
periodic updates.
2. Understand the professional induction and credentialing process through active support and
engagement in the entire BTSA Induction Program.
3. Frequently use MyBTSA to record information and check on the progress of your PT(s).
4. Complete required My BTSA website documentation.
5. Meet weekly with your Participating Teacher(s) for an average 1.5 hours each week for 26 weeks
each year for two years. Review and approve the documents provided by the Participating
Teacher.
6. Observe your Participating Teacher(s) in order to provide information based on the California
Standards for the Teaching Profession and the Induction Program Standards to be used in formative
self-assessment and in determining appropriate professional development.
7. Support and guide your Participating Teacher(s) in creating, implementing and periodically
revising an Individualized Induction Plan (IIP) [Action Plan] based on the results of formative
assessment. Check that your PT has uploaded IIP to the MyBTSA website.
8. Support and guide your Participating Teacher(s) in developing a professional teaching
portfolio based on the evidence collected through FACT.
9. Complete the summary interview with your Participating Teacher(s) in preparation for their
presentation at an End-of-Year Event.
10. Attend and participate in the four Benchmark Seminars and End-of-Year Event.
11. Collaborate with your Participating Teacher(s), Site Administrator(s), BTSA participants, and
colleagues.
12. Participate in the program evaluation process. Provide feedback on program effectiveness to the
Program Director, BTSA Coordinator, and Advisory Council representatives.
13. Support the participating teacher in the collection of evidence that meets program standards
regarding his or her teaching practice over the two-year period.
14. Assist the Participating Teacher in reviewing for the End-of-Year Event presentation.
15. If for any reason you and your Participating Teacher are not working together in a professional and
productive manner, please inform your District Coordinator or the BTSA Director. Changes can always be
made, and there is no fault or blame on anyone.

K-12 District Co-Sponsors Roles and Responsibilities
Role of District Co-Sponsor

To provide oversight and support to the District Coordinator and to the Sacramento BTSA
Consortium Professional Teacher Induction Program
Co-Sponsor Roles and Responsibilities

Appoint and support a District BTSA Coordinator who will fulfill the roles and
responsibilities as described in the Coordinator Job Description
Provide a minimum of one-half day of release time for each Site Administer to attend
BTSA Site Administrator Training
Select Support Providers in accordance with the program standards as defined by
California mandates and as specified in the SP Selection Process
Provide exemplary veteran teachers to work as Support Providers who will regularly meet
with Participating Teachers and provide on-going assistance, support, formative
assessment and monitoring of progress toward completion requirements for the
Professional Clear Credential within two years
Ensure that Support Providers attend scheduled Formative Assessment training (4-5 full days)
as well as provide a minimum of two half-days of release time per year to observe and meet
with each of their Participating Teachers
Ensure that Participating Teachers attend quarterly Benchmark Seminars and
Professional Development Training as outlined by the IIP
Ensure that all district and site administrative staff respects the confidentiality between
Support Providers and Participating Teachers. BTSA activities, support and assessment
may not be considered in district teacher evaluation
At the point of hire, notify qualified new Participating Teachers of their responsibility to
enter a two-year teacher induction program
Participate in on-going local and state program evaluation
Fiscal Responsibilities
Provide district in-kind resources to support Participating Teachers
Develop and maintain a district budget that allocates sufficient funds to meet the cost of
implementing the program as outlined in the budget
Submit program and fiscal reports to SCOE in its capacity as LEA
BTSA Roles and Responsibilities: Support Provider

1. Actively participate in required Consortium Support Provider Training for year one and all
periodic updates.
2. Understand the professional induction and credentialing process through active support and
engagement in the entire BTSA Induction Program.
3. Frequently use MyBTSA to record information and check on the progress of your PT(s).
4. Complete required My BTSA website documentation.
5. Meet weekly with your Participating Teacher(s) for an average 1.5 hours each week for 26 weeks
each year for two years. Review and approve the documents provided by the Participating
Teacher.
6. Observe your Participating Teacher(s) in order to provide information based on the California
Standards for the Teaching Profession and the Induction Program Standards to be used in formative
self-assessment and in determining appropriate professional development.
7. Support and guide your Participating Teacher(s) in creating, implementing and periodically
revising an Individualized Induction Plan (IIP) [Action Plan] based on the results of formative
assessment. Check that your PT has uploaded IIP to the MyBTSA website.
8. Support and guide your Participating Teacher(s) in developing a professional teaching
portfolio based on the evidence collected through FACT.
9. Complete the summary interview with your Participating Teacher(s) in preparation for their
presentation at an End-of-Year Event.
10. Attend and participate in the four Benchmark Seminars and End-of-Year Event.
11. Collaborate with your Participating Teacher(s), Site Administrator(s), BTSA participants, and
colleagues.
12. Participate in the program evaluation process. Provide feedback on program effectiveness to the
Program Director, BTSA Coordinator, and Advisory Council representatives.
13. Support the participating teacher in the collection of evidence that meets program standards
regarding his or her teaching practice over the two-year period.
14. Assist the Participating Teacher in reviewing for the End-of-Year Event presentation.
15. If for any reason you and your Participating Teacher are not working together in a professional and
productive manner, please inform your District Coordinator or the BTSA Director. Changes can always be
made, and there is no fault or blame on anyone.
JOB CLASSIFICATION TITLE: Online Principal-Coach
DEFINITION
Under the supervision of the Online Principal-Coach Coordinator, provides online expertise,
guidance, and coaching to participants in the Preliminary Administrative Services Credential
Program at the Sacramento County Office of Education.
DIRECTLY RESPONSIBLE TO
Leadership Institute Executive Director and Online Principal-Coach Coordinator
SUPERVISION OVER
None; however, Online Principal-Coach will lead online discussions through chats with participants
in the credentialing program.
DUTIES AND RESPONSIBILITIES
Meet with Online Principal-Coach Coordinator and/or class instructor to review course
content and goals of Leadership Institute.
Attend the Online Technical Workshop.
Attend a minimum of 4 out of 5 scheduled Online Principal-Coach meetings (2-3 hours each)
Lead discussions using scenarios and prompts to assist in the understanding of concepts
taught and discussed in class. Online chats will be the mode of communication for these
discussions.
Complete all required online course requirements within the timeline for the course. Each
discussion session should be no less than one hour and no more than two hours in length.
When assigned an online community, adhere to all established guidelines.
Monitor and evaluate the online participation of assigned study group members. Online
chats will be recorded electronically.
MINIMUM QUALIFICATIONS
Possession of an Administrative credential

Experience as a principal or presently serving as a site administrator
Experience in the areas of student, staff, and community relations
Experience in supervision and evaluation of staff
MINIMUM QUALIFICATIONS, continued
Knowledge of one or more of the following content areas will be also required:
Shared Vision of Learning Course provides techniques to learn facilitation of the
development and implementation of a vision of teaching and learning that is shared and
supported by the school community.
Teaching and Learning Culture Course teaches how to advocate, nurture, and sustain a
school culture and instructional program that is conducive to student learning and staff
professional growth. Focus is on implementation of state-adopted academic content
standards, framework, and instructional materials, as well as assessment and accountability
systems.
Working with Diverse Families and Communities Course focuses on learning how to work
effectively with families, caregivers, and community members; how to recognize the goals
and aspirations of diverse families; respond to diverse community interests; and examine
and evaluate ones own attitude toward people of different race, culture, and socioeconomic status.
Personal Ethics of Leadership Course provides the opportunity to examine and model a
personal code of ethics and practice professional leadership skills, including shared
decision-making, problem-solving, and conflict management skills. Site and district
responsibilities for students with special needs will be examined; and there will be multiple
opportunities to model personal and professional ethics, as well as reflect on personal
leadership beliefs and practices and develop mechanisms for sustaining personal
motivation, commitment, energy, and health to balance both professional and personal
responsibilities.
Management for Teaching and Learning Course teaches how to ensure the management
of organization, operations, and resources for a safe and efficient learning environment.
Course includes study and application of organizational theory that reflects effective
leadership and management concepts/strategies that contribute to student achievement
and professional participation of all adults in the school community.
Political and Social Influences Course focuses on the political, societal, economic, legal,
and cultural influences on schools. Candidates will have the opportunity to practice both
team leadership and team membership so that the candidate can effectively generate and
participate in communication with key decision-makers in the school community.
TECHNICAL REQUIREMENT
A working computer with current system software and web browsing software and a fast
internet connection
COMPENSATION
Stipends will be given for online coaching and preparation work as follows: $100 total for pre- and
post-preparation work per course; $50 per online hour per course.
JOB CLASSIFICATION TITLE: Online Principal-Coach Coordinator
DEFINITION
Under the supervision of the Leadership Institute Executive Director, oversees the Online PrincipalCoaches.
DIRECTLY RESPONSIBLE TO
Leadership Institute Executive Director
DUTIES AND RESPONSIBILITIES
Liaison for the Leadership Institute in overseeing the functions of the online program
Assign online communities and Principal-Coaches
Attend Online Principal-Coach meetings
Assist with development of Online Principal-Coaches role
Assist with facilitating discussion at meetings
Provide direction and support between Online Principal-Coaches and Leadership Institute
MINIMUM QUALIFICATIONS
Possession of an Administrative credential

Experience as a principal, district personnel, or expert in field
Experience in supervision and evaluation of staff
Knowledge of one or more of the following content areas will be also required:
Shared Vision of Learning Course provides techniques to learn facilitation of the
development and implementation of a vision of teaching and learning that is shared and
supported by the school community.
systems.
MINIMUM QUALIFICATIONS, continued

systems.
Working with Diverse Families and Communities Course focuses on learning how to work
effectively with families, caregivers, and community members; how to recognize the goals
and aspirations of diverse families; respond to diverse community interests; and examine
and evaluate ones own attitude toward people of different race, culture, and socioeconomic status.
Personal Ethics of Leadership Course provides the opportunity to examine and model a
personal code of ethics and practice professional leadership skills, including shared
decision-making, problem-solving, and conflict management skills. Site and district
responsibilities for students with special needs will be examined; and there will be multiple
opportunities to model personal and professional ethics, as well as reflect on personal
leadership beliefs and practices and develop mechanisms for sustaining personal
motivation, commitment, energy, and health to balance both professional and personal
responsibilities.
Management for Teaching and Learning Course teaches how to ensure the management
of organization, operations, and resources for a safe and efficient learning environment.
Course includes study and application of organizational theory that reflects effective
leadership and management concepts/strategies that contribute to student achievement
and professional participation of all adults in the school community.
Political and Social Influences Course focuses on the political, societal, economic, legal,
and cultural influences on schools. Candidates will have the opportunity to practice both
team leadership and team membership so that the candidate can effectively generate and
participate in communication with key decision-makers in the school community.
OTHER REQUIREMENTS
District Superintendent or designee recommendation

A working computer with current system software and web browsing software
COMPENSATION
$12,000 annually

District Coach for SCOE Leadership Institute,

Thank you for being a District Coach in the SCOE Preliminary Administrative
Services Credential Program. Your support is greatly appreciated and enhances the
leadership development of our participants in the growth of their knowledge and
skills. Research states that participants should be exposed to diverse views
regarding educational and organizational management. You assist with this goal as
you advise and give input to our participants.

One responsibility of a District Coach is to provide guidance and support to our
participants as they work through their End-of-Year projects. Due to your
experience in leadership, your guidance is an important factor to the participants
development as you offer insight to the work that is necessary in leadership.
Please note: It will be up to you and your Leadership participant to determine how
often you meet and the extent of your interactions.

Participants have submitted their Project Proposals to the Institute and will share
their proposals directly with you. These projects will be presented at the End-of-
Year Symposium on Saturday, June 21, 2014.

I want to share some key points that will assist you with the guidance around your
participants project:

The purpose of the End-of-Year project is to assist with building knowledge and
skills for the leadership needed to implement a project.

The project will focus on an area that supports the work at a school site, district, or
in the community.

The project, more than likely, will not be completed by the presentation on June
21, 2014. Participants will share the status and where they will be going with the
work around their project.

The presentation will follow our Project Presentation Outline. Participants will
present their projects to a panel and engage in a dialogue around the project and its
focus. (Please see attached Project Presentation Outline.)

As a District Coach, you play an important role in the leadership development of our
participants. If you have any questions around your responsibilities, please contact
me directly.
I would also like to invite you to participate as a panel member at our End-of-Year
Symposium at Sheldon High School in the Elk Grove Unified School District on June
21, 2014. (Please see attached invitation.)

Know that your involvement contributes to leadership development and supports
our guiding principle that high-quality leadership is key to success for students,
teachers, schools, and districts.

(916) 228-2612
swinlock@scoe.net

Clear Administrative Services Credential Program (CASCP)
Job Classification Title: Coach

Definition
The CASCP Coach will provide coaching and support to the CASCP Participant
through the development of the California Professional Standards for Educational
Leaders (CPSELs). The coach will assist with the guidance around professional
development choices for each of the leadership standards and the applied
practicums.
Directly Responsible to
SCOE Leadership Institute Executive Director
Duties and Responsibilities
Provide coaching and support to an assigned CASCP Participant around
the requirements of the California Professional Standards for Educational
Leaders (CPSELs) for the program.
Coach and support the work of the CASCP Participant for completion of
practicums developed for each of the CPSELs.
Serve as liaison between the Leadership Institute and the CASCP
Participant around the program support needed for completion of all
requirements.
Follow coaching guidelines and requirements that have been established
by the SCOE Leadership Institute for support to the CASCP Participant.
Agree to a two-year commitment.
Attend the Orientation, mid-program and exit meetings, and three coach
training sessions.
Qualifications
Possession of a Clear Administrative Services Credential
Minimum of three years of leadership experience
Experience in one or more areas of school site leadership, district
leadership, and/or program leadership (e.g., Title l, GATE, Special
Education, EL, Curriculum)
Knowledge and experience with the California Professional Standards for
Educational Leaders (CPSELs)
Knowledge and experience in coaching educational professionals
Application Requirements
Recommendations from education professionals
A working computer with current system software, web browsing software,
and a mobile phone
Valid California Drivers License
Mendoza
DeChance
Hexom
Shepherd
Lind
Morton
Trunnell
Revis
Raynor
Cone
Pellow
Hammer
SanJuanUSD
InductionProgram
SacramentoStateCollege
ofContinuingEducation
Brown
Davies
Dulz
Arellanes
Leung
ProgramDirector
Dean,CollegeofEducation
ProfessorEmeritus,DeptofTeacherEducation
Chair,TeacherEducation
AssociateChair,TeacherEducation
Chair,BilingualMulticulturalEducation
Marty
Vanessa
Thomas
Rita
Deidre
Susan
Pia
Shannan
Beth
Cheryl
Page1of2
CoDirector
CoDirector
BTSA/PARLeadTeacher
SeniorProgramCoordinatorCSUS,CCE
ProgramManagerCSUS,CCE
Director,ProfessionalDevelopment
DirectorofTeacherEducation
Jennifer
Robin
Liz
Noue
Director
Coordinator
Consultant
AssociateProfessor,SpecialEducation
AssociateProfessor,SchoolofEducation
SeniorDirector,Curriculum&Instruction
Coordinator
DirectorCurriculum&ProfessionalLearning
Coordinator
ManagerofCommunity&CorporateRelations
ManagerofCommunity&CorporateRelations
SacramentoValleyDirector
RegionalDirector
Position
20142015
Lucy
Cara
Mary
Denise
Carol
Angie
Jill
Anna
Jodi
Connie
Jessica
Kim
Pat
LastName FirstName
NapaCOEInduction
Program
Edwards
PlacerCOE
InductionProgram
Hicks
FortuneSchools
Lund
SacramentoCOE
InductionProgram
Martinez
SacramentoState
University
Sheared
Williams
Johnson
Sessoms
Heredia
Wong
FairfieldUSD
InductionProgram
NationalUniversity
ElkGroveUSD
ElDoradoCOE
InductionProgram
BrandmanUniversity
Affiliation
PhoneNumber
(916)9717214
(916)2786249
(916)2783349
(916)2785088
(916)7045513(cell)
(916)2786155
(916)2784267
(916)2786807
(916)2784978
(916)2282236
(530)7451488
(916)9248633
(707)2536998
(707)3995076
(916)3373383
(916)8554314
(916)8554115
(530)2952306
(530)2952314
(916)6867757
(916)6867797x7322
(916)8177719
(916)7896901
(916)7896900
(916)7896900
CapitalRegionTeacherPreparationNetwork
sbrown@sjta.org
beth.davies@sanjuan.edu
cdultz@sanjuan.edu
arellanl@csus.edu
nleung@csus.edu
vsheared@saclink.csus.edu
williamst@csus.edu
rjohnson@csus.edu
sessoms@csus.edu
heredias@csus.edu
wongp@csus.edu
mmartinez@scoe.net
jhicks@placercoe.k12.ca.us
rlund@fortuneschool.us
ledwards@ncoe.k12.ca.us
CaraM@fsusd.k12.ca.us
mdechance@nu.edu
dhexom@nu.edu
cshepher@nu.edu
alind@edcoe.org
jmorton@edcoe.org
atrunnel@egusd.net
jrevis@egusd.net
craynor@brandman.edu
cone@brandman.edu
kpellow@brandman.edu
hammer@brandman.edu
EmailAddress
Campbell
YoloSolanoInduction
Program
Best
Cluster1
Danielson
Page2of2
BTSADirector
ClusterRegionDirector
Connie
Lisa
Lynette
TeacheronSpecialAssignment
DirectorofCurriculum,Instruction&Professional
Learning
CoordinatorofUndergraduateCredentials
DirectorofEducation
CoordinatorofGraduateCredentials
FieldExperienceCoordinator
Chair,TeacherEducation
Director,TriCountyBTSA
Professor,TeacherEducation
SupervisorofTeacherEducation
TeacherEducator
Director,UCDavisExtension
Faculty/Supervisor,CollegeofEducation
CredentialsAnalyst
Position
20142015
Martina
Eric
Tim
Nathan
Jill
Patricia
Wick
Bull
Gillespie
Herzog
Wolfe
Karen
Barbara
Pauline
Michele
Susan
Cheryl
Erin
McLaughlin
Goldman
Holmes
Fortes
Catron
Bunton
Naudin
LastName FirstName
WashingtonUSDInduction
Program
Guerra
WilliamJessupUniversity
UniversityofSanDiego
UCDavis,Extension
UniversityofPhoenix
TriCounty
InductionProgram
UCDavis
Affiliation
PhoneNumber
(530)7575300x137
(530)2952320
(916)3757600
(916)3757600
(916)5772278
(916)5772279
(916)5772284
(530)8222971
(530)7525395
(530)7529537
(530)7525395
(530)7549158
(916)7189599
(916)2862858
(916)2862852
(916)6019176
CapitalRegionTeacherPreparationNetwork
cbest@djusd.net
ldanielson@edcoe.org
lcampbell@wusd.k12.ca.us
marenas@wusd.k12.ca.us
ebull@jessup.edu
tgillespie@jessup.edu
nherzog@jessup.edu
jwolfe@jessup.edu
patricia.wick@phoenix.edu
karenm@sutter.k12.ca.us
bggoldman@ucdavis.edu
pvholmes@ucdavis.edu
mfortes@ucdavis.edu
scatron@ucdavis.edu
c.bunton@comcast.net
Erin.naudin@phoenix.edu
EmailAddress
SacramentoCountyOfficeofEducation
NewTeacherInductionProgramEventCalendar
20142015
July2014
ProfessionalDevelopmentPresentersTeamRetreat
o July9&10
August2014
GeneralEducationTeacherInductionOrientation
o August6,11(EFC*),14(EFC*),20,&28
EducationSpecialistInductionOrientation
o August16
SupportProviderUpdate
o August9
DistrictCoordinatorsMeeting
o August19
September2014
GeneralEducationTeacherInductionOrientation
o September4,11,16,20,&25(Muir**)
FACTAcademyDay1
o September10
SupportProviderUpdate
o September20
Benchmark1
o September30
October2014
FACTAcademyDay2
o October1
Benchmark1
o October2,2(EFC*),7(NAEF***),7(EFC*),8,14,16,23,&25
DistrictCoordinatorPlanningRetreat
o October10
EducationSpecialistSupportSaturday
o October25
November2014
ProfessionalDevelopmentSaturday(FallSession)
o November1
FACTAcademyDay3
o November5
Benchmark2
o November6,12,13,18,20,&22
o November22
December2014
Benchmark2
o December1
FACTAcademyDay4
o December10
AdvisoryCouncil
o December18
January2015
Benchmark3
o January7,8,15,20,22,24,&28
Benchmark2(EFC*)
o January8&20
DistrictCoordinatorsMeeting
o January13
FACTAcademyDay5
o January14
o January24
February2015
AdvisoryCouncil
o February19
March2015
Benchmark4
o March4,10,12,18,24,26,&28
Benchmark3(EFC*)
o March10
SpringCleaningMakeupSessionsSaturday
o March7
ProfessionalDevelopmentSaturday(SpringSession)
o March14
InductionProgramPartnersSpringPlanningDay
o March20
EducationSpecialistSaturday
o March28
May2015
ProfessionalInductionPresentation(PIP)
o May7,9,13,14,19,21,&27
DistrictCoordinator&AdvisoryCouncilJointSession
o May12
Benchmark4(EFC*)
o May14&19
*EFCEducationforChange(ChartergroupbasedinAlamedaCounty)
**MuirJohnMuirCharterSchool(Statewidechartergroup)
***NAEFNatomasArts&EducationFoundation(Providescoordination&supportforvarioussmallcharters)
SCOEFACULTYMEETING
September29,2014
1:00PM3:00PM
AGENDA
Welcome
SchoolofEducation~Website
StatusandUpdateofSCOECohort5
Menteeinteractions
CourseReview
Standards/CAPES/Contentknowledgeexpectations
UseofMajorFocusbooks
FieldworkfromDISVcourse
UseofKindle
EndofCoursePapers(Rubric)
CAMTraining
Enteringfieldworkassignments
Gradingendofcoursepapers
NationalUniversity
GradestoMichelle
UpdatedLessonPlans
WirelessMicrophone
FacultyMeetingSchedule(201415)
ClearAdministrativeServicesCredentialProgram(CASCP)
Wrapup/Question
Faculty Meeting Schedule

2014-2015
SCOE Cohort 5

Date
Time
Location
September 29, 2014
1:00 3:00 PM
Curriculum & Intervention Annex
November 3, 2014
1:00 3:00 PM
February 12, 2015
1:00 3:00 PM
May 4, 2015
1:00 3:00 PM
May 15, 2015
5:00 8:00 PM
Steve Winlocks Home

(End-of-Year Event)
Revised 11/13/14
Online Principal-Coach Meeting

February 5, 2015
9:00 AM 11:00 AM
AGENDA

Welcome

School of Education
Teacher Intern Program ~Preservice 28 participants
(21 multiple subject and 7 single subject)
BTSA Marty Martinez, new BTSA Director
Leadership Institute Preliminary
Recruitment SCOE Cohort 6
Informational Mtgs. (February 10 and February 25)

Coaching Focus
Use of Vision Concepts (Why? How? and What?)
Online Chats for Family and Community Engagement
- Cyber Bullying (Broadcast)
- Foster Youth (New Article)
Final Statement Review

Technical Support (MOODLE)

Just checking in

Accreditation Visit April 20-22, 2015

Questions/Wrap Up

Next Meetings:
May 15, 2015 Meet and Greet (5 8 PM)
June 4, 2015 Online P/C Meeting (9 11 AM)
June 20, 2015 End-of-Year Symposium

ONLINE PRINCIPAL-COACH MEETING SCHEDULE
2014-2015

TYPE
DATE
LOCATION
TIME
PAY
Online Technical /Coaching Training
August 2
C & I Annex
9:00 AM3:30 PM
Online Principal Coach Meeting
October 2
C & I Annex
9-11 AM
$50 All
February 5
C & I Annex
9-11 AM
$50 All
Meet and Greet Event
May 15
Dr. Winlocks
home
5-8 PM
N/A All
June 4
C & I Annex
9-11 AM
$50 All
$100
WHO ATTENDS
New Coaches Only
(SCOE, Placer, Shasta)
ONLINE TECHNICAL/COACHING TRAINING ~ August 2, 2014

Morning Session (9:00 AM 12:00 PM)

Who attends: The online technical/coach training morning session is for NEW online principal-coaches.
Veteran coaches may attend, but are not required to do so.
Purpose: The morning session will focus on the role of the Online Principal-Coach and the major strands
and ideas of the Institute.
Afternoon Session (1:00 3:30 PM)
Who attends: The online technical/coach training is for NEW Online Principal-Coaches. Veteran coaches
may attend, but are not required to do so.
Purpose: The afternoon session will focus on how to use the online chat system and other technical aspects
of this system.
ONLINE PRINCIPAL-COACH MEETINGS (refer to schedule above)

Who attends: All Online Principal-Coaches attend the three scheduled meetings.
Purpose: These meetings are extremely important. Discussions include coaching strategies, troubleshooting, and sharing of best practices.
MEET AND GREET EVENT ~ May 15, 2015

Who attends: Participants, Faculty, Online Principal Coaches, Leadership Institute staff and supporters
Purpose: The Meet and Greet provides an opportunity for the participants to meet their online principalcoaches and to network with Leadership Institute supporters.
Revised 6/02/14
Upcoming CASCP-Approved Workshops . . .

3/01/2013
Online Workshops: 1) Media and Technology; 2) Child Abuse Reporting;

3) Associate Student Body Accounting; 4) Comprehensive School Safety
3/05/2014
Supporting the Transition to Californias Common Core State Standards

(ELA): Collaborative Conversations
3/06/2014

(Math): Cognitive Complexity in Mathematical Tasks
3/12/2014

(ELA): Foundational Skills (Grades K-5)
3/13/2014
CREATE Academy: A Transformational School Model

Presented by Dr. Kadhir Rajagopal
3/19/2014

(ELA): Disciplinary Literacy: An Introduction (Grades 4-12)
3/26/2014

(ELA): Text-Dependent Questions
4/02/2014
Supporting the Transition to Californias Common Core State

Standards: Understanding Depth of Knowledge
4/08/2014

(Math): Literacy in Mathematics
4/09/2014

(ELA): Text Complexity (Grades 2-12)
4/21/2014
Your Leadership Matters: Developing and Implementing

Arts Integration
4/22/2014
Preventing the Creation of Long Term English Learners:

Setting a Powerful Early Foundation of Language and Literacy for
English Learners
4/25/2014
Curriculum Breakfast
5/01/2014
Get to Know the Next Generation Science Standards!
5/14/2014

(Math): Structures for Collaborative Conversations

CLEAR ADMINISTRATIVE SERVICES CREDENTIAL PROGRAM

Cognitive Coaching Series

with Linda Bersinger

THIS SERIES IS FOR THE CASCP COACH ONLY!!
(The coach is to choose and register for only ONE series.)

Fall Session:
Day 1 September 29, 2015 (4 - 8 PM)
Day 2 October 20, 2015 (4 - 8 PM)
Day 3 November 17, 2015 (4 - 8 PM)
Spring Session:
Day 1 January 26, 2016 (4 - 8 PM)
Day 2 February 23, 2016 (4 - 8 PM)
Day 3 March 22, 2016 (4 - 8 PM)

Online registration: www.readinglions.net/register (Passkey: CLEAR)

Sacramento
Office of Education
Cognitive
CoachingSM
8-Day Workshop Series
Please join us for this valuable, 8-day

Cognitive Coaching Seminar to enhance leading,
teaching, and learning for Instructional Coaches,
Principals, Support Providers, Teacher Leaders,
and District Administrators.
WORKSHOP HIGHLIGHTS
Presented by LINDA BERSINGER, M.Ed.
8:30 AM - 5:00 PM
SCOE Curriculum and Intervention Annex
10461 Old Placerville Road, Suite #130
Fee: $1,500
(includes the book, Cognitive Coaching,

2nd Edition, and all other materials)
OR $1,705
(additional $205 includes 8 Continuing

Education Units from UC Davis)
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Wednesday, March 18, 2015

Wednesday, March 25, 2015
Thursday, April 30, 2015
Tuesday, May 12, 2015
Thursday, September 17, 2015
Thursday, October 1, 2015
Wednesday, October 21, 2015
Thursday, November 12, 2015
Participants will augment their capacity and

capabilities related to the following skills:
Increasing consciousness and craftsmanship in
applying interpersonal communication skills to
develop trust and rapport
Understanding and using the power of a structured
professional conversation for planning, reflecting,
and problem-resolving
Understanding and navigating four support functions
Understanding the role of data in mediating thinking
Increasing consciousness and skills in asking mediative
questions to amplify and focus thinking
Extending coaching skills to mediate self-directed
learning in others when they are struggling with a problem
About the Presenter: Linda Bersinger, M.Ed., is an international
speaker and certified trainer in Cognitive CoachingSM and Adaptive Schools.
Her background includes over 30 years of
experience as a master/mentor teacher,
visiting educator at the University of
California, school principal, and Executive
Director of the California School Leadership
Academy. Her current focus is on leading and
coaching school leadership teams and school
administrators in developing and sustaining
professional learning communities.
Questions? Email us at leadershipinstitute@scoe.net.

Online registration: www.scoecurriculum.net/register by March 10, 2015
(Limited to 40 participants)
Course Evaluation
Date: ____________________________
Location: ______________________________
Instructor Name: ____________________________
Course Title: ______________________________
Your Name (Optional): ____________________________
Please mark the most appropriate response for each statement.
Instructor:
Strongly
Agree
Agree
Disagree
Strongly
Disagree
1.
Demonstrated knowledge of the key instructional components of

the course.
2.
3.
Addressed participants questions in a professional manner.
4.
Overall, delivered an eective course.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Course Content:
5.
Major concepts were presented that assisted with course understanding.
6.
Strategies and processes around course concepts will assist with

implementation of leadership skills.
7.
Resources assisted with the learning of course concepts.
8.
Mini-session instructor built upon the understanding of

course concepts.
9.
Online Principal-Coach provided guidance and facilitation that

supported the community chat experience.
10.
Online live chat experience supported my learnings through the

translation of theory into practice.
Additional Comments: Please write additional comments on the back of this page, if necessary.
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
20
Reflective Record
Participant

Human Resources/Personnel Office
Roles and Responsibilities
Human Resources/Personnel Office
Advise new hires of credential requirements as needed
Work with District Coordinators to maintain a current list of all teachers who
are eligible to participate
Contact new hires with eligibility and orientation information
At the point of hire, notify qualified new Participating Teachers of their

responsibility to enter a two-year teacher induction program
Attend a minimum of one-half day BTSA Site Administrator Training and

periodic informational meetings
Keep informed about the activities and requirements of the BTSA

program
Inform all eligible new hires at your site of BTSA program responsibilities
prior to the first working day or within two weeks of hire
Ensure that your District Coordinator knows the names of your new hires
within two weeks
Place eligible new hires in a position for optimum success according to the
Professional Teacher Induction Standards
Communicate regularly with your District BTSA Coordinator
Aspiring Administrator
Application for Preliminary Administrative Services Program
Deadline: April 6, 2015
ELIGIBILITY
Possession of a valid teaching or services credential
Minimum of five years of experience in your credentialed area
Passage and/or proof of registration for CBEST examination
First priority will be given to participants who are currently employed within Sacramento
County and Region 3
SUBMISSION CHECKLIST
Completed Application Packet
Personal Leadership Statement (see Application Item #4)
Resume
Copy of Transcripts (unofficial)
Copy of CBEST verification or proof of registration for CBEST examination
APPLICATION PROCESS
All application materials listed above must be submitted on or before April 6, 2015.
Either mail to:

Attention: Michelle Carlson
Or, email all documents to leadershipinstitute@scoe.net
Participate in an interview with Leadership Institute faculty.
Recommendations handled by the Leadership Institute.
QUESTIONS? Visit www.scoeleadership.net or email leadershipinstitute@scoe.net
Application Form
1. PERSONAL INFORMATION
Name
Home Address
City
Home Phone (
State
)
Mobile Phone (
Zip
)
Email Address
2. PROFESSIONAL INFORMATION
Job Title
School District
School
Total Years of Teaching Experience
School Address
City
Work Phone (
State
Zip
Work Email Address

Preferred email address for ongoing communication and contact roster
LEADERSHIP INSTITUTE APPLICATION FORM, PAGE 2
3. EDUCATIONAL BACKGROUND
Degrees Earned (list degree, date, and institution for each):
California Credentials (list exact title of each):
4. PERSONAL LEADERSHIP STATEMENT

Attach a personal statement (12-point font, double-spaced, 3-5 pages), describing
your leadership characteristics and sharing what role these characteristics would play in
leading a school.
Aspiring Administrator
Application Timeline
January 19, 2015
Applications for Preliminary Administrative Services

Program available
April 6, 2015
Applications due
April-May 2015
Interviews held for potential candidates
May 18, 2015
Announcement of participants for 2015-16 Institute
August 2015 (TBD)
Overview/Orientation/Technology Training
September 2015 (TBD) First day of instruction
Preliminary Administrative Credential Program Application
Paper Screening
Reviewer:
Candidates Name:
District:
Cohort Applying To:

Date Application Reviewed:
TECHNICAL REQUIREMENTS:
CRITERIA
Application
Teaching Experience
EXCEEDS
CRITERIA (3)
MEETS
CRITERIA (2)
BELOW
CRITERIA (1)
Submitted before due

date
Submitted on due
date
Submitted after due

date
Typed or exemplary
penmanship
Handwritten
application
Application was not

clearly written
Complete
Complete
Incomplete
5 + years
5 years
Less than 5 years
Resume:
Yes
Pending
No
CBEST verification
Yes
Pending
No
Transcripts:
Yes
Pending
No
Credentials:
Yes
Pending
No
Leadership Statement:
Yes
Pending
No
SCORE
Candidate Interview
Candidates Name:
Number of Years Teaching:
Level:
District:
Education:
INTERVIEW QUESTIONS:
1) Share with the panel your background and why at this time in your career you are
interested in obtaining an Administrator Service Credential.
2) Discuss what you believe is one issue in American Education today and provide us with
your solution.
3) Describe the strategies and concepts that support how you learn.
4) What is your 5-year plan in relationship to your educational career?
5) How will you organize your life to assist you with the commitment to this leadership
program?
CANDIDATES STRENGTHS:
CANDIDATES GROWTH AREAS:
COMMENTS:
Reviewee Signature: __________________________________________ Date: _____________
Participant Application for

ELIGIBILITY
Completion of Preliminary Administrative Services Credential Program
Assignment to a position that requires an Administrative Services Credential
SUBMISSION CHECKLIST
Copy of Preliminary Administrative Services Credential/Certificate of Eligibility
Copy of the work agreement verifying current position
Copy of resume
APPLICATION PROCESS
All application materials listed above must be submitted by the second week of July (if starting
in September); second week of October (if starting in December); or second week of January (if
starting in March). Please submit to:
Attention: Kristen Coyle
Notification of acceptance into the Clear Administrative Services Credential Program (CASCP)
will occur on or before the third week of July (if starting in September); third week of October (if
starting in December); or third week of January (if starting in March).
OTHER REQUIREMENTS (to be completed prior to start of program)
Completion of the Clear Administrative Services Credential Program Assessment of

Participant Competence (Initial)
Attendance at Orientation Meeting (Dates TBA through the Leadership Institute)
QUESTIONS? Visit scoeleadership.net or email leadershipinstitute@scoe.net.
$"4$1 Participant Application Form
1. PERSONAL INFORMATION
Name
Home Address
City
Home Phone (
State
)
Mobile Phone (
Zip
)
Email Address
2. PROFESSIONAL INFORMATION
Job Assignment
Date of Hire
District
Job Site
Site Address
City
Work Phone (
State
Zip
Work Email Address

Preferred email address for ongoing communication and contact roster
CASCP PARTICIPANT APPLICATION FORM, PAGE 2
3. EDUCATIONAL BACKGROUND
Degrees Earned (list degree, date, and institution for each):
California Credentials (list exact title of each):
4. DESCRIPTION OF WORK ASSIGNMENT (to be used for Induction Process)

Please describe your administrative position. Include position title, responsibilities,
demographic of assignment (i.e., student body API, socioeconomic, and any designations
(turnaround school, program improvement, distinguished school, etc.)
Application Screening Form

Candidates Name: _________________________________________________________
Reviewer: ________________________________________________________________
Date Application Reviewed: _________________________________________________
ELIGIBILITY REQUIREMENTS:
Completion of a Preliminary Administrative Services Credential Program?

Yes _____ No_____
Assignment to a position that requires an Clear Administrative Services Credential?

Yes _____ No_____
APPLICATION DOCUMENTS:
Yes _____ No_____ Pending _____
Copy of CA Teaching or Service Credential
Yes _____ No_____ Pending _____
Copy of Preliminary Administrative Services Credential
or Certificate of Eligibility
Yes _____ No_____ Pending _____
Copy of work agreement
Yes _____ No_____ Pending _____
ACCEPTANCE NOTIFICATION:
SCOE Leadership Institute Executive Directors Signature:

______________________________________________________________________________
Date of Acceptance: _________________________
2/26/2015
MyBTSAReportParticipantCountByRoleandEthnicity
ParticipantCountByRoleandEthnicity
AllDistricts
Printed:2/26/2015
Role
Ethnicity
AA
AS
LA
SA
PI
AI
DistrictCoordinator
16
ParticipatingTeacher/Yr.1
29
29
211
25
FormerIntern
13
Formeroutofstateteacher
18
FormerprivateschoolteacherinCalifornia
16
15
18
31
216
20
FormerIntern
23
10
12
24
235
13
33
59
84
22
671
58
SupportProvider
UnduplicatedTotal
https://www.btsasacramento.org/index.cfm?go=Reports.GetReport
1/1
2/26/2015
MyBTSAReportParticipantCountByRoleandGender
ParticipantCountByRoleandGender
AllDistricts
Printed:2/26/2015
Role
Gender
Female
DistrictCoordinator
Male
16
245
68
FormerIntern
13
17
14
229
86
FormerIntern
18
11
11
SupportProvider
259
46
UnduplicatedTotal
742
203
https://www.btsasacramento.org/index.cfm?go=Reports.GetReport
1/1
Participating Teacher Orientation Agenda

August 6, 2014 4pm 6pm
Agenda Item
Welcome/Introduction/Review
ofAgenda/Handouts
Program Update
MyBTSA
Professional
Development
Choices
Outcome
Information
Roles-Specific Information
Intake
Individual
Induction Plan
(PT1)
Appropriate PD
Substitutions
for Benchmarks
(PT2)
.
Information
/Activity
Matching Tasks to Goals

Understanding
Teacher
Preparation &
Induction
Alignment
Meeting the
Standards
Initial Self-Assessment
Information
Activity
Notes
Sacramento
Office of Education

SCOE Cohort 5

Program Overview and Orientation/Technology Component
August 23, 2014

8:30 AM - 4:00 PM
SCOE Curriculum and Intervention Annex
10461 Old Placerville Road, Suite 130, Sacramento, CA 95827
AGENDA
8:30 AM Welcome and Opening: Why are we here? What do I bring?

Dr. L. Steven Winlock, Executive Director, Leadership Institute

9:00 AM The State of Education

David Gordon, Superintendent, SCOE
9:30 AM Leading the Common Core

Sue Stickel, Deputy Superintendent, SCOE
10:30 AM
Networking Break
10:45 AM
Overview of Coursework and Expectations: The Big Picture
1:30 AM Faculty Introductions and Course Descriptions

1

12:15 PM Networking Lunch (meet with faculty and assigned mentees)

1:00 PM Project Development

1:30 PM Online Coaching: Purpose and Understanding/Technology/
Community Development
3:30 PM
Checking for Understanding/Wrap-up
4:00 PM
Adjournment

ORIENTATION MEETING

AGENDA

Program Overview
The Working Triangle

Program Design
Handbook
Leadership Standards
Development of Practice (DOP)
Applied Practicum Action Plan
Workshops
Coaching - Cognitive Coaching Series (Linda Bersinger)
Technical Support
Step-by-Step User Guide for Online System
Initial Meeting (Participant/Coach)

Review of DOP
Entry Standard
Applied Practicum Action Plan Development
Workshop selection(s)
Develop meeting schedule (e.g., progress/final meeting dates)
Use of tools for Standard Completion

Wrap up/Questions

Participant Log-in
www.scoeleadership.net/casp/participant
Coach Log-in
www.scoeleadership.net/casp/coach
Sacramento County Induction Program

Early Completion Option Application
2014-2015
SB57 (Scott) provides for an Early Completion Option for Multiple and
Single Subject induction candidates. The Early Completion Option (ECO)
is equally as rigorous as the full-length program, although shorterlength.
Upon successful completion of induction requirements as set forth in this
policy, candidates are recommended to the Commission on Teacher
Credentialing for a Clear Credential.
DEADLINE to submit application: 5 p.m., OCTOBER 17TH, 2014

APPLICATION FOR PARTICIPATION
Name: ______________________________________________ Site: ______________________
I.
Prior teaching experience as a full-time Teacher of Record. Please check all that apply:
_____
Private/Public (circle one) School classroom experience

Name of District/School:
City/State:
Years as Teacher of Record: ___
_____
Out-of-State classroom experience

Name of District/School:
City/State:
Years as Teacher of Record: ___
_____
Completed a 2-year Intern Program

University or College:
School site placement and grade level:
II.
Evidence of exceptional teaching practice during prior professional experience. Attach your
evidence/documentation such as teacher performance evaluations completed in the prior 18
months.
III.
On a separate piece(s) of paper, introduce yourself and provide a clear rationale for inclusion
in this program. Your rational should reflect your exemplary practice, attitudes,
professionalism, and commitment to the teaching profession. Also provide answers to the
following questions:
1.
2.
3.
4.
IV.
The CSTP (CA Standards for the Teaching Profession) are a core component of the BTSA Induction Program. What
knowledge do you have of these standards?
Discuss a standards-based lesson you have developed and delivered. What is the rationale for the lesson and your choices
of delivery? How does this lesson fit into long-term planning? (e.g., Show knowledge of curriculum mapping, district,
site, department or grade- level long-term planning; show your standards-based lesson plan including Student Content
Standard(s), student achievement goals, standards-based assessment(s), instructional strategies, student activities, and
materials utilized.
Discuss your analysis of student work. From data analysis, what specifically did you learn about student academic
performance (class as a whole and/or focus students)? What have you learned about your own teaching practice from the
analysis? (e.g., Discuss ideas for your own next steps in using student work to guide instruction; show use of student work
for progress monitoring/ checking for understanding; show evidence of planning intervention, remediation or extension for
focus students based on the data,)
Discuss how you differentiate instruction for an English Language Learner OR a student with an IEP. Discuss how your
instructional strategies and student activities differed for this student(s) and why you chose these strategies and activities.
A classroom observation completed by your site administrator or your district coordinator that
provides evidence of high performing teaching practice related to the CSTPs.
Be sure to attach the required documentation and evidence:

___
___
___
___
___
Evidence of exceptional teaching (e.g. teacher performance evaluation)

Cover letter and essays
An observation based on the CSTPs (within the last 18 months)
Recommendation from site administrator (see section V below).
Signed Application
Acceptance as an ECO BTSA participating teacher (PT) requires maintenance of exceptional

performance and professionalism. The participant must meet all deadlines, and attend all
BTSA Benchmark seminars. If accepted to ECO status, the PT will be assigned Year 2 Tasks.
In addition, an Inquiry completed independently will be due no later than December 19,2015.
________________________________
Printed Name of Applicant
V.
________________________________
Signature of Applicant
______
Date
Approval of site administrator:

_____ All elements of CSTP #2 are evident at a high level.
_____ Observer has no concerns regarding effective CSTP 1-5 implementation.
Date______
Administrator
Name________________________________________________________
Administrator
Signature_____________________________________________________
Comments:
*******For SCOE Office Use Only********

Yes / No
Yes / No
Yes / No
Candidate qualifies in the category of Experience.

Candidate qualifies in the category of Exceptional or Exemplary Teaching Practice.
Candidate qualifies in the category of High-performing based on evidence
from current classroom observations.
This candidate ______does qualify ______ does not qualify for the ECO based on the stated
qualifications.
Approved by: _____________________________________________________
Two Year BTSA Induction Pacing Guide
End-of-Year
PIP
MAY
Benchmark
Seminar 4
MARCH
Benchmark Seminar 3
JANUARY
Benchmark Seminar 2
NOVEMBER
Benchmark Seminar 1
OCTOBER
Orientation
YEAR 1 PT TASKS
YEAR 2 PT TASKS
Registration (MyBTSA and State Consent Form)
Update information on MyBTSA



Initial Observation
o KWO Chart
o Post Observation Reflection

o Initial: Pedagogy, Yr. 2
o Initial: Special Populations
o Initial: English Learners

o Initial: Pedagogy
o Initial: Equity
o Initial: Education Specialist Clear Candidate (if
appropriate)

o IIP
Inquiry Cycle: Equity (UPLOAD)

o IIP

o IIP
o Lesson Plan
o Observation
o Lesson Plan
o Observation

o Final: Pedagogy and Equity

o Final: Pedagogy, Yr. 2, Sp. Pop., English Learners

o Lesson Plan
o Observation
Inquiry #1 Presentation and Paper Submission

Statewide Survey
Statewide Survey
Equity Inquiry Presentation (UPLOAD)

o Complete Equity Inquiry Cycle
Final: Pedagogy and Equity
o Reflective Summary of Teaching Practice
Inquiry #2 Presentation and Paper Submission (UPLOAD)

o Complete Inquiry Cycle #2
Final: Pedagogy (Yr. 2), English Learner, Sp. Pop.
Final: Ed. Specialist Clear Candidate (if appropriate)
Course: Management and Learning Environment
Participant:
Instructor: Anne Zeman, Ed.D.
Course Dates: 12/13/14-01/31/15
STATUS
Meets
Standard
Does Not
Meet
Standard
Meets
Standard
Does Not
Meet
Standard
Meets
Standard
Does Not
Meet
Standard
DUE DATE
Fieldwork:
Interview a respected administrator about systems for promoting and
sustaining positive student behavior.
Jan. 10
Evidence:
Submit a 1.5 page paper summarizing the administrator's system, the
respected administrator's approach to discipline, and notes about what
practices and ideas you learned from this administrator that you may
employ.
Fieldwork:
Bring to class copies of certificated and classified contracts from your
district (or from a district if you work in a charter that does not have a
contract) AND either an LCAP or LEA plan from your district.
Jan. 24
Evidence:
Has two contracts in class and one budgetary plan.
Fieldwork:
Group Field Research and Presentation, Element 3 A
Jan. 31
Evidence:
Contribution to, and participation in, group presentation on January 31.
Date:
________________
Revised 10/13/11
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
18
Applied Practicum
Action Plan
Induction Candidate Competency

The Sacramento County Office of Educations New Teacher Induction Program utilizes
several assessment tools to determine candidate competency and recommend candidates for
the clear credential. The assessments and measures focus on progress toward key benchmarks
and self-assessments of the candidates as they progress through the program and are
described below for both the General Education and Education Specialist credentials:
Gen. Ed. (MS/SS):
Formative Assessment of California Teachers (FACT): This state developed formative

assessment tool is comprised of four modules and measures participant teachers assessment
of, context for, inquiry into, and summary of teaching and learning through self-reflection and
review of classroom evidence in concert with the induction experience and with the guidance of
their support provider. The purpose is to deepen teachers understanding of the Inductions
Program Standards and the CTSPs. Data includes observations, student work, lesson plans, and
reflections.
Data Collection Process: Data elements are collected throughout each year of the program
and are reviewed by the support provider for sufficiency. Portfolios were reviewed mid-year
and assessed in May of 2013 and 2014. Data for the May 2014 administration is provided.
(Standards Assessed- CS9 and PS 3,4)
Continuum of Teaching Practice (CTP): This survey of participant teachers measured

changes in their perceived competencies on representative CTSPs as a results of the BTSA
program. The rating scales were taken from the Continuum of Teaching Practice.
Data Collection Process: This survey was administered to participant teachers in the fall and
again in the spring for the 2012-13 and 2013-14 years. Participant teachers completed the
survey under the guidance of their support providers, using evidence to substantiate their level
of expertise in each area. Answers were submitted electronically. (Standards Assessed- CS9
and PS 3, 4)
Statewide Survey of Participant Teachers and Support Providers: This measured how
well teachers worked with their support providers including the quality of their relationship,
frequency of meetings, and frequency of classroom observations. It also assessed whether
challenging conditions existed and how those were remedied by the program or the district and
also measured the induction and formative assessment processes. Lastly it assessed BTSA
Data Collection Process: This survey was administered statewide in spring 2013 and 2014 via
a confidential, electronic survey. (Standards Assessed- CS 7, 9 PS 1,4,5,6)
Education Specialist:
Formative Assessment of California Teachers (FACT): This state developed formative

assessment tool is comprised of four modules and measures participant teachers assessment
of, context for, inquiry into, and summary of teaching and learning through self-reflection and
review of classroom evidence in concert with the induction experience and with the guidance of
their support provider. The purpose is to deepen teachers understanding of the Inductions
Program Standards and the CTSPs. Data includes observations, student work, lesson plans, and
reflections.
Data Collection Process: Data elements are collected throughout each year of the program
and are reviewed by the support provider for sufficiency. Portfolios were reviewed mid-year
and assessed in May of 2013 and 2014. Data for the May 2014 administration is provided.
(Standards Assessed- CS9 and PS 3,4)
Continuum of Teaching Practice (CTP): This survey of participant teachers measured

changes in their perceived competencies on representative CTSPs as a results of the BTSA
program. The rating scales were taken from the Continuum of Teaching Practice.
Data Collection Process: This survey was administered to participant teachers in the fall and
again in the spring for the 2012-13 and 2013-14 years. Participant teachers completed the
survey under the guidance of their support providers, using evidence to substantiate their level
of expertise in each area. Answers were submitted electronically. (Standards Assessed- CS9
and PS 3, 4)
Statewide Survey of Participant Teachers and Support Providers: This measured how
well teachers worked with their support providers including the quality of their relationship,
frequency of meetings, and frequency of classroom observations. It also assessed whether
challenging conditions existed and how those were remedied by the program or the district and
also measured the induction and formative assessment processes. Lastly it assessed BTSA
Data Collection Process: This survey was administered statewide in spring 2013 and 2014 via
a confidential, electronic survey. (Standards Assessed- CS 7, 9 PS 1,4,5,6)
Education Specialist Portfolio and Competencies: This assessment collected data for the
Education Specialist credential; and data on the Level 2 Competency Standards
Data Collection Process: Data was collected through a portfolio and submitted electronically
in spring of 2013 and 2014. (Standards Assessed- CS 7,9, PS 1,4,5,6)

SCOE Leadership Institute Candidate Competency: Preliminary Administrative
Services Credential
The SCOE Leadership Institute utilizes several primary candidate assessment tools to
determine candidate competency and recommend a candidate for a preliminary administrative
services credential. A formative assessment process is in place to guide the candidate
throughout each component of their coursework. In addition, the format of the program
allows for support and oversight of candidate competence by instructional faculty and the
School of Education staff through each phase of the program. These assessments and
measures focus on the successful completion of coursework and the application of learning
modules to instructional management and school leadership.

Preliminary Administrative Services Credential (Tier 1):
Formative Assessments:
On-going assessment provides formative feedback to candidates, instructional faculty and
leadership throughout each course and program. Candidates simultaneously attended courses,
complete coursework and participate in online communities designed to build an
understanding of leadership theories and practices. Candidates receive feedback and their
progress is monitored through each stage of their program as described below:
Online Principal-Coaches provide real-time feedback to candidates each week as they
facilitate online discussions related to articles or practical leadership scenarios.
Candidates submit a final statement each week that is reviewed by online principal
coaches and assessed as meet/does not meet standards.
Online Principal-Coach Coordinator monitors weekly conversations and supports
principal coaches in determining candidate competency with final statements and
participation. In addition, the Online Principal-Coach Coordinator provides feedback
and coaching to candidates when necessary.
Instructional Faculty monitor candidate competency throughout each course through in-
class activities, candidate fieldwork activities, and end-of-course papers.
Instructional faculty meet regularly as a team to discuss program and candidate
progress. Any concerns are noted and monitored through following courses. When
needed, the School of Educations Executive Director will consult with faculty and
candidate to support their improvement and ultimate success.
PASCP candidates End-of Year projects provide summative feedback to School of
Education faculty regarding a candidates progress toward standards.

Formal Assessments:
CPSEL Coursework Completion: For PASCP candidates, coursework consists of course

attendance, fieldwork, online discussions, and end-of-course papers.
Data Collection Processes: Each element for a course is graded on a set rubric that indicates
whether or not the candidate met the standards for the course. If a candidate does not meet
the standard, revisions of coursework are required until the standard is met. Data for the
completion of each element is collected in each course and stored in the central data system.
Standards Assessed (CS 3,4,7,9)
End-of-Year Project and Symposium: PASCP candidates are assessed on an end-of-year

project that relates to the course content for the CPSELS. Each candidate is required to
present this project to a panel during a symposium.
Data Collection Processes: Midway through the year, the candidate submits a project
proposal to the executive director that is either approved or requires revision. A practice of the
symposium presentation is required. During the actual symposium, panel members assess the
presentation and provide the candidate with their feedback using a prescribed form.
Completion of each element is collected and stored in the central data system (CAM).
SCOE Leadership Institute Candidate Competency: Clear Administrative Services

Credential
The SCOE Leadership Institute utilizes several primary candidate assessment tools to
determine candidate competency and recommend a candidate for a clear credential. A
formative assessment process is in place to guide the candidate throughout each component of
their coursework. In addition, the format of the program allows for support and oversight of
candidate competence by instructional faculty and the School of Education staff through each
phase of the program. These assessments and measures focus on the successful completion of
coursework and the application of learning modules to instructional management and school
leadership.
Clear Administrative Services Credential (Tier II):
Formative Assessments:
On-going assessment provides feedback to candidates, their coaches and School of Education
faculty throughout each CPSEL. Candidate competency is evaluated through the various
components of each of the six CPSELs. Candidate competence is measured three times
throughout the two-year program using the Assessment of Participant Competence. In
addition, coaches regularly monitor candidate progress toward competency within each CPSEL.
Candidates and coaches meet at least four times per CPSEL and collaboratively develop an
action plan, professional development aligned to the action plan, and stakeholder involvement
in relation to the action plan, ensuring the plan is aligned to the candidates site goals.
Throughout each capsule, coaches and School of Education faculty communicate to ensure
candidates are progressing toward standards.
CPSEL Coursework Completion: For CASCP candidates, CPSEL work includes the
completion of courses, applied practicum, reflections, workshops, and progress
meetings with coaches.
Data Collection Processes: Each element for a course is graded on a set rubric that indicates
whether or not the candidate met the standards for the course. If a candidate does not meet
the standard, revisions of coursework are required until the standard is met. Data for the
completion of each element is collected in each course and stored in the central data system
(CASCP)
Standards Assessed (CS 3, 4,9)
Descriptions of Practice Assessments: CASCP candidates assess their own practices with
input from assigned Tier II coaches through the Moving Leadership Standards into
Everyday Work- Descriptions of Practice (DOP) tool developed by WestEd. The DOP asks
participants to rate the level of their practice across 6 leadership development program
standards (CPSELS).
Data Collection Processes: This tool is administered three times in the course of the program:
at the onset of the program; during the middle of the program; and at the end of the program.
Results for each of these measures is collected online and stored in the central data system.
Standards Assessed (CS 6, 9)
Exit Interview: CASCP candidates must complete an exit interview with their CASCP
coaches and the Leadership Institute staff after completion of all six CPSELs. During the
interview the candidate is asked about the learning that occurred and the merits of the
program as it relates to the standards. Coaches are asked to reflect on the strengths of
the candidates and areas for continued development.
Data Collection Processes: Completion of the interview and associated notes are logged into
the central data system. Information gathered from the coaches is used during the interview to
discuss candidate experience and preparedness. The Institute staff evaluates the leadership
growth of the candidate and suggests additional areas where they can continue to strengthen
their leadership skills.
Standards Assessed (CS 1,2, 6,7,9)

CANDIDATE INDUCTION
Document Preparation Rubric: YEAR 1
Candidate:___________________________ SP Reviewer: ____________________________Date:___________
Class Profile
Information listed is complete
All appropriate subgroups are identified
School/District Information/Resources
PT has explored resources available to his/her students
Supporting documentation is attached
PT SelfAssessment
SP
Assessment
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?

Y N ?
Comments
Home/School Communication Log
PT has engaged in regular communication with parents
Includes evidence of contact with families
Detailed documentation of conversations is included
Site Orientation Checklist
Checklist is complete
Administrator has signed the document
Informal Observation
Copies of the observations of the CSTP and Induction Standards are

included
Continuum of Teaching Practice/ Reflection
The Continuum has been marked for the selected elements
Descriptions are underlined and dated
Evidence sources are noted
Self- Assessment
Self-Assessment: Pedagogy (Initial)
All parts of the reflection planning prompt are addressed
Evidence is cited for each planning prompt
Evidence supports the strengths and challenges cited in the

comments
Self-Assessment: Equity (Initial)
Evidence supports the strengths and challenges cited in the

comments
Inquiry Cycle: Equity

Focus question is specific, measurable and tied to standards
Action plan is directly connected to focus question.
Two or more types of research are documented
Y N ?
Y N ?
The impact on students and the teacher is described
Candidate Competency
CANDIDATE INDUCTION
Document Preparation Rubric: YEAR 1 Cont.
Essential Components of Instruction
Document includes all of the essential components for creating a

standards-based lesson series
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
The teacher has identified areas of support for each student
Entry Level Assessment
An assessment is provided
Includes samples from 3 focus students
A copy of the scoring guide is attached
Document includes name and assessment details of 3 focus students

PT has identified multiple instructional and/or behavioral support
mechanisms for each student
Lesson Plan
All parts of the lesson plan been addressed
Student groupings and activities are listed
The lesson series is congruent and comprehensive to the unit of study

Observation
A copy of the observation is included
Evidence has been gathered on the standards
Student samples are included
Student scores have been analyzed into column
Reflection are focused on next steps, including implications for

instruction and differentiation
Continuum of Teaching Practice/ Reflection/Review of IIP
The IIP has been adjusted if necessary
Self- Assessment
Self-Assessment: Pedagogy (Final)
Evidence supports the strengths and challenges cited in the comments

Self-Assessment: Equity (Final)
CANDIDATE INDUCTION
Document Preparation Rubric: YEAR 2
Candidate:___________________________ SP Reviewer: _______________________________ Date:___________
PT SelfAssessment
SP
Assessment
Class Profile
Information listed is complete
All appropriate subgroups are identified
Y N ?
Y N ?
School/District Information/Resources
PT has explored resources available to his/her students
Supporting documentation is attached
Y N ?
Y N ?
Home/School Communication Log
PT has engaged in regular communication with parents
Includes evidence of contact with families
Detailed documentation of conversations is included
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?

Y N ?
Site Orientation Checklist
Checklist is complete
Administrator has signed the document

Informal Observation
Copies of the observations of the CSTP and Induction Standards are included
Continuum of Teaching Practice/ Reflection

Self- Assessment
Self-Assessment: Pedagogy (Initial)

Self-Assessment: Special Populations (Initial)

Self-Assessment: English Learners (Initial)

Inquiry Cycle: #1

Document includes all of the essential components for creating a standardsbased lesson series


PT has identified multiple instructional and/or behavioral support mechanisms for

each student
Comments

Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
CANDIDATE INDUCTION
Document Preparation Rubric: YEAR 2 Cont.
Lesson Plan
All parts of the lesson plan been addressed?

Observation

Reflection are focused on next steps, including implications for instruction and
differentiation

Inquiry Cycle: #2

Document includes all of the essential components for creating a standardsbased lesson series
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Self-Assessment: Special Populations (Final)
Y N ?
Y N ?
Self-Assessment: English Learners (Final)
Y N ?
Y N ?

Multiple instructional and/or behavioral support mechanisms are identified

Lesson Plan
All parts of the lesson plan been addressed

Observation

Reflection are focused on next steps, including implications for instruction and
differentiation
Descriptions are underlined and dated and evidence sources are cited

Self- Assessment
Self-Assessment: Pedagogy (Final)
Culminating Questions and Reflections Guide (D-1)

Choose from the questions below to guide a culminating conversation with your support provider.
During the conversation, refer to evidence that demonstrates your growth as a professional educator.
Yourself
What were your growth goals?

How would you measure your progress toward meeting those goals?
How have your students benefited from your reflections and the learning that took place
in your inquiries?
Your students
What did you learn about your students needs?

What did you learn about differentiating instruction?
What did your student assessments tell you about your teaching?
When you made changes in your teaching, what were your expected student
outcomes?
How did your students progress compare to what you expected?
Evidence
Reflect on evidence collected during the three modules (Context for Teaching and
Learning, Assessment of Teaching and Learning, and Inquiry into Teaching and
Learning) in the following areas:
- Focus students
- State-adopted Content and Common Core Standards
- Instructional strategies
- Assessments
Highlight the evidence that best illustrates a change/improvement in your teaching.
Consider:
- Depth of Knowledge Levels
- 21st Century Learning
- Integration of Technology
- English Language Development
Looking Ahead
What will you continue to investigate or focus on as you move into your next years of
teaching?
How will you continue to be a consumer of research; i.e., current issues and trends,
journal articles, and evidence based on research in the field?
Copyright California Commission on Teacher Credentialing and the Department of Education

Formative Assessment for California Teachers (FACT) 2014
Summary of Teaching and Learning Culminating Questions and Reflections Guide
Page 1 of 2
Culminating Questions and Reflections Guide (D-1)

DIRECTIONS: Based on your work this year, use evidence to guide your thinking and prepare a written reflection.
The key insights captured here may be shared during your programs culminating activity.
1. What have you learned about yourself as a 2. In what ways have you grown in your
teacher and your students as learners?
ability to teach diverse, 21st Century
learners?
3. Describe a piece of evidence that best

illustrates a shift you have made in your
teaching.
Copyright California Commission on Teacher Credentialing and the Department of Education

Formative Assessment for California Teachers (FACT) 2014
Summary of Teaching and Learning Culminating Questions and Reflections Guide
4. What will you investigate or focus on in the

next year?
Page 2 of 2
EDUCATION SPECIALIST
SELF-ASSESSMENT PRESENTATION
Yes No
Scripter:_____________________________________________
Facilitator: ___________________________________________
District required protocols

Case management
Advocacy
Consultation and collaboration
Co-teaching
PLC participation
Schoolwide positive behavior support
Data driven instruction
Additional authorizations
Coursework in advanced specialist specific area
Social intervention
Academic intervention
Advanced level data driven instruction
Behavioral intervention
Current legal issues
4. Describe how you have integrated current

research into your practice related to:
3. Describe your advanced study related to:
2. Describe how you ensure that the education

placement of your students are based on their IEP
Self-Assessment: Education Specialist Clear

1. Explain how you work with regular education
teachers to integrate your students into the least
restrictive classroom setting.
Briefly introduce yourself, your school, and your

classroom context
Discussion Prompts and Sources of Evidence
Scripter Notes
Self Assessment
Teacher:_________________________________________________________District:_________________________________________ Date:___________
Evidence/Information Presented for Prompts:
SP Reviewer________________________________________
Scripter:_______________________________________________
MILD/MODERATE AUTHORIZATION
Level 2 Competency Standards Presentation
Yes No
Room Facilitator: _______________________________________
Standard 20 Collaboration and Consultation

Tell how you communicate, collaborate, and consult regularly with others. Describe
what happened as a result of that collaboration
Standard 19 Curriculum and Instruction

Share evidence of how you have adapted, modified, or integrated curriculum to
meet the needs of your students
Standard 18 Assessment of Students

Describe at least two KINDS of assessment you administered and tell how you used
what you learned to meet the needs your identified student(s)
Standard 17 Development of Specific Emphasis

Identify the content area/topic/area of study you selected and describe what you
have learned
Standard 16 Transition and Transition Planning

Present an example of how you successfully supported the transition of an individual
or group of students. Share how you involved others to make the transition
successful
Standard 15 Current and Emerging Research and Practices

Introduce the issue you have explored recently (related to research theory,
legislation, policy and/or practice) and share what you have learned
Standard 14 Advanced Behavioral, Emotional, and Environmental Supports

Briefly describe a student with complex behavioral and emotional needs. Using
your evidence, tell how you assess, plan and provide academic and social skill
instruction
Standard 13 Data-Based Decision Making:

Select a sample of evidence and describe specifically how you modified instruction
strategies and/or curricular content to facilitate skill acquisition and successful
participation for each student
Scripter Notes
Level Two Competencies Standards: Mild/Moderate
Briefly introduce yourself, your school, and your classroom context
Discussion Prompts
Teacher:________________________________________________________ District:_________________________________________ Date:___________
SP Reviewer________________________________________
Scripter:_______________________________________________
MODERATE/SEVERE AUTHORIZATION
Yes No
Level Two Competencies Standards Moderate/Severe

Scripter Notes
Standard 19 Leadership and Management Skills

Share a sample of how your leadership/management skills have impacted the
location where you work (e.g.
Standard 18 Advanced Communication Skills

Share evidence that shows you engage in respectful collaboration, manage
conflict, supervise paraprofessionals and work with family members
Standard 17 Development of Specific Emphasis

Identify the content area/topic/area of study you selected and describe what you
have learned
Standard 16 Transition and Transition Planning

Present an example of how you successfully supported the transition of an
individual or group of students. Share how you involved others to make the
transition successful
Standard 15 Current and Emerging Research and Practices

Introduce the issue you have explored recently (related to research theory,
legislation, policy and/or practice) and share what you have learned
Standard 14 Advanced Behavioral, Emotional, and Environmental Supports

Briefly describe a student with complex behavioral and emotional needs. Using
your evidence, tell how you assess, plan and provide academic and social skill
instruction
Standard 13 Data-Based Decision Making:

Select a sample of evidence and describe specifically how you modified instruction
strategies and/or curricular content to facilitate skill acquisition and successful
participation for each student
Discussion Prompts
SP Reviewer________________________________________
Scripter:_______________________________________________
EARLY CHILDHOOD SPECIAL EDUCATION AUTHORIZATION
Yes No
Advanced Studies and Special Topics

Using evidence, describe a topic you have studied and tell what you have
learned.
Management and Leadership

Using evidence, describe your current role related to:
Program philosophy and goals,
Legal and professional guidelines,
Supervision of paraprofessionals,
Funding resources,
Program monitoring and evaluation, and
Community collaboration.
Parent and Staff Development and Education

Using evidence, describe how you promote, coordinate, present, and
evaluate staff and parent development and education activities.
Scripter Notes
Level Two Competencies: Early Childhood Special Education
Discussion Prompts
SP Reviewer________________________________________
Scripter: ________________________________________________
Evidence/Information Presented for Prompts : Yes___ No_____
PHI Standard 11: Early Childhood Education
PHI Standard 10: Implications of Disability and Self-Determination for Students with Physical/Orthopedic
Disabilities, Health Impairments, and Multiple Disabilities
PHI Standard 9: Augmentative and Alternative Communication
PH Standard 8: Instructional Service Delivery Models
PHI Standard 7: Assistive Technology PHI Standard
PHI Standard 6: Student Communication Skills
PHI Standard 5: Instructional Strategies and Adaptations
PHI Standard 4: Specialized Health Care and Physical Supports
PHI Standard 3: Specialized Assessment, Planning, and Program Development
PHI Standard 2: Historical and Legal Foundations of Physical and Health Impairments
PHI Standard 1: Characteristics of Physical and Health Impairments
Discussion Prompts
Level Two Competencies Standards: Physical and Health Impairments

Scripter Notes
Level 2 Competency Standards Presentation Physical and Health Impairments
Room Facilitator:_________________________________________
SP Reviewer:_________________________________________
Yes No
INQUIRY PRESENTATION
Scripter:_______________________________________________
9. Describe what you will investigate or focus on next.
8. Share a sample of your final assessment and

describe what it shows about the progress your
focus students made (e.g. Summative Assessment
of Student Work)
7. Tell what you learned from being observed (e.g.

Observation notes)
6. Talk briefly about the parts of the lesson observed

by your SP. Share how you grouped your students
(Lesson Plan)
5. Talk about why you chose your focus students and

what you know about them (e.g. Focus Students
Selection)
4. Describe how you used this assessment information

to plan your lesson series (Lesson Plan)
3. Share a sample of your entry assessment and tell

what the data told you about your students (e.g.
Entry Level Assessment)
2. Share the learning objectives for your lesson series

(e.g. Essential Components of Instruction)
1. Describe your Inquiry question and talk about what

led you to choose this question (IIP)
Briefly introduce yourself, your school, and

your classroom context
Discussion Prompts and Sources of Evidence
Scripter Notes
Inquiry Cycle
SP Reviewer________________________________________
PROJECT PROPOSAL
Participant
Due Date
PROJECT DESIGN ELEMENTS

Project Vision (Description)
Leadership Standards and Elements Addressed

Supporting Data and Reports (Rationale)
Transformational Leadership (Please describe)
Stakeholders
Communication Strategies for Implementation
Timeline
Success Indicators (Evaluation)
Assigned District Coach

Project Approved
Comments:
Executive Director Initials
Title
Revision Needed
Project Presentation Outline

Develop Areas of Focus with probing questions to direct the presentation development in that area.
The PowerPoint presentation will be 25 minutes, followed by 20 minutes for discussion with panel members.
Vision

What is your overall vision of the project (description)?

What do you intend to accomplish?
What will the end product be?
What standards/elements will be incorporated into the project design?
Rationale

What is the importance of your project?

What supported the need for this project?
- Data, student; operational occurrences
- Observations
Transformational Leadership
What areas of the change process were considered?
How were major concepts of transformational leadership applied?
What are the implementation strategies and concepts?
How are the core development concepts (i.e., judgment, relationships,
implementation, balance) used in the development?
- Learnings from coursework (i.e., standards and elements)
- Readings; quotes
What were effective communication strategies and procedures?
Artifacts of the Project

What are the artifacts that assisted with the implementation?
- Examples of use of artifacts
Status/Progress

What has been accomplished around the vision?
Next Steps

Where is the project headed?

What additional information will be needed (i.e., data, research)?
What further relationships need to be developed?
What will be your ongoing communication around the progress of your project?
5/31/13
Sacramento
Office of Education
Final Program Review
CASCP Participant
CASCP Coach
Review Date
Practicum Review
For each CPSEL, please check ALL boxes that apply.
Aligns to Standard
CPSEL 1
Evidence Supports Practicum

Demonstrates Leadership
Aligns to Standard
CPSEL 2

Aligns to Standard
CPSEL 3

Aligns to Standard
CPSEL 4

Aligns to Standard
CPSEL 5

Aligns to Standard
CPSEL 6

Meets Standard
Does Not Meet Standard
Meets Standard
Meets Standard
Meets Standard
Meets Standard
Meets Standard
CASCP Final Program Review, Page 2
Description of Practice (DOP) Review

Initial, Mid-Program, End-of-Year Assessments
Areas of Significant Growth:
Areas of Continued Growth:
Coaching Review
Select ONE:
Exceeded Requirements
Met Requirements
Did NOT Meet Requirements
Comments:
Participant Signature
Coach Signature
Institute Signature
Examples to support your selection:

FINAL REVIEW MEETING
AGENDA
Practicum Review
DOP Assessments
Initial
Mid-program
Final
Coaching Support
Letter of Completion
CTC Process
Next steps
Thank you
Conversation Guide - Universal Access: Equity for all Students (E-3.6)

DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information discussed
will help guide your participating teacher with classroom decision-making and identification of areas for future inquiry. The
discussion will lead thinking into graduated levels of depth and complexity. Collecting requires gathering information.
Contextualizing requires application of the gathered information to your classroom practice. Extending invites deeper
thinking with application to future practice.
Participating Teacher:
Grade Level/Subject:
Profile Components - Universal Access: Equity for all Students

Collecting
Class Profile /
Student Services
Profile
Contextualizing
Extending
What are the background experiences, languages, and

skills/abilities represented by the students in your
classroom? How can you use this information to better
connect with students?
What steps can you take to eliminate any bias

brought to the classroom/instructional
environment and provide equal access to the
core curriculum?
What are you noticing regarding bias that might

influence your teaching or affect student learning?
How do you ensure that instructional

methodologies and processes are adapted and
aligned with the core curriculum?
What flexible learning groups might you use to meet

your students learning needs?
What effect will groupings have on your students ability

to meet state-adopted academic content standards?
Considering the types of learners in your

environment, which strategies have you
identified for a broad application and which one
can you keep in mind for specific learners?
What 21st Century skills (core subjects and 21st Century

themes, life and career skills, learning and innovation
skills, information technology) might you embed into
student interactions?
How might you include the 4 Cs (creativity and

innovation, critical thinking and problem solving,
communication and collaboration) when
designing lessons?
How might you incorporate the expansion of knowledge

around language and support the development of
academic English?
How do you consistently monitor and adjust

teaching strategies to meet the needs of all
students?
How might you validate and value the cultural

and linguistic heritage of your students while
ensuring the development of standard English?
In what ways have you effectively accessed

district resources to support the development of
culturally responsive teaching?
What contributing factors should you be

exploring to adhere to a Least Restrictive
Environment (LRE)?
How does knowledge about family structure

influence your relationship with students and
families relative to student learning?
What are ways you can ensure that your

classroom/instructional environment and practice
provides positive images and positive language that
mirrors the population diversity of your county and state
as required under California Education Code?
How are you able to promote opportunities for all

learners to be successful?
How will you promote pride in cultural heritage and

respect your students families in their role in student
learning?
How will you communicate with all your students'

families?
Copyright Commission on Teacher Credentialing and the California Department of Education

Formative Assessment for California Teachers (FACT) - 2014
Reflections on Teaching and Learning Conversation Guide: Equity
Page 1 of 1
Conversation Guide - Universal Access: Teaching English Learners (E-3.6a)

DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information discussed will
help guide your participating teacher with classroom decision-making and identification of areas for future inquiry. The
Profile Components - Universal Access: Teaching English Learners

Collecting
Contextualizing
What resources are available to assist you in

communicating with parents and families who do
not speak English?
What might you need to prepare, in a language

other than English, to ensure support for the
student?
What state/district/school policies influence your

EL instruction?
What assessment information is available to you

to aid your instructional planning for all students?
Identification of EL
Students Home
Language
Standardized State
Test Results
State Language
Proficiency Test
Results
Extending
What technology tools are you using to assist

in communicating with non-English speaking
families?
How do you analyze assessment information to

plan instruction so that all students gain
mastery of curricular standards?
How do you adapt your lessons to meet the

needs of students who have differing
performance levels on the state language
proficiency assessments?
How do you assess English learners to ensure

they have access to the core curriculum?
How can technology assist you in accessing and

analyzing data for greater understanding of your
student needs?
How do you use the information from

assessments to plan instruction to ensure all
students gain mastery of curriculum and content
standards?
As you support your English learners, how will

you monitor their collaborative dialogue
development?
What adopted standards-aligned materials are

available for you to effectively support your EL
students?
What support do you need to increase your

understanding of how to assist EL students in
their learning of the curriculum and content
standards?
How will you use ELD standards to support

English language development?
In what ways can you use grouping and

collaboration strategies in your classroom in
order to provide ELD instruction?
What connections are you making as you review

the ELA/ELD framework that will assist with
instruction for emerging, expanding, and bridging
English learners?
How do you use technology to support student

learning?
What learning opportunities do you provide for

student use of technology?
How are you using and adapting lessons to

develop students informational literacy, critical
thinking, creativity, collaboration, and
communication skills?
How do you support students who have varied

access to technology beyond the school setting?
School/Grade Level
Assessments for EL
Students.
Adopted EL
Instructional Materials
Examination of State
ELD Standards
Technology Resources
for Instruction

Reflections on Teaching and Learning Conversation Guide: Universal Access: English Learners
Page 1 of 1
Conversation Guide - Universal Access: Teaching Special Populations (E-3.6b)

DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information discussed
will help guide your participating teacher with classroom decision-making and identification of areas for future inquiry. The
Profile Components - Universal Access: Teaching Special Populations

Collecting
Identification of Class
Profile Students:
Health Problems
Individual Education
Plans (IEP)
SST Interventions
504 Plans
Gifted & Talented

(GATE)
Identification and referral

process of students for
special services
Site Resources Available for

Special Populations
Technology Resources for

Instructional Program
English learners
Language/Learning
Disability
Contextualizing
What information are you required to monitor

on an ongoing basis for your special needs
students IEP and SST interventions?
How do you support your special needs

students including your GATE students in
relation to:
Goals/benchmarks
Modifications, accommodations,
variations
IDEA legal requirements
Extending
How will I ensure that all my students,

including those with special needs and
those who are gifted and talented, are
integrated into the social fabric of the
classroom?
How do I assess the strengths of students

with disabilities and of students who are
gifted and talented and use this information
to plan instruction that supports all students
in meeting identified goals?
What is the relationship between my

schools special services referral process
and RtI2 process?
In what ways have you been able to

provide accommodations and modifications
that increase access to the core
curriculum?
How do you select appropriate resources to

meet the changing needs of your students?
How do you work with special education

personnel to best provide services for
students?
How might you use the pre-referral intervention

process to address the academic, behavioral,
and emotional needs of your students?
How will you access the referral process?
What is my legal and ethical responsibility

related to a students individual education plan
(IEP) process?
What personnel, equipment, and assistive

technologies are available at your site to
support the learning of your students with
special needs?
How do you use technology to support/engage

student learning?
How are you using and adapting lessons to

develop students informational literacy,
critical thinking, creativity, collaboration,
and communication skills?
What factors should be considered when

referring English learners to the identification
and referral process for special services?
In what ways have you been able to

effectively identify and refer English
learners for special services?

Reflections on Teaching and Learning Conversation Guide: Universal Access: Special Populations
Page 1 of 1
Course: Family and Community Engagement
Participant:
Course Dates: 2/14, 2/28, 3/14
STATUS
Meets
Standard
Does Not
Meet
Standard
Meets
Standard
Does Not
Meet
Standard
DUE DATE
Fieldwork:
Complete an interview with a parent who is of a different
ethnic group using concepts from the cultural iceberg
Feb. 28
Evidence:
The responses to developed interview questions (minimum of 6
questions)
Fieldwork:
Gather a "portfolio" of how one school communicates with
parents and the community
March 14
Evidence:
A collection of items that illustrate communication artifacts
(e.g., newsletters, columns, media announcements)
Analysis of school through Dr. Epstein's Framework (worksheet)
Meets
Standard
Fieldwork:
Work with a team to provide information/resources on the assigned
resource area for school/community support
Does Not
Meet
Standard
Evidence:
One page fact sheet and summary
Date:
March 14
________________
Revised 10/13/11
California Professional Standards for Education Leaders (CPSELs)
Standard 4
STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT
Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community
resources.
Element 4A: Parent and Family Engagement
Leaders meaningfully involve all parents and families, including underrepresented communities, in student learning and support programs.
Example Indicators:
4A-1 Establish a welcoming environment for family participation end education by recognizing and respecting diverse family goals and

aspirations for students.
4A-2 Follow guidelines for communication and participation established in federal and state mandates, district policies, and legal agreements.
4A-3 Solicit input from and communicate regularly with all parents and families in ways that are accessible and understandable.
4A-4 Engage families with staff to establish academic programs and supports that address individual and collective student assets and
needs.
4A-5 Facilitate a reciprocal relationship with families that encourages them to assist the school and to participate in opportunities that
extend their capacity to support students.
Element 4B: Community Partnerships
Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready
for college and career.
Example Indicators:
4B-1 Incorporate information about family and community expectations and needs into decision-making and activities.
4B-2 Share leadership responsibility by establishing community, business, institutional and civic partnerships that invest in and support the

vision and goals.
4B-3 Treat all stakeholder groups with fairness and respect and work to bring consensus on key issues that affect student learning and
well-being.
4B-4 Participate in local activities that engage community members and staff in communicating school successes to the broader community.
Element 4C: Community Resources and Services
Leaders leverage and integrate community resources and services to meet the varied needs of all students.
Example Indicators:
4C-1 Seek out and collaborate with community programs and services that assist students who need academic, mental, linguistic, cultural,

social-emotional, physical, or other support to succeed in school.
4C-2 Build mutually beneficial relationships with external organizations to coordinate the use of school and community facilities.
4C-3 Work with community emergency and welfare agencies to develop positive relationships.
4C-4 Secure community support to sustain existing resources and add new resources that address emerging student needs.
MEMORANDUM OF UNDERSTANDING
August 1, 2014 June 30, 2015
This Memorandum of Understanding (MOU) is between the Sacramento County Office
of Educations (SCOE) Leadership Institute and the ___________________________
District. The Sacramento County Office of Education will serve as the provider for a
comprehensive, Preliminary Administrative Services Credential Program for the
education community in the Sacramento Region. The __________________________
District will partner with the SCOE Leadership Institute with the purpose of working
closely together to shape the work of the program in an effort to meet district needs, as
well as support participants at all levels. Together, the Leadership Institute and the
___________________________ District will address the growing leadership needs of
the region.
This memorandum is intended to define the roles and responsibilities of the Leadership
Institute and the___________________________ District in regards to supporting the
program for aspiring administrators. Once signed by both parties, this MOU is in effect.
The SCOE Leadership Institute agrees to:
Provide a high-quality, connected program that will recommend participants for

their Preliminary Administrative Services Credential to the California
Commission on Teacher Credentialing (CTC) upon successful completion of the
program.
Notify Superintendent or designee of successful completion of participants in

Preliminary Administrative Services Credential Program.
___________________________ District agrees to:
Assign a district coach to each candidate to guide him/her around his or her field
project.
Provide district staff members to serve on a review panel at a year-end

symposium involving fieldwork presentations.
Apply the total 231 hours of program credit (15 hours = 1 unit/ 231 hours = 15.4
units) towards a candidates current certificated salary schedule upon successful
completion of program.
Other conditions SCOE Leadership Institute and ___________________________

District agrees to:
Indemnity: The SCOE Leadership Institute, defend, and hold harmless the
___________________________ District, its officers, agents, and employees from and
against any and all loss, cost, damage, expense (including attorney fees), claim, suit,
demand, or liability of any kind or character to any persons or property arising from or
relating to any negligence of the SCOE Leadership Institute, its officers, agents, or
employees.
___________________________ District shall indemnify, defend, and hold harmless the
SCOE Leadership Institute, its officers, agents, and employees from and against any and
all loss, cost, damage, expense (including attorney fees), claim, suit, demand, or liability
of any kind or character to any persons or property arising from or relating to any
negligence of its district, its officers, agents, or employees.
The undersigned represent all collaborative partners of the Leadership Institute and
commit to insuring the successful implementation, monitoring, and assistance needed for
completion of the program.
For the SCOE Leadership Institute:
Sue Stickel, Deputy Superintendent,
__________________________________
Signature and Date
For the _____________ District

_____________________________
Superintendent
______________________________
Signature and Date
Course ______________________________
Participant ___________________
Instructor ____________________________
Date ________________________
EVALUATION OF END-OF-COURSE PAPER

Note: The paper should be 5-7 pages and follow APA format (12-point font; preferred type faces include
Times Roman, Courier, Arial; double-spaced; one-inch margins). References should support the End-ofCourse paper (e.g., course content, articles, major concept texts) and follow APA Guidelines.
Discuss your understanding and knowledge of the course standard. Include

reference to all elements and make connections to course content and
leadership frameworks.
Evaluator Comments:
As a leader, choose one indicator of the standard and discuss your process(es)
for implementation.
Indicator:____________________________________
Evaluator Comments:
In what area(s) would you extend your learning in the course standard?
Evaluator Comments:
Include a minimum of three references from: 1) Course Content; 2) Leadership

Frameworks; 3) Major Focus Areas (course texts); and 4) Online Instruction.
Evaluator Comments:
Meets
Standard
Does Not
Meet
Standard
Sacramento
Office of Education
End-of-Year Project Feedback Form ~ June 21, 2014

Participant Panel Member
Project Focus
Please use the back of this page if more space is needed for feedback.
Vision - establishes a sense of purpose and direction

Feedback:
Rationale - the fundamental reasons for a course of action and direction

Feedback:
Transformational Leadership - causes change in individuals and social systems

Feedback:
Artifact - something created to support concepts

Feedback:
Status - current state

Feedback:
Next Steps - actions, processes, or measures for further development

Feedback:
General Comments:
Sacramento
Office of Education
County
LEADERSHIP
INSTITUTE
Reflective Record
Coach
21
Sacramento
Office of Education
Final Program Review
CASCP Participant
CASCP Coach
Review Date
Practicum Review
For each CPSEL, please check ALL boxes that apply.
Aligns to Standard
CPSEL 1

Aligns to Standard
CPSEL 2

Aligns to Standard
CPSEL 3

Aligns to Standard
CPSEL 4

Aligns to Standard
CPSEL 5

Aligns to Standard
CPSEL 6

Meets Standard
Meets Standard
Meets Standard
Meets Standard
Meets Standard
Meets Standard
CASCP Final Program Review, Page 2
Description of Practice (DOP) Review

Initial, Mid-Program, End-of-Year Assessments
Areas of Significant Growth:
Areas of Continued Growth:
Coaching Review
Select ONE:
Exceeded Requirements
Met Requirements
Did NOT Meet Requirements
Comments:
Participant Signature
Coach Signature
Institute Signature
Examples to support your selection:

Cs 2014 Final

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Sacramento County Office of Education

Common Standards for Educator Preparation and Educator Competence

Narrative Describing How The Institution Meets the Standard

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

Unit leadership has the

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

SCOEs School of Education requires all candidates to consistently demonstrate the

Common Standard Two: Unit and Program Assessment

Narrative Describing How The Institution Meets the Standard

The system collects,

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

Common Standard Three: Resources

Narrative Describing How The Institution Meets the Standard

Sufficient resources are

The Sacramento County Office of Education supports programs through policies,

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

Common Standard Four: Faculty and Instructional Personnel

Narrative Describing How The Institution Meets the Standard

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

The institution provides

Program personnel regularly collaborate through e-mails, newsletters and attendance at

The unit regularly evaluates

Common Standard Five: Admission

Narrative Describing How The Institution Meets the Standard

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

credential preparation programs with several of the neighboring universities and

Multiple measures are

The unit determines that

Common Standard Six: Advice and Assistance

Narrative Describing How The Institution Meets the Standard

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

The institution and/or unit

Common Standard Seven: Field Experience and Clinical Practice

Narrative Describing How The Institution Meets the Standard

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

Programs utilize a formative assessment system (See Induction Candidate Competency,

For each credential and

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

Narrative Describing How The Institution Meets the Standard

Common Standard Nine: Assessment of Candidate Competence

Narrative Describing How The Institution Meets the Standard

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education

credential program expectations.

Assessments indicate that

To ensure candidate competence, their performance is consistently guided,

Sacramento County Office of Education: Common Standards, 2014

Sacramento County Office of Education School of Education

Preliminary Administrative Services Credential Programs

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Sacramento County Office of Education School of Education

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