Flex Application For PSB With Attachments 2

APPLICATION
Certification Programs For Leaders in Education

14 DE Admin. Code 1595
Submitted by:
Program Name:
SSS: Supporting School Success, LLC

FLEX: Fostering Leadership Excellence
An alternative certification program for aspiring building
administrators
Contact Information:
Sandy Smith, FLEX Program Director,
flexleads@gmail.com
Lois Hobbs, FLEX Associate Director
Loishobbs6@gmail.com
Juanita Wilson, FLEX Associate Director
Wilsonjuanita4@gmail.com
APPLICATION
Certification Programs For Leaders in Education
14 DE Admin. Code 1595
Submitted by:
Program Name:
Program Contact:
Program
Leadership:
SSS: Supporting School Success, LLC

An alternative certification program for aspiring building administrators
Sandy Smith, FLEX Program Director, flexleads@gmail.com
Sandy Smith, Lois Hobbs, and Juanita Wilson
Application Purpose: This application is designed specifically for certification of Principal/

Assistant Principal candidates only.
FLEX Program Overview

For more than a decade, the Wallace Foundation has been extensively studying the issue of
administrator certification, and has found that all too often, training has failed to keep pace with
the evolving role of principals. Michael Fullan in his new book, The Principal, Three Keys to
Maximizing Impact, shares that the expectations for principals have increased. He states that the
principal is expected to run a smooth school; manage health, safety, and the building; innovate
without upsetting anyone; connect with students and teachers; be responsive to parents and the
community; answer to their districts; and above all, deliver results. With these changes in the
knowledge and skills needed for new administrators, how will we recruit and retain strong
leaders for all of Delaware schools who are ready to tackle these new expectations?
In response to current research and changes in expectations for building level administrators,
Delaware took the first step for better-prepared administrators by revising the State Code for the
requirements for certification for building level administrative positions. At a recent State Board
of Education meeting, the Delaware Department of Education shared concerns that districts can
be hiring 180 building leaders in the next three years and that the retention rate of
administrators is dramatically lower in high need schools. Delaware school districts have
recognized the need to provide additional supports for new administrators by providing mentors
and additional training to make successful transitions to administrative roles, but they do not
always have the capacity to provide those supports and have to rely on on-the-job training.
The path to certification now allows for three options for aspiring administrators: 1. A Masters or
Doctorate in Educational Leadership; 2. A Masters degree in other subject areas and a principal
course of study with a 240-hour internship; and 3. A Masters degree in other subject areas and an

alternative certification program with a 600-hour internship. Institutes of Higher Education are
offering the first two options, and this application addresses the third option. In many of the
smaller school districts, especially in southern Delaware, there has been a significant turnover in
administrators and a limited capacity in these districts to provide an alternative route to
certification for aspiring administrators. By finding the balance between theory and practice, the
Supporting School Success, LLC (SSS) team is submitting this Application for the Certification
Program for Leaders in Education that will lead to an alternative certification for building
administrator positions. This application for certification will offer a solution to the problem and
will be replicable in other districts around the state. This program entitled, FLEX: Fostering
Leadership Excellence, will be hereafter referred to as the FLEX Program.
Focusing on the development of home grown leaders who are prepared, state-certified, and
confident to step into administrative positions in the local school districts, the FLEX Team is
committed to providing an alternative certification program developed and implemented by
practitioners. By expanding on the experience and expertise of the team members, a program
framework will be created based on the research of successful national and state administrative
development programs to meet the demands of the new state regulations for certification. Two of
the FLEX Team members were involved in the development and implementation of Indian
Rivers Administrative Development Program (ADP) and experienced firsthand how this type of
program can successfully prepare aspiring administrators for the difficult task of being a learning
leader. Working with administrators in southern Delaware, the FLEX Team will develop
partnerships that will train exemplary educators from the districts for potential administrative
placement within the public schools. This training will be aligned to the Interstate School
Leaders Licensure Consortium (ISLLC) standards, as well as address the specific knowledge and
skills identified as essential by the partner school districts.
The FLEX program will capitalize on the pattern of district collaboration that has been
encouraged and enhanced by the Delaware Race to the Top initiative for the past four years.
Participation of the current administrators in the various districts is essential. This will include
identifying candidates for the cohorts, supporting the participation of the program candidates,
providing internship opportunities, and in some cases, leading individual sessions or mentoring
candidates for the program. The target cohort of about fifteen candidates for each cycle will first
come from southern Delaware; however, it is expected that the certification program will have an
appeal to other school districts in Delaware. State regulation changes and the lack of trained
administrative candidates are key concerns for all districts.
Candidate recruitment, selection, and training are critical to the success of the FLEX Program.
From the Wallace Report, Making of the Principal: Five lessons in leadership training, the
research has shown that the success of leadership training that is based on a more selective,
probing process for choosing candidates for training is the essential first step in creating a more
capable and diverse corps of future principals. The same report highlights that successful pre
service programs for aspiring administrators feature these elements: internships that are anchored
in real world situations; explicit school-based and standards-based activities; a development
continuum from observing to leading; diverse field placements; handbooks with explicit
guidelines and expectations; ongoing monitoring and feedback by the guiding team; principal
coaches who model desired behaviors; and rigorous evaluation of candidates.
In the past, teachers who wanted to become a building administrator, needed a minimum of five
years teaching experience, a Masters degree in Ed Leadership, and or a Masters degree plus six
state-specified graduate level courses in school leadership to become certified as an administrator
in Delaware. The teacher did not need specific leadership qualities, did not need the approval of
immediate supervisors, and did not always have the practical experience needed to be a Principal
or an Assistant Principal. As a result, many new administrators were unprepared for the complex
job of being a building principal or assistant principal and resorted to on-the-job training.
When a new Principal/Assistant Principal is hired, the expectation is that he/she is prepared for
any task ahead, including, but not limited to, the following: establishing a personal and a school
vision and mission; establishing goals through the Component V process; evaluating staff using
the DPAS II system; working with the staff, students and community in curriculum, instruction,
accountability, and assessment; providing a safe and orderly environment where students can
learn and teachers can teach; and managing the budgets, the building, and any other expectations
of the Board. A new administrator with limited real building experience beyond the classroom
faces challenges that may seem overwhelming.
The FLEX: Fostering Leadership Excellence Program is designed to provide a twelve to fifteen
month experience for qualified candidates leading to Delaware certification as building
administrators. FLEX is a program developed and facilitated by experienced practitioners who
will provide the professional development and mentoring needed for candidates to be able to step
into administrative positions ready to face the daily challenges of an administrator with the
knowledge, skills, and confidence necessary to succeed. Most importantly, the FLEX program
will focus on developing the skills needed for the candidates to become learning leaders who
have a positive impact on student and school success.
Section 1: Candidate Recruitment and Selection

1.1 Candidate Criteria
The FLEX program and the districts and schools involved in this certification process are
interested in recruiting the top teacher leader candidates for this first cohort and for each
subsequent cohort. The recruitment and selection process will involve leaders from the districts
and schools working through a Memorandum of Understanding (MOU). Based on Delaware
Code and additional FLEX criteria, the candidates must, at a minimum:
o Hold a masters or doctoral degree from a regionally accredited college or university in
any field.
o Hold a grade point average of at least a 3.0 on a 4.0 scale for that degree, or demonstrate
mastery of general knowledge, including the ability to read, write, and compute by
achieving a minimum score on a standardized test as defined in 14 DE Admin Code
1510.
o Have a minimum of five (5) years of teaching experience.
o Demonstrate leadership experience at the local, district, and/or state levels through such
activities as grade level or department leadership, school improvement team leader,
professional learning team leader, or assessment or curriculum development leader.
o Have ratings of effective or highly effective on the two most recent DPAS II evaluations.
o Be willing to devote the time and energy to participate in and complete a rigorous 900hour certification program.
1.2 Process for Waivers

Knowing that the potential candidates will come to the FLEX program from a variety of
educational and life experiences, there may be instances of strong administrative candidates, who
for whatever reason do not meet one or two of the established criteria. The state code allows for
a waiver for up to 10% of the candidates admitted to the program. In case of a situation where a
viable candidate does not meet one or more of the criteria, the FLEX selection team will meet to
determine, on an individual basis, if there are other factors that would support a waiver for
acceptance into the program. The FLEX Team would also work with the DOE Certification
Office to verify what specific elements would need to be added to an intervention plan and
supports. If the five years of teaching experience is the issue, the intervention plan will require a
DOE-approved alternative that will lead to successfully meeting the requirement. For example, if
the candidate has been a guidance counselor for eight years, there will be specific responsibilities
for the candidate to meet a waiver plan.
If a waiver is granted by DOE and the FLEX Team, the following steps will be taken to assure
that the candidate satisfactorily completes the waiver plan:

The FLEX Team will:
Work with the DOE Certification Office to determine the specific elements that need
to be in the detailed plan for the waiver and to determine the appropriate timeline for
completion
Supervise and coach the candidate through the waiver plan
Evaluate the candidates efforts to complete the waiver plan
Work collaboratively with DOE Certification Office department to assure that the
work being completed meets the standards of the department
Notify the DOE Certification Office once the candidate has successfully completed
the waiver plan
Notify the candidate in writing that the waiver plan has successfully been completed
The FLEX team and the candidate will:
Develop and implement a personalized, detailed plan for meeting the terms of the
waiver
Sign a new Memorandum of Understanding (MOU) that specifies the reason for the
waiver, the specific steps that will need to be completed, the list of any deliverables
needed, the timeline for completion, and how the steps will be evaluated for
completion
Work collaboratively throughout the completion of the detailed plan to assure that the
waiver is being addressed in a timely and thorough manner.
1.3 Overview of recruitment and selection process
FLEX Recruitment Process

Activity
Timeline
Prepare all recruitment and
partnership materials
March April
2015
Meet with Chiefs to provide

an overview of FLEX
Meet with District teams
interested in the FLEX
program
April 17, 2015
Meet with Teacher Leaders

interested in more detail
about the FLEX program
Support teachers through the
application process
Summer 2015
(based on
approval)
Summer 2015
(based on
approval)
April - July
2015
Deliverables
Criteria, brochures,
PowerPoint, Sample Letter of
Support, and flyers developed
Packet of promotional
materials for each district
Criteria, brochures,
PowerPoint, Sample Letters,
and flyers developed and
follow-up emails
PowerPoint, flyers,
application, and selection
rubric developed
Criteria, applications, and
promotional materials shared
with potential candidates
Person(s)
responsible
FLEX writing
team
FLEX Team
FLEX Team
FLEX Team
FLEX Team
1.4 Recruitment process, including relevant partnerships, timeline and activities

The FLEX Team plans to select teacher leaders throughout the state, with a special emphasis on
the leaders in southern Delaware. The sessions and the internship opportunities will be offered in
southern Delaware for both face-to-face and online learning sessions. Since most of the
candidates will be full-time teachers or specialists, FLEX wants them to focus on the
requirements of this 900-hour program and not spending time traveling up and down the state.
After informational and recruitment sessions with districts and schools throughout the state,
FLEX has formed partnerships with the following districts and one Institute of Higher Education
(See Attachment #1: Letters of Support):
The FLEX Partners are:
District/IHE
Delmar School District
Indian River School District
Milford School District
Seaford School District
Woodbridge School District
Delaware State University
FLEX Partners
Person
Dave Ring
Susan Bunting
Phyllis Kohel
Dave Perrington
Heath Chasanov
Marsh Horton
Position
Superintendent
Superintendent
Superintendent
Superintendent
Superintendent
Dean of College of Education,
Health, and Public Policy
1.5 Estimated and target cohort size

The FLEX Program will select 10 to 15 candidates for each cohort. The FLEX team wants to
keep the size of the cohort small enough to personalize the professional development and the
internships. The size of the cohort is also based on the needs of the districts for building
administrators. One of the primary goals of the FLEX program is to prepare candidates for
certification and then employment as administrators.
1.6 Ensuring a diverse candidate pool that meets the needs of partners and communities
In the selection of candidates for FLEX, it is essential to address the needs of the individual
districts and schools. The meetings with the district teams to determine the needs of the school
community will help to determine the potential candidate pool. The FLEX Team will also work
with the district teams to encourage a diverse pool of candidates to apply. The information
sessions for candidates interested in applying will be advertised in a variety of ways and open to
all teachers who meet the criteria. The flyers will also include information about the possibility
of waivers if the candidates do not meet one or two of the criteria.
1.7 Application and Selection Process

For Cohort 1, the application and selection process will begin immediately upon the approval of
the Professional Standards Board. The FLEX Team will keep districts and potential candidates
informed about the status of the approval process and about the start of the recruitment and
selection process. If the FLEX Certification Application is approved, the Cohort 1 candidates
will be ready to begin the program as shown in the table below. For Cohort 2, the selection
process will be completed along a similar timeline, but the candidates will be able to begin their
program in August 2016. For Cohort 2, the meetings with the Chiefs will focus on any
adjustments that need to be made to the selection process and/or the components of the program.
The FLEX Selection Team will consist of the FLEX Leads and a representative from DOE. The
Selection Team will review the applications, interview the candidates, and review the writing
samples using the FLEX Selection Criteria Rubric (See Attachment #1). Once the selection is
made, the candidates and the partnering districts will be notified. The Memorandum of
Understanding will then be reviewed and signed with the districts.
Timeline
Summer 2015 (once
application is
approved)
Summer 2015 (once
application is
approved)
Three weeks after
information sessions
Fall 2015
Fall 2015
Fall 2015
Summer 2016
FLEX Application and Selection Process

Activity
Personnel
Involved
Chiefs and principals share
FLEX Team
information with potential
and Chiefs and
candidates
principals
Meeting with interested
FLEX Team
candidates to review the
details of FLEX and the
application process
Applications due for FLEX
Candidates and
Cohort 1
FLEX Team
Review of applications by
FLEX Selection
FLEX Interview Team
Team
Interviews of candidates for

Cohort 1
Final Selection of Cohort 1
Candidates and Notification
of Candidates
Repeat these steps for the
Cohort 2 candidate selection
Evidence of
Completion
Information shared
with candidates
Meeting held and
thank you emails sent
Completed
applications submitted
Applications
reviewed, candidates
determined for the
interview round
FLEX Selection Interviews completed
Team
FLEX Selection Selection completed
Team
and candidates and
districts notified
FLEX Team
Selection completed
and candidates and
districts notified
1.8 Alignment of selection criteria to standards

See Attachment #1 for the alignment of the selection criteria to the standards, including the
evidence needed to meet each of the criteria.
1.9 Data collection to determine the effectiveness of the recruitment and selection process
Since the FLEX program is being newly developed, data collection and analysis is critical for
determining the effectiveness of both the selection process and of the candidates selected. Data
collected throughout the recruitment and selection process are:
Number of applicants: Projected yield, Actual applied, Interviewed, Accepted, Enrolled,

Completed, Dismissed, Withdrawn
GPA (Overall / Major)
Certifications Held
Years of teaching
Types of leadership experiences
Current and previous educational experience
Number of applicants with effective or highly effective DPAS II evaluations for the past
two years
Summative score on the selection rubric
Number of applicants needing a waiver of one or two criteria
1.10 Application, selection criteria, and rubric

See Attachment #1 for a copy of the application, selection criteria and rubric used to assess and
evaluate an applicants qualifications.
Section 2: LEA and Program Partnerships

Partnerships are a critical component of the success of the FLEX certification program. The
FLEX Team started the development process for partnerships by examining the types of
programs that are currently available to teacher leaders and districts, especially in Sussex
County. The FLEX Team is currently working with districts to define the short and long-term
needs for certified administrators, the financial limitations of districts now that Race to the Top
funds will no longer be available to them, and the high need for candidates who are ready to
make the transition from teacher-leader to administrator. The goal for partnerships is to work
with at least four districts and one institute of higher education for this initial year, and then to

increase that number in the next few years depending on the needs of the districts. The FLEX
Team believes that districts around the state will be interested in partnering for this alternative
program since there are limited certification opportunities available for aspiring administrators
who have graduate degrees in areas other than educational leadership.
2.1 The strategy for gaining support for the FLEX program involved plans to:
o Prepare materials for FLEX information sessions held with various groups (See
Attachment #2 for sample brochures, flyers, and agendas)
o Hold a group information session with the Sussex County Chiefs
o Meet with individual district teams to respond to questions and determine
individual district needs and concerns
o Conduct follow-up sessions with district to get Letters of Support for the FLEX
program
o Meet with potential candidates for an overview and question/answer session and
distribute applications
o Meet with Chiefs to develop a Memorandum of Understanding with each LEA
interested in being a partner (See Attachment #3 for sample MOU)
o Meet with the district team to develop the specific plans for the individual
internships
2.2 The partnerships between the FLEX program and the LEAs and other organizations
are described as follows:
Alignment of priorities between the program and LEA(s):
After discussing the main concerns about an alternative program for building administrator
certification, the LEAs and FLEX Team set priorities that are aligned to the needs and beliefs of
the LEAs and the FLEX Team. The priorities are to focus on providing the following:
o a hands-on, authentic professional learning and internship experiences for each
aspiring administrator
o a support system for each candidate with mentoring and feedback from
experienced administrators
o a local program that will reduce costs and travel time for the aspiring
administrators
o an opportunity to grow our own learning leaders who have the knowledge,
skills, and abilities to carry out the challenging work of a building administrator
o a focus on the needs of the diverse student and community populations in Sussex
County
See Attachment #3 for a list of partnering LEAs/districts and Institute of Higher Education
along with a sample MOU and the letters of support.

10
FLEX can be replicable and portable, so it is assumed that other districts will want to join the
FLEX program. Communicating the successes and challenges of this alternative certification
program to districts across the state will be necessary to continue to grow the partnerships. It is
the belief of the FLEX Team that there is a need in many districts across the state for an
alternative certification program that provides an authentic experience for aspiring school
leaders.
Procedures and requirements to add additional LEA partnerships.
Share annual results of the FLEX program with LEAs statewide

Advertise for additional districts by highlighting the successes of the initial partnerships
Require new LEA partners to agree to the same terms listed in the Memorandum of
Understanding (MOU), Attachment # 3
Notify PSB/DOE immediately of new LEA partnerships and provide a copy of any
MOUs
2.3 Roles and responsibilities for each party at each step of the program (recruitment,
selection, ongoing evaluation)
Partnership Responsibilities are defined for each of the different partners as follows:
FLEX Team Roles and Responsibilities:
Design, develop, implement, and evaluate a state-approved alternative certification

program for aspiring building administrators Develop and communicate information
about the FLEX program to all stakeholders
Recruit, screen and select the candidates for Cohorts 1 and 2
Develop and implement the training modules based on ISLLC Standards to prepare
the candidates for administrative certification
Participate in both the face-to-face and online components of the professional
development modules and make adjustments to the program on an as-needed basis
Create a description of the required standards for the internship
Train the mentors on how to work with the candidates during the internship (See the
plans for mentor training below)
Meet with the mentor and the candidate on a regular basis to discuss the purpose and
progress of the internship
Assist in developing solutions to any problems or concerns that arise during the
program
Communicate regularly with the districts on the progress of the candidates
11
District Partners Roles:

The overall role of the FLEX district/charter partners is to identify strong candidates for the
cohort and as mentors for the FLEX certification program, and support opportunities for the
candidates to participate in meaningful experiences.
District Partners Roles and Responsibilities:
Recruit and identify potential candidates for the FLEX program

Provide opportunities for the candidate to participate in an internship that will benefit
the students in the district
Appoint a qualified administrator in conjunction with the FLEX Director to become a
mentor for the candidate during the internship
Support the FLEX program candidates through the payment of substitutes and the use
of meeting space for FLEX as defined in the MOU
Allow visitations throughout the district to various programs which are conducive to
supporting aspiring administrators
Provide opportunities for the candidates to shadow, participate in, and lead various
school meetings and activities
School Partners Roles and Responsibilities
Allow the candidate to participate in the training modules, the internship, and the site
visits
Provide the FLEX candidates an opportunity to visit exemplary school programs and
to participate in building learning walks
Allow the candidates to observe and critique lessons taught by volunteer teachers
Internship Mentors Roles and Responsibilities (Frequency of feedback in discussed in

Section 8)
Attending and engaging in the training sessions for mentors

Assisting the candidate to create the goals and objectives of the internship
Working with the intern to mutually develop an activity plan based on the needs of
the candidate, the school, and the requirements of the FLEX program.
Scheduling time for weekly meetings with the candidate to discuss the progress of the
internship and assisting them to address any problems or issues encountered
Being candid and open with the intern when providing formative feedback
Facilitating opportunities for the intern to engage in administrative tasks and to
collaborate with other administrators and the school staff
Training and empowering the FLEX candidate to build his/her capacity and
confidence as a school leader
Assisting in the formative and summative assessments of the performance of the
candidate

12
Institute of Higher Educations Responsibilities
Provide expertise in special training sessions as needed

Develop online sessions that meet the needs of the FLEX Program
Support the development of school-based, research-oriented modules and practices
Promote a cooperative venture to facilitate mock interviews and peer coaching
Support in identifying emerging trends in educational leadership
Guest Presenter and Contracted Session Facilitators Responsibilities
Consult with the FLEX Team to plan and present special sessions for the candidates
as needed in the program
Develop and deliver program sessions that are interactive and standards-based using
the model created by the FLEX Team
2.4 Training and support for LEA mentors

The FLEX Team believes that the success of the candidates will depend on the skills of qualified
mentors. FLEX candidate mentors will be practicing principals and will participate in an initial
training session, and two follow-up sessions focusing on specific skills needed to support the
candidates performance. The mentors and the candidates will meet regularly with the Team
Leads to discuss the progress of the candidates and the ongoing challenges in the process. The
FLEX Program is based on the belief that with mentoring, targeted feedback, and a supportive
environment, the aspiring administrators will have a strong leadership foundation.
The formal FLEX Mentoring Training will be done in three sessions with the following
topics highlighted:
Initial Training Session
Understanding the responsibilities of a mentor

Developing an understanding of the ISLLC Standards and how they apply to the
work of the candidates
Collaborating in developing the internship plans
Establishing trust with the candidate
Developing questioning techniques that will enable the candidate to think critically
Developing listening techniques that will promote reflection
Providing appropriate feedback that encourages the candidate to adjust the project as
needed
13
Second Training Session
Sharing the progress on the internship

Providing applicable feedback to the candidates
Giving appropriate praise and encouragement
Resolving conflict with team members
Monitoring and evaluating the final product
Resolving conflicts with team members
Third Training Session

Reviewing the final project presentations by each candidate
Critiquing the projects with the group of candidates and mentors
Evaluating the candidates progress on the Competency Rubric and providing
feedback for growth
2.5 Process for the monitoring and evaluation of the FLEX Program
Ongoing monitoring and evaluation of all aspects of the FLEX program are essential to the
success of the candidates for certification. The continual review process for the FLEX Program
involves the following steps:
analysis of the needs of the districts and the candidates

design of the modules and internships
implementation of the training
monitor and provide feedback for the candidates, mentors, and partnerships
analysis and communication of the data collected
evaluation of the effectiveness of the program
adjustments to the program as needed
The details of the monitoring and evaluation process for recruitment and selection, for
professional learning and internships, and for the partnerships are described below.
Recruitment and Selection Process
Activity
Frequency
Person(s)
Responsible
Review of applications and essays
As submitted
FLEX Team
Check references
Prior to interviews
FLEX Team
Review interview rubrics
Prior to making
FLEX Interview
selections
Team
Conduct data analysis on
At conclusion of the FLEX Team
recruitment and selection
selection process
and of the program

Action Required
Notify candidates
Calls to references
Notify candidates
selected for Cohort
Communicate results
to stakeholders
14
Activity
Frequency
Person(s)
Responsible
FLEX Team and
mentors
FLEX Team
Review of candidates progress in

the program
Develop final report on certification
and administrative placement
Review candidates success as an
administrator
Use data analysis to revise
recruitment and selection as needed
Ongoing
Review of reflections and evaluation

feedback from each module
Ongoing
FLEX Team and

guest presenters
Review rubrics for each project
Ongoing
FLEX Team and

mentors
Review responses, interactions, and

artifacts on Schoology
Weekly
FLEX Team and

mentors
Review candidate self-assessment

and peer assessment on ISLLC
Standards
Review results of the final
presentations by each candidate
Three times during

the program
FLEX Team,
candidates and
mentors
FLEX Team and
mentors
Review of expectations for

candidates for completion and level
of expertise
Determine if certification
requirements have been met
Monthly
FLEX Team and

mentors
At the conclusion of
the FLEX program
FLEX Team
Review and revise FLEX program

as needed
the FLEX program
FLEX Team
Develop final report on Cohort
the FLEX program
FLEX Team
At conclusion of the
program for Cohort
Ongoing and at the
end of each year
At conclusion of
each Cohort
FLEX Team and

mentors
FLEX Team,
LEA, and
mentors
Professional Learning and Internships
At conclusion of the
FLEX program
Action Required
Provide additional
supports
Communicate results
to stakeholders
Communicate results
to stakeholders
Communicate results
to stakeholders
Use feedback to
make adjustments to
modules
Provide feedback
and additional
supports
Provide feedback
and additional
supports
Provide feedback
and additional
supports
Provide feedback
and additional
supports
Provide feedback
and additional
supports
Communicate results
to the state and the
candidates, mentors,
and districts
Communicate results
to the state and
districts
Communicate results
to the state and
districts
15
Activity
FLEX Partnerships
Frequency
Review of MOUs and specific needs

of partners
Review of internship opportunities
A least three times a

year
Twice a year
Share successes of partnerships
the school year
Person(s)
Responsible
FLEX Team and
LEAs
FLEX Team and
LEAs
FLEX Team and
LEAs
Action Required
Revise plans as
needed
Revise plans as
needed
Invite others to
participate
Section 3: Program Curriculum and Standards

After many years of recruiting, selecting, mentoring, and working directly with Delaware
administrators, the FLEX Team members have extensive experience that has led to the belief in
the importance of growing your own instructional leaders to follow in your footsteps. The
changes in the State Code for the building administrator certification process also confirm the
belief that graduate courses are not enough to help teachers make a successful transition from the
classroom to administration without some practical, authentic experiences in leading schools.
The FLEX Team has reviewed the current research on programs around the country for aspiring
administrators, as well as research into the strengths and weaknesses of training programs used
for the important job of preparing building administrators. One of the many reports that has
guided the decisions for the FLEX Program is the Wallace Foundation Report entitled, Making
of the Principal, Five Lessons in Leadership Training. The question What will it take to ensure
that all public schools have leaders equal to the challenges facing them? is one of the concerns
raised in the report that resonated with the FLEX Team. That question has placed a renewed
urgency on addressing some of the weaknesses of principal training programs nationwide, which
the report criticized as unselective in their admissions, academically weak and poorly connected
to school realities. The Team believes that all students and families in Delaware have the right
to expect highly qualified and prepared candidates to lead their schools. But the research has also
shown that most of the successful alternative certification programs are designed in the larger,
mainly urban school systems that have a very high need for qualified administrators and the
capacity to develop and deliver a viable preparation program. Most districts in Delaware,
especially in southern Delaware, do not have the capacity to plan and deliver a program of this
nature. The FLEX Team is working in partnership with districts to overcome the issue that the
small size of many districts contradicts the idea that the aspiring administrators engage in a
collaborative environment on authentic tasks in real school settings.
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3.1 FLEX programs ability to prepare candidates to effectively serve as a Delaware

educational leader
The FLEX Team is composed of three former Delaware administrators who are practitioners
experienced in leading professional development for educational leadership through district,
state, and national forums. (See Attachment # 8 for the rsums of the FLEX Team members
Lois Hobbs, Sandy Smith, and Juanita Wilson.) The Team members have a strong belief in the
need to develop strong Professional Learning Communities (PLCs) as the foundation of all work
to improve schools and learning.
The FLEX Program has been created using the best elements of the current national research,
and on the best features of the programs in which the Team has been involved, such as Meet the
Challenge, Vision 2015, BRINC, and Indian Rivers Administrative Development Program
(ADP) and Leadership Institutes. The FLEX Team has learned specific lessons from each of
these award-winning programs to guide the development of the FLEX training: Meet the
Challenge taught us that a schoolwide focus on data analysis, common assessments, and goal
setting can lead to dramatic improvements in teacher and student performance; Vision 2015
taught us specific skills on building instructional leadership teams, student efficacy, and
instructional feedback and the importance of district collaboration; BRINC, a partnership started
among four districts focusing on personalized learning, taught us the power of district
collaboration and how to overcome key partnership issues; Administrative Development
Program (ADP) was designed for teacher leaders who were certified under the old Delaware
Code, but did not have the practical experience needed to be ready to tackle the variety of tasks
they are expected to handle starting the first day of their new jobs. ADP taught us that expecting
newly certified aspiring administrators to undertake targeted training and authentic leadership
experiences in schools can lead to a more confident and skilled administrator who is less likely to
make rookie mistakes; and the Leadership Institutes have taught us the importance of finding
common ground through book studies and reflective activities, the importance of building PLCs
as an administrative team and in the individual schools; and the importance of goal-setting and
decision making based on data analysis.
The FLEX Team also realizes that there are topics that are best addressed by current
practitioners, so these administrators will be brought in to lead specific module sessions and to
act as mentors or model administrators for the internships for each candidate. The FLEX Team
and the district partners will work to identify and select the strongest candidates for each topic.
The FLEX Team recognizes that with the rapid changes occurring in schools nationwide and the
increased challenges for administrators to be learning leaders, it is critical to be constantly
evaluating the effectiveness of the program and making adjustments based on the needs of the
candidates and of the districts.

17
3.2 FLEX Programs theory of action

The FLEX Program will form partnerships with districts to determine the needs of the schools
and to allow candidates to have a wide range of leadership opportunities and experiences during
the professional development sessions and for the internships. The FLEX Team plans to:
recruit and select teacher leaders for the program who are dedicated, focused, and
resilient.
provide professional development sessions, both face-to-face and online, that address
current and future concerns facing building administrators.
provide time for reflections to connect learning to future use through the FLEX Future
Ideas reflections.
conduct internship projects after each module to provide focused practice on each ISLLC
Standard.
offer major internship opportunities that will put all of the professional development
skills together in real life settings
offer internships that provide a sampling of experiences in elementary , middle, and high
school settings with coaching and modeling by highly effective principals and
administrative teams.
3.3 FLEX programs philosophy related to educational leadership preparation

The FLEX philosophy is based on the belief that every student deserves school leaders who are
prepared and committed to stay focused on student and school success. Based on both research
and experience, the FLEX Team philosophy is that candidates will be trained and coached to be:
prepared and confident as instructional leaders on the first day on the job
committed to staying focused on school and student success
dedicated to make decisions based on data analysis and a commitment to the school
vision and mission
committed to ethical leadership that recognizes and addresses the needs of the diverse
school community
coached to bring out the best in others and build capacity through teamwork
18
3.4 Brief Description of Courses, Activities, Timeline, and Standards Alignment

Hours
Pre Clinical
Coursework
140
DPAS Training and

Calibration (part of
Pre Internship
Coursework)
Graduate-level
Credit Hours
60
Internship
Ongoing
Professional
Development
Brief Description of Courses

and Activities with Sample
Evidence or Artifacts
Six Modules are described in
Section 3.8 below, Artifacts and
evidence are described in
Section 5
DPAS II Training is described
in Section 4
Optional The DSU partnership will

explore the offering of graduate
courses that will support the
work of FLEX
600
Focused internships to address
each Standard and then the
major internship to address all
of the Standards linked
100
Professional Development
provided during/after
internships, rsum reviews and
participating in interviews
Timeline
Standards
Alignment
Approximately
October 2015
to October
2016
Summer 2016
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
2015-2016
school year
After School
and Summer
Summer and
Fall 2016
As part of the application process for the delivery and implementation of this alternative to
administrative certification, the FLEX Team will design modules that are based on the DE
Administrator/ISLLC standards as well as some key themes of data analysis, assessment,
accountability, DPAS II and staff evaluation, leadership skills, school improvement, parent
involvement, and case studies of real world administrative experiences. Practical skills will also
be addressed through the support of current practitioners with sessions on finance, personnel,
curriculum, time management, book talks on current trends in education, problem solving, and
lifelong learning. To make certain that the modules address current concerns, the team will take
the following steps: interview former administrative development program participants for
insights into what worked and what was missing; interview current principals to determine what
skills need to be emphasized; and pursue a partnership with an Institute of Higher Education to
expand opportunities for learning leaders.
19
3.5 FLEX Program Module Development

Modules will be developed based on the expectations for each of the ISLLC Standards. Each
module will be modeled after best practices in Professional Learning as described in 14
Delaware Administrative Code, 1598. These best practice standards will be woven throughout
the program so that the focus is on delivering professional development that is focused on
purposeful and high quality content; differentiation to meet the needs of diverse learners;
collaboration; development of the leadership capacity of each individual; examination of
resources; analysis of multiple sources of data; integration of a variety of learning designs to
impact effectiveness; improvement of teaching and learning; and establishment of high
expectations for all. Each module will also be project-based so that the candidates have extensive
opportunities to put what they are learning into practice. By basing each module specifically on
one Standard and then providing a brief internship experience on that Standard, the candidates
will be better prepared for their major internship that will expect them to put all of their learning
together.
Recognizing that the ISLLC Standards are currently being revised at the national and state levels,
for the purposes of this application, the six 2008 ISLLC Standards are used as the focus for the
modules. All administrators will need to transition to the new Standards once the national and
state approval process is complete. Once the Standards are formally accepted at the national and
state levels, the FLEX modules will be revised as needed.
FLEX Modules are described in greater detail in Section 3.8.
3.6 FLEX Competencies for School Leaders

Before developing the FLEX modules, the Team determined the following competencies for
each candidate. Based on the behaviors and skills listed for school leaders in the ISLLC
Standards, the FLEX Team has developed a list of the key competencies from the Standards.
While the competencies for each ISLLC Standard are important, the Team determined the ones
that are essential competencies for aspiring administrators. A Competency Rubric has also been
developed for ongoing formative assessments of the candidate. (See Attachment #4).
20
FLEX Competencies for Aspiring School Leaders

School leaders promote the success of every student by collaboratively and effectively
exhibiting the following leadership behaviors and skills:
Standard 1: Setting the Direction: Focus on shared visions in action
Number
Competency
FLX 1.1
Develop, implement, and monitor a vision and mission.
FLX 1.2
Analyze multiple data sources to set, monitor, and revise goals and action plans.
FLX 1.3
Promote consistent and sustainable school improvement strategies.
Standard 2: Setting the Path for Growth: Focus on culture, collaboration, and communication
FLX 2.1
FLX 2.2
FLX 2.3
Nurture and sustain a culture of trust and high expectations.

Monitor and evaluate instructional programs and pedagogy.
Implement assessment and accountability systems to monitor and improve student
and staff progress.
FLX 2.4
Promote the instructional and leadership capacity of the staff.
Standard 3: Setting the School Environment: Focus on the management of safe and effective
learning environment
FLX 3.1
Promote and protect the welfare and safety of students and staff.
FLX 3.1
Develop the capacity for distributed leadership.
FLX 3.3
Manage time and resources to provide an optimal teaching and learning
environment.
Standard 4: Setting the Collaborative Framework: Focus on building a collaborative
community
FLX 4.1
Promote understanding, appreciation, and use of the school communitys diverse
cultural, social, and intellectual resources.
FLX 4.2
Build and sustain positive relationships with all school stakeholders.
Standard 5: Setting the Expectations: Focus on ethics
FLX 5.1
Set high expectations for self-awareness, reflective practice, transparency, and
ethical behavior.
Standard 6: Setting the Context: Focus on advocacy
FLX 6.1
Assess, analyze, and anticipate emerging trends, initiatives, and resources to adapt
leadership strategies.
21
3.7 FLEX Modules and Related Internship Activities
Module
Number
Title/Time
Involved
Big Ideas from ISLLC

Standards
An education leader
promotes the success of
every student by:
1
Setting the
Direction:
Focus on shared
visions in
action/ Two
Months
facilitating the
development,
articulation,
implementation and
stewardship of a vision
of learning that is
shared and supported
by all stakeholders.
Setting the Path

for Growth:
Focus on
culture,
collaboration,
and
communication/
Three Months
advocating, nurturing,
and sustaining a school
culture and
instructional program
conducive to student
learning and staff
professional growth.
Major Topics
for Modules
Standards
Addressed
FLEX
Competencies
Related
Internship
Activities
FLX 1.1
Component V
and goal setting
DE
Administrator/
ISLLC
Standard 1
Fully
described in
Section 4
Data analysis
and assessment
InTASC
Standard 1
Create and
implement a
shared vision
FLX 1.2
FLX 1.3
Curriculum and
instruction
(CCSS, Smarter
Assessments)
Data analysis
and assessment
Technology for
instruction and
communication
DE
Administrator/
ISLLC
Standard 2
FLX 1.2
FLX 2.1
Fully
described in
Section 4
FLX 2.2
InTASC
Standards 4-8
ELL and special

education topics
FLX 2.3
FLX 2.4
DPAS II and
growth mindset
Setting the
School
Environment:
Focus on the
management of
safe and
effective
learning
environment/
Two months
ensuring management
of the organization,
operation and
resources for a safe,
efficient, and effective
learning environment.
Learning Walks
and feedback
Finance minor
cap, major cap,
federal and local
programs
Class and school
management;
Unit count;
Scheduling;
Building walks
and feedback
DE
Administrator/
ISLLC
Standard 3
InTASC
Standard 3
FLX 1.2
Fully
described in
Section 4
FLX 3.1
FLX 3.2
FLX 3.3
22
Module
Number
Title/Time
Involved
Setting the
Collaborative
Framework:
Focus on
building a
collaborative
community/
One month

Standards
An education leader
every student by:
collaborating with
faculty, staff, and
community members,
responding to diverse
community interests
and needs and
mobilizing community
resources.
Major Topics
for Modules
Setting the
Expectations:
Focus on ethics/
One month
Setting the
Context: Focus
on advocacy/
One Month
Summer
Institute
Setting the Stage

to Improve
Teaching and
Learning: Focus
on DPAS II
training,
calibration, and
certification/
One Week
acting with integrity,

fairness and in an
ethical manner.
Outreach to
community
Communication
and PR
Social media
DE
Administrator/
ISLLC
Standard 4
Related
Internship
Activities
Legal issues and

federal, state,
and local
policies
InTASC
Standard 9
understanding,
responding to, and
influencing the
political, social,
economic, legal and
cultural context.
Technology for
instruction and
communication
DE
Administrator/
ISLLC
Standard 6
monitoring, evaluating,
and coaching staff;
DPAS II
Components I
through IV
Using resources
effectively
preparing for the

internship
FLX 1.2
FLX 4.2
FLX 5.1
Fully
described in
Section 4
FLX 6.1
Fully
described in
Section 4
FLX 1.2
Fully
described in
Section 4
InTASC
Standard 10
DE
Administrator/
ISLLC
Standards
1-6
Interviews,
resumes,
personnel issues
Fully
described in
Section 4
FLX 4.1
InTASC
Standards 2
and 10
DE
Administrator/
ISLLC
Standard 5
FLX 2.2
InTASC
Standards
1, 2, and 10
FLEX
Competencies
Communications
Plans to improve
home-school
connections
Impact of
poverty on
learning
5
Standards
Addressed
FLX 3.2
FLX 6.1
23
3.8 Descriptions of Modules

The face-to-face sessions for FLEX will be formatted as follows:
Review/Preview (Interactive online sessions in Schoology with readings and

activities completed prior to each session)
Standards-related Activities (Focused hands-on activities)
Sharing Ideas and Issues (Focused on the application of the Standards to student
achievement improvement, data analysis, Professional Development analysis, PLC
work, and Leadership Team development)
Learning Walks (Focused on observing instruction and providing feedback)
Case Studies (Focused on current educational issues)
Internship Projects and Artifacts (Focused on opportunities to have authentic
experiences in each specific Standard)
Modules for the FLEX Program will include, but are not limited to the following:
Module 1: Setting the Direction
The FLEX kickoff and first module will provide participants with an overview of the program
expectations and activities and an introduction to the Schoology Learning Management System
that will be used for communication and assignments. Participants will complete a selfassessment on the ISLLC Standards from the School Leader Internship Handbook. Participants
will examine authentic examples of district/school vision and mission statements, learn strategies
for leading others through the process of creating a shared vision and mission, develop skills in
communicating and monitoring and the effectiveness of a shared vision, learn how to use the
district/school visions and goals to help teachers develop their DPAS II Component V goals and
instructional focus.
Module 1 books planned for reflection and discussion Finding Your Leadership Style,
Jeffrey Glanz or StrengthsFinder 2.0, Tom Rath; Lincoln on Leadership, Donald Phillips; School
Leader Internship Handbook, Martin, Danzig, et.al
Module 2: Setting the Path for Growth
This module is very content heavy and will need extensive work over the course of three months.
The participants will examine the following topics: addressing the culture of the community, the
school, and the classroom and what steps to take to improve the culture; examining the impact
that curriculum, especially Common Core, and the new state assessments are having on
instructional programs; investigating the pedagogical changes for improved instruction for all
learners; examining multiple data sources and resources to make informed decisions about

24
changes in instruction; focusing on the importance of informal and formal evaluations and how
to provide feedback; and promoting a growth mindset for teachers and students.
Module 2 books planned for reflection and discussion Mindset, Carol Dweck: Others TBD
when Module is fully developed
Module 3: Setting the School Environment
Another key concern for the participants is to be able to learn skills for best practices in both
classroom and school management. The operation of a school that is safe and an effective
learning environment is the foundation of sound instructional programs. Participants will learn
about the management side of the administrators duties through the following topics: handling
the financial matters in the schools from Federal, state, and local budgets to individual budgets
for the departments and classrooms; making financial decisions and future planning; scheduling
of classes, as well as, teacher and student time; managing time and other resources for effective
operations; understanding the impact of the states Unit Count on the operation of a school;
managing the physical plant from the building operations to the cafeteria and transportation;
managing the behavior and discipline of teachers and students in a positive manner; preparing
and implementing plans for emergency crisis management; and analyzing case studies in
management issues for administrators.
Module 3 books planned for reflection and discussion: TBD when Module is fully developed
Module 4: Setting the Collaborative Framework
Participants will examine successful programs and practices that improve family and community
involvement through the following topics: examining the demographic data for the schools and
districts to determine trends and future needs of students and schools; studying the impact of
poverty on teaching and learning; determining resources available to families in the community
and ways to communicate about those resources; finding ways to involve the larger community
in the school vision and mission; developing a plan to effectively communication both in side
and outside the school; and investigating ways to use student-led conferences and
communications technology to improve home-school connections.
Module 4 books planned for reflection and discussion A Framework for Understanding
Poverty, Ruby Payne: Others TBD when Module is fully developed
25
Module 5: Setting the Expectations

Participants will tackle some of the most difficult issues facing administrators through a handson look at the following topics; examining fairness and what it means in the school and
community; reviewing legal issues facing schools and the importance of understanding and
adhering to federal, state, and local policies; investigating the positive and the negative impact of
social media on teachers and students; examining the importance of the administrators words
and actions in the school and in the community serving as a role model for ethical behavior;
focusing on the administrators non-verbal, verbal, and written communications as a public
relations tool; and reflecting on case studies that address legal, social, and ethical dilemmas faced
by administrators.
Module 6: Setting the Context
Participants will focus on the school operations in a larger context by considering the issues that
face schools today, and how the principal can be the leading advocate for change. Participants
will be able to examine how global, federal, state, and local initiatives impact the teaching and
learning in each building. Participants will reflect on case studies that demonstrate how political,
economic, and social decisions impact the future of public education. Participants will also
prepare for the next steps in becoming an administrator by reviewing feedback on their rsums,
observing interviews, participating in mock interviews, and receiving feedback on the interviews.
Summer Institute/DPAS II Training
Participants will have the opportunity to put all of the Modules together in authentic settings
through their internship experiences. In preparation for the internships, they will also have
training on all aspects of the DPAS II for teachers and principals. The DPAS II training is
described extensively in Section 5 of this application.
Summer Institute book planned for reflection and discussion: TBD when Institute is fully
developed
26
3.9 FLEX coursework description and the relationship to job of an educational leader
Most current research on effective educational leadership recognizes that school leaders are
expected to be instructional leaders who not only monitor and observe classrooms and
instruction, but also give targeted feedback and set expectations for improvement. Michael
Fullan makes a strong case for determining ways for leaders to move the entire staff in contrast
to evaluation systems that attempt to move one individual teacher at a time. When reviewing the
leadership programs from across the nation, the FLEX Team found that most of the programs are
similar since they all adhere in one way or another to the ISLLC, the InTASC, and the
Professional Development Standards established for each state. FLEX coursework will focus on
the ISSLC standards but will be project-based and authentic. The coursework will give aspiring
administrators time to
reflect on the problems school leaders face and how to find the resources, including
human resources, to solve those problems.
reflect on each standards-based activity to determine how the activity can be used in
schools, how it would need to be adjusted, and how they would monitor its effectiveness.
participate in and communicate through Schoology, the states Learning Management
System. All communication, course materials, and portfolio artifacts will be shared on
Schoology and monitored by the FLEX Team.
provide feedback to Cohort team members to practice constructive feedback and
courageous conversations.
reflect on the feedback from the FLEX Team and mentors that will be provided on an
ongoing basis, not just at the end of the program.
3.10 FLEX alignment and coherence of program to the Standards

Alignment and coherence of the FLEX program will provide a model for the work of the future school
leaders.
The readings, reflections, professional development, and internship opportunities will be

aligned to the standards and to each other.
While each module will focus on one primary standard, the modules will be designed to
focus on the interconnections of all of the standards.
Professional development sessions will be consistent, thoughtful, and purposeful
Internship projects and artifacts from each module will focus on the specific standard to
illustrate how the standard works in real schools, not just in theory.
Internship activities will include opportunities for candidates to identify the specific
standards addressed in the activity.
27
3.11 FLEX Program Map linking coursework and experiences with Standards
See Attachment #6 for the Program Map.
Section 4: Internship Experiences

The FLEX Program internship will provide aspiring school administrators the opportunity to
gain practical experience by applying the theory, knowledge, and skills that are presented in the
modules of study and that reflect the Delaware Administrator/ISLLC Standards in actual school
settings under the mentorship of a qualified and effective educational leader. Through the
internship experience, FLEX participants will become effective instructional and managerial
school leaders.
4.1 Internship Mentors
Each aspiring administrator will be assigned to work with a building principal approved by the
district superintendent and the FLEX Team. The internship will be conducted during afterschool and summer hours and will be supervised by the assigned mentor.
Criteria for Mentors
Each mentor will be chosen based on the following criteria:
Current school principal with a minimum of three years of administrative experience

Approval of his/her superintendent to serve as a mentor for an aspiring administrator
candidate in his/her district
Effective or higher ratings on DPAS II evaluations for the past two years
Delaware administrative license under14 DE Admin. Code 1592
Evidence that he/she is a continual learning leader focused on the success of students and
staff
Experience in the teacher and administrator evaluation process (DPAS II)
Willingness to serve as a mentor committed to the success of his/her protg
Selection Process for Mentors

The selection process for the mentors will include completion of an application with reference to
the individual criteria listed above. In addition, each applicant will be requested to provide a
current resume, the latest school profile, and a copy of his/her most recent DPAS evaluation.
Matching of mentors and teacher candidates will be based on the number of qualified mentors
for the candidates in each cohort with preference given to grade level interest.

28
Training for Mentors

The FLEX Team will conduct the training of the mentor principals. The training content is
described in Section 2.4 of this document. The initial session will be scheduled prior to the start
of the Module workshops for the FLEX participants. The first session will include understanding
the responsibilities of a mentor, developing an understanding of the ISLLC Standards and how
they apply to the work of the candidates, collaborating to develop the internship plans,
establishing trust, developing questioning techniques, and strengthening listening skills to
promote reflection. Sessions two and three will be conducted during the months of candidate
training allowing for relevant topics to be shared after the internship has begun. Session two will
focus on monitoring and sharing progress of the internships, providing feedback, conflict
resolution, and the process for evaluating the final product/presentation. The final training
session will focus on the summative assessment process for the FLEX interns.
Internship Roles and Responsibilities
FLEX Intern roles and responsibilities
Planning the internship activities with the site mentor principal and FLEX personnel
Meeting and communicating with the site mentor on a regular basis
Fulfilling the internship activities in a conscientious, ethical manner
Asking questions/giving and receiving feedback
Documenting and completing reflections on the internship activities
Completing all portfolio requirements
Principal Mentor roles and responsibilities
Attending and engaging in the training sessions for mentors

Assisting the candidate to create the goals and objectives of the internship
Working with the intern to mutually develop an activity plan based on the needs of the
candidate, the school, and the requirements of the FLEX program.
Scheduling time for weekly meetings with the candidate to discuss the progress of the
internship and assisting them to address any problems or issues encountered
Being candid and open with the intern when providing formative feedback
Facilitating opportunities for the intern to engage in administrative tasks and to
collaborate with other administrators and the school staff
Training and empowering the FLEX candidate to build his/her capacity and confidence as
a school leader
Assisting in the formative and summative assessments of the performance of the
candidate

29
FLEX Team roles and responsibilities
Working with the District Superintendent or his/her Designee to determine candidates for
the program and appropriate internship settings
Selecting highly qualified principal mentors, providing training, and supporting them
throughout the internship period
Assuring that the intern has appropriate experiences
Supervising the internship and meeting regularly with the interns
Completing formative and summative evaluations of the intern
Working with the mentor to evaluate the interns performance in a summative report
Verifying completion of the internship for certification as a building administrator in the
State of Delaware
4.2 Internship Descriptions

All candidates will be required to participate in and complete the six module trainings provided
in face-to-face and online formats, a weeklong summer institute focused on DPAS II, and to
complete six hundred hours of internship experiences. For each module, participants will
complete a project designed to demonstrate their understanding of the skills and knowledge
necessary to meet or exceed that standard. The program matrix identifying the content of the
modules, aligned competencies, and dedicated time is located in Attachment #5. The program is
designed to offer interactive workshop sessions covering specific standards and the related
competencies, skills, and knowledge. The recommended module projects will require 20 to 60
hours of work (depending on the scope of the module) and will provide opportunity for practical
application of the competencies studied and discussed. The projects are described more fully
below, but examples include: review mission and vision statements of their schools and
determine how they drive teaching and learning; collect and analyze student achievement data
with selected school teams and design interventions or instructional strategies to improve student
learning; help to develop a school budget based on student and teacher data. Participants can
design and submit for approval (by the FLEX team and their mentor) their own projects within
the scope of the recommended projects and based on their particular interests or need. All
participants will develop an electronic portfolio on Schoology. Therefore, participants will
record a digital description of their projects, and maintain a reflective journal during completion
as a part of their portfolio. They will also share their work and the insights gained from their
experiences with the other members of the cohort during monthly group sessions. All projects
will be designed and evaluated in accordance with a FLEX Project Rubric (See Attachment #7)
that will be shared during the initial group session and throughout the program. This program
rubric will be used to evaluate all of the internship projects. During the work on the projects, the
mentors will provide formative and summative assessments using the Competency Rubric (See
Attachment #4). The module projects will fulfill two hundred hours of the required six hundred
30
hours of internship for the FLEX program. Descriptions of recommended module internship
projects are provided below in this document.
The remaining four hundred hours of internship will be completed in additional after-school and
summer school activities. If a district chooses to offer a residency program for an aspiring
administrator instead of the after school and summer programs, the FLEX Team will work with
the school and the intern to determine a personalized plan. Each candidate will develop an
Internship Activity Plan in collaboration with the principal mentor and the Flex Team. The plan
will be based on the needs of the school and the required competencies outlined in the FLEX
program and will include a major project/assignment that will be considered the keystone of
each internship. Internship activities will be focused on improving student achievement and
school culture and will include opportunities to analyze student achievement data, identify
achievement gaps and needs of regular and special populations, identify research-based
instructional practices, design and lead professional development, and observe, evaluate, and
coach teachers. School operation activities will be included requiring participants to link human
and financial resources to school goals and school improvement strategies. Each FLEX
participant will develop, implement, and, at its conclusion, present their major project to a panel
of peers, district partnership personnel, and the FLEX team.
4.3 Internship Requirements
The internship experience will be comprised of two components
1) projects aligned to the standard and associated competencies for each of the modules
will be completed over the course of the program and will require two hundred
internship hours. Each project will be designed and evaluated based on a standard
rubric.
2) an internship activity plan developed in collaboration with the principal mentor and
the FLEX associates based on school-wide needs, research-based instructional
strategies, and student achievement. This plan will include a major project that will
serve as a keystone of the internship and will be used as part of the final evaluation of
the candidates success in the program. The four hundred hour internship will be
completed during summer and after-school activities.
4.4 Module Projects

All projects and activities will be aligned to the Delaware Administrator/ ISLLC Standards. The
projects for curriculum and collaboration and community engagement will be completed in an
action-research format.
31
Expectations for Each Project

Project work will be maintained on Schoology and will include:
o
o
o
o
o
o
Project description and design (at least one action research project included)
Journaling on progress
Collection of artifacts and data related to project development and implementation
Completed project report
Reflection and self-assessments of key learning
Rating on Project Rubric of Basic or Proficient
The recommended projects described below were developed based on the skills, knowledge, and
competencies aligned to each module and were designed to meet the time requirements for that
portion of the internship. FLEX participants may propose an alternative project of a similar
scope in accordance with his/her own interest, topic, or school need. Alternative proposals must
be submitted for approval by the FLEX Associates and, when relevant, the individuals mentor
and/or building principal.
Sample Module Projects
I Mission and Vision

Two projects are recommended for this module.
Project # 1 - School Mission and Vision
Identify and site how the vision, mission, and goals are communicated to the stakeholders of the
school community teachers, staff, parents, student, and school community, District Office.
Determine how the Mission and Vision are demonstrated in the school setting and community;
select and record actual examples that reflect the beliefs inherent in the mission and vision
statements. Identify areas for improvement in regard to the Mission, Vision, and Goals.
Discuss these items with the principal. Present the findings to the school leadership team. Lead
the team to design and implement a plan that will ensure that all stakeholders understand the
Vision and Mission of the school and can demonstrate examples of it in their classrooms and
programs.
Project Expectations/Guiding Questions:
Use the following sample questions to critique the schools vision and mission: Is it a
compass to inform reflective practice, goal-setting, and decision-making? (adapted from
ISLLC Standard I). Who created the vision, mission, and goals? Is the vision and mission a
living document? Do the stakeholders know it? Does it align with the districts vision/mission?
Does the vision and mission reflect the administrations and the staffs beliefs and/or their
actions? Can the mission and vision be observed in classrooms and throughout the school? Has
the vision been revised since it was established? What can be done to improve the statements
of vision and mission and to ensure that it provides direction for improved teaching and
learning?

32
Module 1
Project #2 Data Analysis and Goal Setting
(DPAS II Component V)
Examine school data including achievement, grades, attendance, discipline, and parent
participation to look for patterns/trends. Develop potential goals for school administration that
are aligned to district goals. Design strategies for goal implementation (as if you are the school
principal). Meet with the Mentor Principal to examine the data analysis, review the goals and
implementation plan and discuss the process.
Project Expectations/Guiding Questions: What does Component V require of administrators?
What are the district goals? What data is used to determine principal/teacher goals? What
process will you use to analyze the data? How will the goals be linked to the data analysis?
What strategies will be linked to the goals?
Module 2
Culture, Collaboration, and Curriculum
Project Recommended: Action Research Format Using Data with a Teacher Team to
Improve Teaching and Learning. Work with an identified teacher team to analyze their
achievement data (multiple sources) to determine instructional needs of students (or groups of
students). Determine the instructional interventions or instructional strategies needed. Lead the
team to design and conduct staff development to support the implementation of the instructional
strategies/interventions. Design or identify pre and post assessments to demonstrate the
effectiveness of the newly implemented strategies. Work with the team to analyze the data and
draw conclusions about next steps.
Project Expectations/Guiding Questions:
What is an Action Research Format? How will I determine the hypothesis to be tested? How can
I develop trust and credibility to become a part of this team? How can I engage teachers in
productive discourse? What guiding questions might I use to help teachers discuss the data?
What learning strengths or weaknesses exist in the data provided? Do we have the data
necessary to guide the work or do we need to create an assessment to identify student needs?
What strategies are needed to improve teaching in the areas of identified need? What will
teachers need to implement the strategies selected? How will we monitor our progress on the
implementation of the strategies? Would learning walks benefit this project? If so, how can we
structure them? Have I followed the action research format?
33
Module 3
Project 1 Management and operations
Project Recommended:
1) Instructional Priorities and School Budget
Interview the school principal about the process used to develop the school budget. Review the
current or previous years budget to view what monies are allocated to the school and the
restrictions and requirements for use. Determine how expenditures have been linked to
instructional priorities. Develop a process for ensuring that expenditures are aligned to student
achievement needs and school goals. Share the plan with the principal and ask for his/her
feedback. When the plan is accepted, share the process with the school leadership team.
Project Expectations/Guiding Questions
How is the school budget currently developed? What data was considered when developing the
budget? How were priorities set? What are the sources of the funds that are discretionary to the
school? How could a school budget be developed to ensure that the school instructional goals
and priorities are included as major factors?
Module 3 Project 2 Technology Use, Planning, and Purchasing

(adapted from School Leader Internship by Martin, Danzig, et.al)
Observe the use of technologies in the classroom, library, and/or computer lab. Discuss the
strengths and weaknesses of technology use and access with staff responsible for technology use,
service, and or purchasing such as classroom teachers, media specialist, technology specialist,
etc. Compare and contrast the different perspectives of those individuals on the technology
needs of the school. Summarize your observations and for the school principal for possible use
in school planning in the areas of budget, instruction, and building management.
Project expectations/Guiding Questions:

How is technology used in the classroom(s), computer lab, and media center according to your
observations and teacher interviews? Is there enough technology to meet teacher and student
needs? How is the technology maintained? How are the perspectives of the interviewed staff
alike or different? What suggestions could be offered to support change in the way technology
and equipment are purchased, used, accessed and maintained?
34
Module 4 Project 1 Community Involvement

Projects Recommended
1) Parent Involvement and Attendance at School Events Study the history of parent
involvement and/or participation in specific school events or teacher requests (ex. signing a
weekly folder or checking daily homework). Using teacher and administrative input, lead a
committee to design strategies to improve parental involvement and/or attendance at school
events. Coordinate an event that implements the strategies identified.
Project Expectations/Guiding Questions: What issues exist for a particular school? What data
is available about parent involvement and or participation? How will you prioritize the
issues/needs? What has been tried in the past? What strategies may have shown promise? What
strategies will teachers and administrators commit to? How will you know if the strategies are
successful (what data can be collected)?
Module 4
Project 2 Welcoming new and prospective families to the school
Lead a teacher and parent committee to design and develop a packet of information for the
purposes of marketing for parents considering School Choice and for new families to the school.
Include newly created materials such as a flyer about the school or a newsletter specifically for
new or potential parents and students. Determine the costs and explore resources to cover the
expenses.
Project Expectations/Guiding Questions
What materials are currently provided to new or prospective families? How are they distributed
or made available? What advertising is done to encourage families to choose the school?
What information would be helpful to parents and/or students? What data should be included?
What are the costs associated with making and printing the materials? What are the free
resources available? How will you know if the materials have been examined or have been
effective?
Module 5
Integrity, Fairness, and Ethics
Project Recommended: Student Code of Conduct and Discipline Data Conduct a review
of the Student Code of Conduct and the Policies that are specifically noted. Examine the most
recent school discipline data. Design a professional development session in which school staff
can discuss the data and the most frequent infractions. Develop discussion questions that
encourage staff to examine those areas in the Code of Conduct and to brainstorm ways to support
students in order to decrease the number of infractions. Lead the discussion with the appropriate
school team (instructional leadership, PBS, etc.) to develop a plan of action based on the data
and discussion.

35
Project expectations/Guiding Questions: After reviewing the Code of Conduct, examine the
places that give teachers and administrators direction about classroom management and student
discipline. Are there suggestions for how students can be guided or supported when they have
broken school/district rules? Looking at school data, what are the areas of greatest infraction?
Do teachers refer students at the same or similar rates? What factors might impact the way
teachers refer or report student misconduct? What type of professional development session
could lead teachers and administrators into a constructive conversation about the differences?
What discussion points would lead to positive problem solving?
Module 6 Project 1
Political, Legal, Social, and Cultural Advocacy
Project Recommended:
Local School Boards Responsibilities, Procedures, Policies, Influence Conduct a research
project on the responsibilities, procedures, work, and influence of the local school board.
Interview a Board Member, appropriate District Office personnel (Superintendent, Assistant
Superintendent, Business Manager, Directors/Supervisors) to get their perspectives. Complete a
report of the findings including specific artifacts and examples of School Board decision-making
and impact.
Expectations/Guiding Questions: Attend at least one monthly school board meeting. What are
the observable responsibilities of Board Members, the Superintendent, and School and District
Administrators? What are the specific responsibilities of the Board Members? How is district
policy made and how is it related to Delaware Law? How can the community influence district
policy and board decisions? How can/do district administrators influence Board decisions? Do
national issues have an impact on local decision-making?
Module 6 Project 2
Review of ELL Programming
Interview a professional responsible for ELL programs. Discuss major requirements for,
concerns about, goals of the program, and ways that all staff can support ELL students. Observe
an ELL class and interview the teacher to discuss the goals of the program, the approaches
she/he has employed, the requirements under which she/he works, and any concerns or issues
that impact the program and/or student progress. Write a summary of the interviews and
observations. Develop a Power Point Presentation to use with the faculty and staff to describe
your findings and to show how they can support ELL students.
Project Expectations/Guiding Questions: What are the state and district policies regarding
bilingual and/or ELL services? How are those policies implemented in the classroom? How do
students qualify? How are teachers funded? What approaches are used to teach ELL students?
What types of assessments are involved? How and when are state assessments administered?
What data does the ELL teacher use to determine student progress?

36
4.5 Internship Activities - Activity Plan and Major Project

In collaboration with the mentoring principal and the FLEX Team, the intern will develop a
detailed plan that describes the goals, strategies, and timing of the internship activities. The 400
internship hours must be above and beyond the typical job responsibilities of the intern and are
therefore, to be designed for after-school and summer hours. The activity plan will be developed
around the needs of the principal mentor, the school staff, students, parent community, and
designed to strengthen specific skills and knowledge for the intern as identified by a selfassessment and reflection process. The activities that have been selected for module projects and
for the after-school and summer internships will ensure that candidates receive exposure to and
practice in developing skills and knowledge. The activities that have been selected for module
projects and for the after-school and summer internships will ensure that candidates receive
exposure to and practice in developing skills and knowledge. Interns are required to identify and
satisfactorily complete at least one internship activity or project for each of the following:
o Student Achievement Data and Results: Driving measurable student achievement
results through instructional leadership
o Diverse Student Populations: adjusting instruction for diverse student populations,
general, special education, and ELL
o Curriculum, Instruction, and Assessment: Instructional leadership, including
observing and evaluating teachers, leading professional development and PLCs, and
driving assessment, curriculum and instruction
o Management and Operations: Resource management, including talent acquisition and
retention, financial decision-making, strategic planning and school operations.
For the purpose of the 400-hour internship, the following are examples of activities that can
support the candidates continuous growth as assessed by the Competency Rubric (See
Attachment #4). An extensive, although not complete, listing of possible internship
activities/projects is provided below:
After-School Activities
o Based on student achievement data, design and implement an afterschool extra time
program for students needing academic support. Determine the curriculum or tutorial
programming, assessments, and progress benchmarks, and the required budget. Assist in
the hiring/selection of staff and develop and provide the professional development
needed. Provide supervision for students, staff, and the budgeting process.
o Provide professional development for novice staff members in their areas of need; for
example: technology, instructional strategies, discipline and classroom management,
and/or lesson planning.

37
o Design and offer an afterschool program in areas that meet student

social/emotional/behavioral needs such as restorative disciplinary class for students that
need additional supports to change behaviors. The afterschool program would replace a
school suspension to allow them to get their instruction during the day.
o Design and offer parent workshops that are relevant to school goals and needs such as
understanding Smarter Assessments and the states DeSSA system, use of technology,
and study skills.
o Participate in work around master scheduling collaboratively working to get input, use
enrollment data, confirm course availability and requirements, determine need and
teaching units available, communicating schedules with stakeholders.
o Work with a new teacher or a teacher who is having trouble with classroom management
to develop and implement a plan for solving the concerns.
o Work with the administrative team to analyze data (from academics, related arts, extra
curricular activities, teacher requests, facility needs, and previous financial expenditures,
etc.) to develop a school budget for the coming school year.
o Work with the schools administration to coordinate the summer school program. Assist
in determining student eligibility including programs for ESY and ELL students,
selecting curriculum, planning for instruction, developing a budget, hiring and training
staff, purchasing materials, arranging transportation, etc.
o Participate in IEP meetings and select a student sample to monitor implementation plans.
o Participate in the ELL meetings for placement and transition and follow-up to provide
program supports.
o Gather, from written evidence or from someone responsible for staff development, the
yearly school/staff development plan. Analyze the plan with respect to school mission,
student achievement, and teacher evaluations. Prepare a report to discuss with the
principal mentor. (adapted from School Leader Internship by Martin, Danzig, et. al)
Summer Activities
o Assist in the design and implementation of a back-to-school program for students such as
Jump Start which provides previewing of standards, expectations for new students (ex.
students transitioning from middle school to high school or elementary to middle) and for
new initiatives for returning students (ex. project-based learning). Develop and supervise
the resources, including the budget, that are needed to implement the program.
o Serve as part of the administrative team that supervises the schools summer program.
Take a leading role in supervision of instruction, management of staff and the budget in
addition to supporting discipline and attendance matters.
o Lead a team to develop or arrange and supervise summer professional development for
teachers based on need determined from data, teacher surveys, teacher evaluations, and
administrative recommendations.
o Supervise teacher cadres that are focused on curriculum review and revision, assessment
development, etc. aligned to Common Core and Smarter Assessments.

38
o Assist in summer administrative duties such as revising handbooks, communications to

students and parents, planning for the year, planning for opening days of school.
o Assist in the design and organization of a yearlong professional development plan
including design and topics for PLCs for the school year.
o Work with School Leadership teams to review data and plan for interventions and
support for students.
o Participate in interview and hiring process; assist in the development of questions, engage
in mock interviews, and serve on an interview team.
o Plan an online activity with staff using Schoology.
o Work with the Positive Behavior Support team to revise and refine the plan for the
upcoming year.
o Review discipline referrals for a specific period; compile the data with regard to grade
level, special education classification, race, ELL, and gender. Analyze and summarize
your findings. Make recommendations for improvement. Discuss with your principal
mentor. (Adapted from School Leader Internship by Martin, Danzig, et. al)
Keystone Project
As part of the Internship Activity Plan, FLEX participants will choose one of the activities above
and the identified standard and competencies associated to develop a Keystone Project for their
internship. This major project will be developed in collaboration with the principal mentor,
require leadership responsibilities, and a minimum of 150 hours for completion. As with the
module projects, the participant will record the project description, goals, process, strategies,
journaling of progress, and outcomes on Schoology. The intern will be supervised and supported
in this project by the principal mentor and the FLEX team during regularly scheduled meetings
and at monthly workshops. The culminating activity for the internship will be a presentation of
the Keystone Project to a panel of their peers, district partnership personnel, and the FLEX
Team.
Section 5: Educator Performance Evaluation System Training
The Delaware Performance Appraisal (DPAS-II) is described on the Delaware Department of

Education website as follows:
The Delaware Performance Appraisal System, or DPAS-II, is Delawares statewide educator
evaluation system. It provides performance expectations for students, educators, and leaders
across the states schools. DPAS-II provides educators with feedback that is designed to:

39
Foster professional growth by providing educators with actionable feedback and

opportunities to improve and refine their teaching and support their students growth;
Ensure that there are quality educators in every school building and classroom; and
Continue to help students grow and succeed through targeted interventions and
individualized educator professional development opportunities.
As described above, one of the primary responsibilities of the school principal and assistant
principal is building teacher capacity to ensure high quality instruction in every classroom. The
Delaware Performance Evaluation System II (DPAS II) offers school administrators the tools
and the opportunity to provide feedback, coach, support, and maintain an accountability record
with and for teachers. Therefore, the DPAS II System must be implemented not just as an
accountability tool, but also as a means for strengthening teachers skills and knowledge in
pedagogy, practice, and content.
Administering DPAS II is an expectation and job responsibility of building Principals and
Assistant Principals. In most situations in the past, new building administrators are first hired
and then provided opportunities for credentialing to administer DPAS II in their buildings.
Training by DOE associates or their designees generally takes place during the summer months
prior to the start of school year. In many cases, late hires are often provided the necessary
training after the school year begins which delays their ability to begin DPAS II responsibilities
until credentialing is complete.
In the FLEX program, aspiring administrators will complete the credentialing process as part of
the established professional development workshops. In addition, they will be provided
opportunities to participate in observations and conferences during their scheduled internships.
Each aspiring administrator will receive a minimum of 20 hours of training provided by FLEX
Team (credentialed DPAS-II evaluators) and by guest presenters including DOE staff from the
Teacher and Leader Effectiveness Unit and current school administrators who are experienced
with the DPAS-II system.
DPAS II training will include a study of the relevant Delaware Code, the current state
regulations, and the DPAS official guide including all available forms, timelines, scoring
procedures, and Component Rubrics. The curriculum will include a review of the history and
philosophical basis of the framework as adopted by the State of Delaware. Participants will be
provided interactive sessions to discuss previous experiences with the evaluation system from a
teachers perspective and learn effective observation and feedback skills and strategies. After an
opportunity to study and discuss the rules, regulations, and tools, participants will practice
observing, recording, gathering evidence, and participating in conferencing simulations.
Candidates will be expected to perform multiple observations of classroom lessons and work in
collaborative teams to simulate pre and post conferences as well as write completed

40
observations. Calibration activities will be based on the DPAS II Component Rubrics using
observation of videos of classroom lessons and samples of completed teacher evaluations.
Participants will critique model reports and identify appropriate types of evidence. The
collaborative nature of the DPAS II system will be stressed and will include effective techniques
for providing feedback, use of questioning and listening skills. In addition to workshop training,
an internship expectation will be for on-site, co-observation and conferencing with a mentoring
principal in pre-approved teacher evaluation events. In addition, participants will be introduced
to and given practice with the data collection platform used by their mentoring principals
(Bloomboard or Data Service Center).
5.1 DPAS II Training
DPAS II training will be provided throughout the FLEX program as it applies to relevant
standards and competencies. Formal training will be conducted as indicated in the chart below:
DPAS II Element
Sessions
Module Focus
Timeline
Component V
Module 1
Vision and Mission as related to

goal setting for school year
Fall 2015/Winter
2016
DPAS Regulations
and Technical Aspects
Module 3
Collaboration, Culture, and

Curriculum
Winter 2016
School Internship expectations
Winter 2016 through

Fall 2016
DPAS II Project
DPAS II Basic
Training (for Teachers
and School
Administrators)
Summer
Institute
Major focus of the Summer

Institute (18 hours)
Summer 2016
DOE Online
Credentialing Course
and Assessment
TBD
Preparation and certification to be

a Delaware-certified evaluator
Summer/Fall 2016
5.2 DPAS II Trainers

FLEX team members who meet the criteria below and have experience implementing the DPAS
II system will provide training and support to the cohort members. Additional trainers will be
identified based on the following:
o Experienced school administrator who has implementation DPAS II
o Credentialed through the DOE assessment to implement DPAS II
o Previously served as a trainer for teacher/administrator evaluation tools and
techniques

41
Guest presenters will be invited to participate in DPAS II training and will include:
o DDOE personnel directly assigned to DPAS II
o Guest Presenters on School Law, an Attorney currently providing services in
School Law
o Current School Administrators with experience in DPAS II
o Development Coaches who have served school administrators during the past
three years
Additional supports that will be provided to the FLEX participants will include:
Use of informal observations through learning walks
Training in observation and feedback skills
Defining and calibrating effective instruction
Opportunities to observe current administrators implementing the process
including pre and post conferences
o Focus on courageous (difficult) conversations
o Role-playing with current administrators for the pre and post conferencing
o Critiquing model evaluation reports
o
o
o
o
5.3 Interventions and Consequences for candidates who do not meet the credentialing
requirements
o Personalized plan focused on areas of difficulty which is developed collaboratively by the
candidate and FLEX Team members
o Additional three hours of training opportunity provided by the FLEX Facilitators and/or
the Principal Mentor based on the personalized plan.
o Participants who do not pass the credentialing assessment after the additional training
opportunities, will not be eligible for building administrator certification.
Section 6: Faculty and Instructors
The FLEX Team consisting of Sandy Smith, Lois Hobbs, and Juanita Wilson has created this
alternative certification program based on research, experience, and lessons learned from other
programs. The members of the FLEX Team serve as the leadership team for the program by
handling the following workload: leading the development and facilitation of the FLEX modules;
monitoring and evaluating the progress of the partnerships, the candidates and the mentors;

42
leading the recruitment and selection of the candidates; communicating with all stakeholders
concerning the progress of the candidates; recruiting and selecting the guest presenters for key
topics in the modules; providing training and feedback to the candidates and mentors; analyzing
data on the effectiveness of the program and communicating the results to all stakeholders; and
revising the program based on data analysis and input from the partners.
While it might seem to some that this workload would be very overwhelming to the three FLEX
Leads, each of the Leads has had years of experience developing and implementing programs for
hundreds of teachers and thousands of students at a time. (See Attachment #8) for the rsums of
the FLEX Team members.) The cohort size planned for FLEX is for about 15 teacher leaders at a
time, so that personalized attention can be given to each candidate. Most of the work will be
done as a collaborative effort, but the Team recognizes the need for each one to take on specific
roles based on her strengths and interests. The specific roles and responsibilities for recruitment,
selection, partnerships, internships, DPAS II, and evaluation have been spelled out in other parts
of this application. For the purposes of the organization of FLEX, these roles and responsibilities
have been placed into major categories for each FLEX Team member to oversee.
Through our work with other administrators throughout the state, the FLEX Team members are
aware of the work and expertise of exemplary leaders in specific educational topics. The team
will collaborate with the FLEX partners to select and provide the best facilitators from school
and district offices for specific module topics. If this alternative certification application is
approved, the FLEX Team will meet with the partners to determine the strongest instructional
leaders to support the modules. It will also be essential to build a strong team of mentors since
they will have a major impact on the development of the aspiring administrators. Through the
three-day training with the internship mentors, the FLEX Team will also be able to develop a
Professional Learning Community (PLC) among the mentors to allow for them to share best
practices and resolve any problems.
43
The three FLEX Leads will assume the roles of the primary developers, facilitators, and
administrators of the program and will divide the workload according to the following chart:
FLEX Leadership Workload
Person
Title
Roles
Lois
Hobbs
Associate
Director of
FLEX
Recruitment and Selection

of candidates
Partnerships and
Communication with
partners
Co-developer for Modules
1 and 2
Lead developer for
Module 3
Sandy
Smith
Program
Director of
FLEX
Overall supervision and

communication of FLEX
Data Collection, Analysis,
and Evaluation
Organize, Train, and
Monitor on Schoology for
Communications and
Portfolios
1 and 2
Lead developer for
Module 5
Juanita
Wilson
Associate
Director of
FLEX
Internships
Selection and Training of
Mentors and Monitoring of
Mentors and Candidates
1 and 2
Lead developer for
Modules 4 and 6
Experience: See
rsums in
Attachment #8
Former Superintendent
of Schools, Indian
River School District,
Selbyville, Delaware;
former Regional
Administrator, Charles
County, Maryland; and
former Assistant
Superintendent and
Principal, Prince
Georges County,
Maryland
Former Director of
Assessment and
Accountability and
former Director of
Instruction, Indian
River School District,
Selbyville, Delaware
Former Supervisor of
Curriculum and
Instruction and former
Principal, Capital
School District, Dover,
Delaware
Workload
Development of
sessions
Facilitator of
modules
Communication
with partners and
candidates
Monitoring and
feedback
Oversight,
communication,
and evaluation of
program
Development of
sessions
Facilitator of
modules
Communication
with candidates
through
Schoology
Monitoring and
feedback
Oversight of all
aspects of
internships and
mentors
Development of
sessions
Facilitator of
modules
Monitoring and
feedback
44
Section 7: Organization Governance and Resources
7.1 FLEX Organization

While the FLEX Program is a new venture, the leaders of the program are recognized in the state
for their expertise in a variety of leadership areas. FLEX is a subsidiary of a larger organization,
the Supporting School Success, LLC. The LLC has contracted with an attorney who supervises
any contracts and legal issues and a CPA who supervises any financial matters for the group.
The Team members have extensive experience to develop and implement the FLEX Program in
the following areas:
handling multi-million dollar budgets involving federal, state, and local funds and
regulations.
developing and facilitating the curriculum and materials for a wide variety of district
programs, including the alternative leadership program.
developing and facilitating PLCs among the partners, the candidates, and the mentors.
promoting strategies for open and honest feedback leading to instructional improvement.
analyzing data to manage, evaluate, and improve programs.
developing and facilitating new teacher mentoring programs that also have to follow
Delaware Code for certification.
7.2 FLEX Resources
Major Resources needed for FLEX
Resource needed
Access to books, journals, reports,
curriculum, and materials
Access to technology and
equipment for the Module sessions
Access to mobile devices
Person(s) needing
the resources
Candidates,
Mentors, and
Facilitators
Candidates,
Mentors, and
Facilitators
Candidates,
Mentors, and
Facilitators
Purpose
Provided by
To support the work for the

Modules
FLEX Team from

fees
To support the appropriate

technology needs for the
Modules
To support communication,
reflection, feedback, and all
FLEX District
Partners as stated
in MOU
Each individual
45
Resource needed
Access to Schoology Learning
Management System
Access to the states PDMS system
for the DPAS II training modules
and the DPAS II Assessment
Access to meeting space for
monthly Module training
Reimbursement for travel to

meetings
Payment for contracted services
Stipend for after hours mentoring
Person(s) needing
the resources
Candidates,
Mentors, and
Facilitators
Candidates,
Mentors, and
Facilitators
Candidates,
Mentors, and
Facilitators
Purpose
Provided by
To support the
communication and
activities of FLEX
To prepare the candidates
for the DPAS II
administrator certificate
To support the authentic
professional development
sessions
Candidates and
Mentors
Facilitators of
Sessions
Mentors
As handled in each district
FLEX District
Partners as stated
in MOU
FLEX Team,
DDOE, and
District Partners
FLEX District
Partners as stated
in MOU (See
Attachment #3)
FLEX District
Partners
FLEX Team from
fees
FLEX Team from
fees
To provide exemplary
facilitation of each topic
To recognize the efforts of
the mentors above and
beyond
The greatest resource for the program is the human one. The success of this type of program
relies on the dedication, expertise, and enthusiasm of the facilitators and on the development of a
culture for sharing and reflecting in a safe setting. It also relies on the development of the
partnerships so that there is an open exchange of ideas and concerns.
7.3 FLEX Sustainability
FLEX is intended to be a self-sustaining certification program with a set fee paid by the
candidate and/or the district. At this stage, districts are examining whether there are resources to
support any full or partial funding or scholarships for this alternative certification program.
Growing and maintaining the partnerships for FLEX are critical to the sustainability of the
program. While the MOU does set expectations for the partners, the partners benefit from the
FLEX program by:
being able to offer new opportunities for exemplary teacher leaders

developing a cadre of home grown candidates for administrative positions
choosing and guiding the top candidates to follow in your footsteps
assuring targeted, practical professional development focused on Sussex County teacher
leaders
having an extra hand to work on key district and school projects during the 600 hour
internship
46
observing the aspiring administrator in action throughout the program, before he/she is
hired for an administrative position
having candidates ready to hit the ground running, including being certified to evaluate
staff members
Most importantly, the sustainability of the program depends on the quality of the recruitment,
selection, training, hiring, and retention of the candidates. The district and the candidate
satisfaction with the quality of the program will also assure sustainability. For example, in Indian
River School District, the first question that the School Board asks is Has this candidate been
through the ADP program? before considering the individual for an administrative position.
7.4 FLEX Governance and Fiscal Control
The FLEX Team will be led by Sandy Smith as Program Director and Lois Hobbs and Juanita
Wilson as Associate Directors. Their qualifications, resumes, and roles and responsibilities have
been defined in other parts of this application. These three individuals have worked successfully
as a team on this application and the development of the program, and the governance of the
program has been described in the legal documents and attachments that were established for the
LLC. With the guidance of a Delaware attorney, the FLEX Team has tried to anticipate any
issues or concerns that might occur in the operation of a program of this type. In like manner, the
Delaware CPA has also advised us on the proper fiscal controls for the LLC. The company
conforms to all applicable federal and Delaware state regulations for operations and reporting.
7.5 Budget Model and Business License
See Attachment #9 for the budget model for FLEX and Attachment #10 for the Supporting
School Success LLC Delaware business license. FLEX is a subsidiary of the Supporting School
Success LLC.
Section 8: Candidate Assessment & Evaluation

8.1 Evaluation of the Candidates for the FLEX Program
The FLEX Program provides candidates with ongoing opportunities to participate in authentic
school leadership work in actual school environments. The candidates will participate in
professional development sessions and modules based on the ISLLC Standards and a problembased school internship to provide the candidate with an opportunity to practice and internalize
their skills needed for school leadership.
47
o The candidates evaluation will be based on the assignments throughout the program,
which they have successfully completed according to the program matrix. They will also
be judged on their willingness to participate in group discussions, presentations, and peer
reviews. During the module activities and internship, the candidates will be evaluated on
their ability to prioritize, reflect, and adjust to maintain a focus on the best interests of
students and schools.
o Their mentors and the FLEX Team will monitor the candidates throughout the year. This
effort will allow for a systematic, ongoing collection of information to be shared with the
candidate in order to promote success in the program. The candidate will know and be
able to increase his/her efforts in order to make continuous improvement.
o Throughout the program, the candidates will be critiqued and assessed on program
activities. The following are examples of the types of authentic activities based on the
ISLLC standards that candidates will be expected to perform:
Develop and present a staff development session for the faculty based on student
data.
Monitor to see that the instructional strategies stressed in the ongoing staff
development plan are being used by the faculty.
Assist in developing a staff development plan for the school year based on the
school goals and student data.
Lead a PLC using class data to make instructional adjustment.
Observe and critique a lesson taught by a volunteer teacher.
Coach a teacher in an area of need that is suggested by the mentor.
Conduct classroom walkthroughs and give appropriate feedback to teachers.
Analyze and present their findings and their experience from participating in the
internship.
Assist in developing a school schedule that promotes effective instructional time.
Complete any class assignments, research projects and school assignments to the
satisfaction of the FLEX Team.
Input from the mentor, district office designee and the FLEX Director will be used in the final
assessment of the candidate. Their observations and input will be gathered throughout the year
about the candidates successful completion of each assigned activity based on the FLEX
Program standards. Assessments and feedback will be completed according to this chart.
FLEX Assessment and Feedback
Activity
Assessment
Baseline data on
candidates
Module Session
Activities
Module Internships
Self and peer assessments

on ISLLC Standards
Schoology activities
Internship project rubric
Feedback provided
by
Candidate and FLEX
Team
FLEX Team
Timeline and/or
Frequency
Beginning and end of the
program
Weekly
FLEX Team and

Mentors
Weekly
48
Activity
Assessment
Internships
FLEX Competencies
Internship project rubric

(Attachment #7)
Competency rubric
Activity
(Attachment #4)
Assessment
DPAS II Certification
Assessment of progress
Online DPAS II
assessment
Individual conferences
with candidates
Feedback provided
by
FLEX Team and
Mentors
FLEX Team and
Mentors
Feedback provided
by
FLEX Team
Candidate and FLEX
Team
Timeline and/or
Frequency
Weekly
Formative weekly and
summative at the
conclusion program
Timeline and/or
Frequency
Weekly during the
DPAS II training
Three times during the
program
8.2 FLEX Assessment of candidates competencies in meeting or exceeding program

Standards
See Attachment #4 for FLEX Competencies Rubric
8.3 Describe the programs participant assessment system
To be fully approved for certification through this alternative program, each candidate will be
assessed on their successful participation in and the successful completion of the following
elements of the FLEX program:
Program participation and attendance

Mentor evaluation of the candidate
Completion of assignments
Completion of mini-internships and major internships
Completion of reflections and portfolios
Evaluation of participants for competency (successful application of skills and
knowledge attained by program participation)
8.4 FLEX formal assessment matrix
FLEX Formal Assessment Matrix

Assessment
Point
Selection for
Program
Criteria/ Tool
Assessment
Selection
Criteria Rubric
Sources of
Evidence
See
Attachment # 1
Evaluators/
Participants
FLEX
Selection
Team
Review
Processes
FLEX Team
review of data
and discussions
with FLEX
Partners
Impact
Decisions on Data
Potential for
changes in
program criteria or
expectations for
next cohort
49
Assessment
Point
Pre-internship
Module
participation
Criteria/ Tool
Assessment
Schoology
Metrics
Internships
Internship
Rubric
DPAS II
Certification
Assessment of
ISLLC
Standards
Completion of
program
Sources of
Evidence
Schoology
metrics on
discussions,
feedback,
reflections, and
participation
See
Attachment #
Evaluators/
Participants
FLEX Team
Review
Processes
FLEX Team
review of data
and discussions
with FLEX
Partners
Impact
Decisions on Data
Potential for
changes in
program
expectations for
next cohort
FLEX
Team,
Mentors,
and
Candidates
Potential for
changes in
internship
expectations for
next cohort
Delaware
DPAS II
Certification
Assessment
Passing score
from DPAS II
certification
FLEX
Candidates
Self and peer

assessments
from School
Leader
Internship
Handbook
Portfolios,
FLEX
Competencies,
and Scorecard
Evidence of
growth from
beginning to
end of the
program
FLEX
Team,
Mentors,
and
Candidates
See
Attachment #4
and #11
FLEX
Team,
Mentors,
and
Candidates
FLEX Team
review of data
and discussions
with FLEX
Partners and
Mentors
FLEX Team
review of data
and discussions
with FLEX
Partners
FLEX Team
review of data
and discussions
with FLEX
mentors and
candidates
FLEX Team
review of data
and discussions
with FLEX
Partners, mentors,
and candidates
Potential changes
in DPAS II
supports as needed
Potential changes
in Modules or
supports as needed
Potential for
changes in
program
expectations for
next cohort
8.5 Candidate intervention, support and dismissal procedures

The purpose of the FLEX Program is to work with district partners to identify and select
candidates who are showing the potential to become effective school leaders. Once the selection
process is complete, the FLEX Team will divide the cohort into three groups, with each member
of the Team being responsible for the oversight of a maximum of five candidates. The Team
recognizes that candidates will come with different strengths, knowledge, abilities, and interests,
so each will be able to soar in some ISLLC Standard Competencies and may need supports in
others. Through the face-to-face and online sessions, ongoing review of their reflections and
work in Schoology, and ongoing monitoring with their mentors, the Team should be able to
individualize the supports or address the concerns with the larger group.
Dismissal procedures should be needed in only the most extreme circumstances. The selection
process is so critical in not only getting the best candidates for the Cohort, but also making sure
that the potential candidates are fully aware of the extensive expectations of this alternative

50
certification program. Three hundred hours of professional development and six hundred hours
of internship experiences cannot be entered into without serious consideration on the impact on
the individual and his/her family. Experience has shown us that there is always a possibility that
there can be changes in personal circumstances that impact participation in the program. For
example, a candidate could have a serious health issue or have financial difficulties that keep
him/her from fully participating in FLEX. In that case, the FLEX Team would meet with the
candidate, the mentor, and a representative of the district to determine the best course of action.
If the group determines the person should be dismissed, the Team will summarize the decision in
a formal letter to the candidate. If the group determines that the candidate should drop the
program for a specified period of time, the candidate would be eligible to request reentry into a
later Cohort. The FLEX Team will summarize the decision in a formal letter to the candidate.
8.6 Communication plan with candidates throughout the assessment process
Timely and targeted feedback is important for the candidates to gauge their progress on each of
the competencies and expectations. The FLEX communication plan to support continuous
improvement involves, at a minimum, the following:
A review of the FLEX handbook for candidates with clear expectations and timelines
An overview of the format and expectations of all communications for the program in
Schoology
The division of the Cohort into three smaller teams for more individualized online and
face-to-face feedback
The training of the mentors in the importance of timely and targeted feedback
The development of a culture of giving and accepting feedback, including those
courageous conversations that are difficult to conduct
The participation of at least two FLEX Team members in each face-to-face and online
training with the interactive pre-work for each session being available at least one week
in advance and the post-session feedback provided to each candidate
An individual conference with each candidate at least three times during the program to
assess progress and any issues and concerns
Section 9: Program Assessment, Evaluation & Measures of Success

The evaluation of the FLEX Program will be critical to continuing to offer an alternative
certification that is relevant to the knowledge, skills, and experiences that aspiring administrators
will need to become effective school leaders. The input from all stakeholders will be collected,

51
analyzed, and implemented to promote a more rigorous program to better prepare FLEX future
cohorts. By giving the candidates the opportunities to practice and reflect on their experiences,
the FLEX Team will ensure that the modules and the tasks stay connected to the reality of
leading challenging schools. Following the successful candidates as they begin their
administrative careers will also be an important method for evaluating the success of the FLEX
program. The answer to the question Did the FLEX program prepare the candidate to meet the
daily challenges of leading a school? will help to determine the effectiveness of this alternative
certification program.
The FLEX Team will be responsible for the ongoing monitoring of the program based on the DE
Administrator/ISLLC Standards. These Standards outline the skills and competencies that
aspiring school leaders need in order to be effective administrators. To guide the evaluation
process, the FLEX Team developed a Competency Rubric (See Attachment #4). This rubric will
be used by the FLEX Team, the candidates, and mentors to monitor and assess the progress of
the candidates.
The FLEX Team members, the candidates, the district leaders, and the mentors are the key
stakeholders involved in determining the effectiveness of the overall program. Each group will
have specific roles and responsibilities in this process as detailed below.
9.1 Roles and Responsibilities for Evaluation of the Program
FLEX Team will evaluate the program by:
o collecting and analyzing data on each module and training session to ensure the
candidates are meeting the ISLLC standards
o monitoring and coaching each candidate on a regular basis to assess his/her
growth in each of the standards using the rubrics
o collecting and analyzing data about the program effectiveness, and
communicating the results with all stakeholders
o collaborating with the school mentors to determine the progress of each candidate
o collaborating with districts on a regular basis to review the effectiveness of the
program and the progress of the candidates in their development as potential
school leaders
o reviewing the competency rubric with mentors and candidates to monitor progress
Candidates will assist in the evaluation of the program by:
o providing feedback after each module and training session
o participating in an ongoing self-assessment on their progress on the Competency
Rubric

52
The evaluation of the FLEX program will continue after the candidates leave the program. Once
each candidate acquires a leadership position, a program associate will mentor him. During this
time candidates will again be asked to assist in the program evaluation.
Candidates who receive administrative positions will be asked to assess the FLEX program
in the following areas:
o recommending the resources needed to improve the program
o describing areas of the program that best prepared him/her for the school
leadership position
o suggesting the topics that would better prepare future candidates
Mentors will assist in the evaluation of the program by:

o providing feedback after each training session
o assessing the progress on the internship activities and assignments
o reviewing the candidates progress on the program matrix
9.2 FLEX Program Scorecard

In order to collect, analyze, and communicate the key measures of success, the FLEX Team
developed a Program Scorecard. This scorecard will provide the FLEX Team, the candidates, the
mentors, and the district and school partners with regular updates on the status of the program.
The frequency of the updates is listed in the scorecard with the key measures and targets. The
FLEX Team and District Partners will set these targets at the beginning of each cohort cycle.
FLEX Program Scorecard
Key Measures of
Success
Interest in
Alternative
Certification
Program
Quality of the
Modules
Completion of
Internships
ISLLC Knowledge
and Skills
DPAS II
Certification

Description
Target
Actual
Data
Target Met?
Number of FLEX Applications

Number of FLEX Partners
Partner satisfaction with FLEX
Ratings of the training sessions by
participants
Percent of Candidates who successfully
completed the internships
Percent of candidates who meet or
exceed the FLEX Competencies
Percent of candidates who earn DPAS
II certification
53
Key Measures of
Success
Delaware
Certification for
Building
administrators
Administrative
Placement
New Administrator
Ratings
Description
Target
Actual
Data
Target Met?
Percent of candidates who receive

administration certification
Percent of candidates placed in

administrative positions within one year
of completion of the program
Percent of candidates who are rated as
Effective or Highly Effective as first
year administrators
9.3 Using data to make program adjustments

Using the Program Scorecard to document, collect, and analyze the evaluation data. Then the
FLEX Team will use the information gathered to do the following:
meet quarterly with the mentors to share strengths and weaknesses of the program
and make needed adjustments
meet three times a year with the District Partners to communicate the progress and
make adjustments as needed
communicate annually on the progress and adjustments of FLEX to other DDOE and
districts around the state
submit reports on data and content referred to in this application, in a format and
method to be provided by the Professional Standards Board
The old adage of What gets monitored (or measured), gets done has been attributed to many
different authors and speakers. But for the FLEX Team, this adage is one that stands at the heart
of our work. Monitoring key performance measures and then using that information for
continuous improvement is essential to supporting school success.
54
Attachments
Attachment 1:
FLEX Sample Application
Selection Criteria Rubric
Attachment 2:
New Certification Information Flyer
FLEX Sample brochure (See separate attachment)
FLEX Sample flyer for teachers
Attachment 3:
Partnerships
Letters of Support
Sample MOU
Attachment 4:
FLEX Competencies Rubric
Attachment 5:
FLEX Modules and Related Internship Activities
Attachment 6:
FLEX Program Map
Attachment 7:
FLEX Project Rubric
Attachment 8:
Rsums for FLEX Leads
Attachment 9:
FLEX Resources and Budget Model
Attachment 10:
SSS Business License
Attachment 11:
Attachment 12:
Bibliography
Attachment #1
FLEX Sample Application
FLEX Selection Criteria Rubric

Application for FLEX: Fostering Leadership Excellence
An Alternative Certification Program for Aspiring Building Administrators

Name: _______________________________________________________
Current School District: ___________________________________
Current School or Office: __________________________________

Contact Information
Email: ______________________________________________________________
Phone Number: ___________________________________________________
Home Address: ______________________________________________________

Education:
Degree
University
Subject area (s)
Date conferred
Bachelors

Masters

Doctorate

Additional Degrees

University
Subject area (s)
Number of credits
Additional

graduate
coursework

Teaching Experience:
Total number of years in teaching:
_______________ Elementary ______________ Middle _______________ High School
_______________ K-12
______________ Other

List teaching experience beginning with most recent:
Dates
District
School
Subject(s)
Grade
Level(s)

Teacher Leadership Experience:
List leadership experiences beginning with most recent:

Dates of
experience
Describe
Leadership
Role

School, District, or
State
List any programs or

products created

Specialized professional development experience: Please rate your knowledge and
skills in each of the following:

Novice
Intermediate Advanced
Could teach
others
Professional

Learning
Communities:
Data Analysis:

Learning-

focused
Strategies:
DPAS

II/Component
V:
Delaware

Common Core
Standards:

What non-educational leadership roles have you held?

DPAS II Evaluations:
Please list your ratings for the past two school years

Effective
Highly Effective
2014-2015

2013-2014

Essay questions: (Please address each question in an essay format in 1000 words or
less.)

1. Why do you want to be selected for the FLEX Program?

2. Where do you see yourself professionally in 5 to 10 years?

3. What is your vision of an effective learning leader?

4. Describe a time when you led a group of teachers to a better understanding of a
topic. How did you determine the effectiveness of this professional learning?

Letters of Reference:
Please submit three current letters of reference on or before the required deadline. At least
one letter should be from an immediate supervisor and each letter should address your
leadership skills. Letters of reference should be sent to Sandy Smith FLEX Program
Director, at flexleads@gmail.com.

Return this application by XXXX 2015 to Sandy Smith, FLEX Program Director, at
flexleads@gmail.com.

FLEX Selection Criteria Rubric

Evaluation
Criteria/Dimensions
3- Excellent
2 -Average
1- Minimal
Rating
Advanced Degrees
Masters Degree Plus or

Doctorate in Ed but not
in Ed Leadership
Masters Degree in
Education but not in
Ed Leadership
State Certifications
Two or more certified

areas
One certified area.
Experience beyond
the classroom
Specialist, Instructional
Coach, Dept. or Grade
Level Chair
Multiple examples of
teacher leadership as
a classroom teacher
Little experience cited

in the area of
leadership.
Experience as teacher
More than five years

teaching experience
Five years teaching

experience.
Less than five years

teaching experience.
Professional
Development
Experience
professional
development exp.
Some examples of
professional
development exp.
Few examples of
professional
development experience
Non-educational
leadership
Experience
non-educational
leadership
Some examples of
non-educational
leadership
Few examples of noneducational leadership
Scores from Writing

Samples:
(evaluated with
criteria attached)
Letters of
recommendations. (3)
Interview: Verbal
Communication
and Personal
Demeanor
Bachelors Degree
working toward a
Masters (within six
credits.)
State certification
pending or lapsed.
Three strong letters of

recommendation for
outstanding
performance including
one from current
supervisor.
Three letters of
recommendation
indicating acceptable
performance
including one from
current supervisor.
Missing letter from

current supervisor
and/or weak
recommendations.
Extremely articulate
and clear in
responses to all
interview questions
Responds fully and
effectively to all
questions and
provides additional
relevant information
Extremely
comfortable, at ease,
personable
Exceptional
interpersonal skills
and interactions
Extremely
enthusiastic and
energetic
Articulate and
clear in responses
to all interview
questions
Responds fully
and effectively to
all questions
Comfortable, at
ease, and
personable
Excellent
interpersonal
skills and
interactions
Shows great
enthusiasm and
energy throughout
interview
Articulate & clear in

responses to most
interview questions
Sufficiently responds
to all questions
Appears generally
comfortable, at ease,
and personable
Good interpersonal
skills and
interactions
Appears enthusiastic
regarding prospects
for enrollment in the
program
FLEX Essays Rubric

Evaluation
Criteria
3 - Excellent
Completeness
Fully and
completely answers
all aspects of essay
questions.
Addresses 50% or
less of essay
questions in a
coherent manner.
Communication
of Thought
Thoughts are very

well connected
demonstrating
sophistication in
self-expression; with
minor, non-repeated
writing errors
Thoughts are
somewhat connected
with few aspects
unclear; with
occasional writing
errors
Knowledge about
effective
leadership
Identifies self with

high expectations in
leadership roles and
identifies
characteristics of
effective leaders.
Identifies self as a
leader but with
moderate
expectations and
average
characteristics
described.
Describes low
expectations of self
as a leader and fails
to identify effective
leadership
characteristics.
Demonstrates some
understanding of
how adults learn and
how to lead their
Demonstrates little
understanding of
how adults learn and
how to lead their
Statements on
Professional
Learning
Demonstrates
understanding of
adult learners and
how to effectively
lead their
2 - Average
Rating
1 - Minimal
Addresses less than
50% of essay
questions in
coherent manner.
Thoughts are
unclear,
demonstrating poor
ability to express
ideas; with
persistent or
repeated writing
errors
Alignment of Selection Criteria, Standards, and Evidence

Selection Criteria
Hold a Masters or Doctorate
Demonstrate mastery of
knowledge and skills in reading
and math (As defined in Delaware
Code 1510)
Have at least 5 years of teaching
experience
Have 2 years of effective or
highly effective evaluations
Demonstrate leadership
experience on the local, district,
and/or state levels
Be committed to participating in
and completing the certification
program

Educational
Leadership Standards
DE
Administrator/ISLLC
Standards 1-6
DE
Administrator/ISLLC
Standard 2
Evidence to demonstrate
proficiency
Information listed on the application
and a check of DEEDS
DE
Administrator/ISLLC
Standards 1-6
DE
Administrator/ISLLC
Standards 1-6
DE
Administrator/ISLLC
Standards 2 and 6
DE
Administrator/ISLLC
Standard 1
Information listed on the application

and the letters of recommendation
GPA or Praxis scores and a review

of writing skills and the data analysis
problem for the selection team
Application essay to address the

lessons learned from evaluations
Description in application and in the
letters of recommendation
Application essays to address this
commitment
Attachment #2
New Certification Information Flyer
FLEX Sample Brochure (See separate attachment)
FLEX Sample Flyer for Teachers

What are the new certification requirements?

Revised Delaware Certification Process
for
School Assistant Principals and Principals
Standard Certificate for Building Administrators

in 14 DE Administrative Code 1591
In accordance with 14 Delaware Code 1220(a), the Department shall issue a Standard
Certificate as a School Principal or an Assistant School Principal to an educator who has met the
following:
Holds a valid Delaware Initial, Continuing, or Advanced License; or a Professional Status
Certificate issued by the Department prior to August 31, 2003; and
Has met the requirements as set forth in 14 DE Admin. Code 1505 Standard Certificate,
including any subsequent amendment or revision thereto; and
Has satisfied the additional requirements in this regulation.
An educator shall also have satisfied at least one (1) of the following additional education
requirements:
A masters or doctoral degree from a regionally accredited college or university in
educational leadership offered by an NCATE specialty organization recognized educator
preparation program or state approved educator preparation program where the state
approval body employed the appropriate NASDTEC or NCATE specialty organization
standards; or
A masters or doctoral degree from a regionally accredited college or university in any

field and the successful completion of one of the following:
A School Principal Course of Study, as defined in 14 DE Admin. Code 1595
Certification Programs for Leaders in Education
A School Principal Certification Program pursuant to 14 DE Admin. Code 1595
Certification Programs for Leaders in Education.
Experience requirements.
An educator must have a minimum of five (5) years of teaching experience.
Do you have additional questions about FLEX?
Contact Sandy Smith, FLEX Program Director, Email: flexleads@gmail.com or Cell:
302.228.2605

10

April May 2015
+
Are you ready to be a building
FLEX candidates must have at a

minimum
A Masters degree from an
accredited institution of
higher education.
A Grade Point Average of 3.0
or higher on a 4.0 scale or a
demonstrated mastery of
general knowledge in
reading, mathematics, and
writing on the Praxis as
defined by Delaware Code
1510.
Five years or more of
teaching experience as
defined by Delaware Code.
A demonstrated experience
in educational leadership,
such as Department or
Grade Level Chair, School
Leadership Team member,
PLC facilitator, district or
state leader.
A rating of effective or highly
effective on the two most
recent DPAS II evaluations.
A willingness to devote the
time and energy to
participate in and complete
a rigorous certification
program.
administrator?
Do you have a Masters or Doctorate
in an area that is not Educational
Leadership?
Have you taught for 5 or more years?
Are you a teacher leader?
What is FLEX?
With the changes in the Delaware state
regulations for the certification process for
building administrators, an alternative path
was needed for potential candidates. FLEX
is planned to be a 12 to 15 month
certification program designed and
facilitated by Delaware practitioners. FLEX
is currently working through the process of
being certified by the State Professional
Standards Board and the State Board of
Education to be recognized as an
alternative certification program for
Delaware Teacher Leaders.

Why FLEX?
Announcing FLEX
information sessions:
For district leaders
April 17
For district teams

April 21- May 14
For potential candidates

Late Summer 2015

FLEX is designed for teacher leaders who have a Masters or Doctorate in

any discipline other than Educational Leadership. (See the attached
Delaware Administrative Code for the current requirements for
administrative certification.)
FLEX involves face-to-face and online professional development support
that is focused first on teacher leaders from Sussex County.
FLEX offers training and certification in the DPAS II evaluation system.
FLEX offers flexible and personalized internship opportunities.
FLEX offers training based on the ISLLC Standards in all aspects of skill
development.
FLEX offers a multi-district cohort for candidates to learn and share from a
wide range of perspectives and best practices.
FLEX offers mentoring and support throughout the program.
Contact i nformation: Sandy Smith at 302.228.2605 (cell) or flexleads@gmail.com
11
Attachment #3
FLEX Partnerships
FLEX Letters of Support
Sample MOU for FLEX
FLEX Partners
District/IHE
Delmar School District
Indian River School
District
Milford School District
Seaford School District
Woodbridge School
District
Delaware State University
Person
Dave Ring
Susan Bunting
Position
Superintendent
Superintendent
Phyllis Kohel
Dave Perrington
Heath Chasanov
Superintendent
Superintendent
Superintendent
Marsh Horton
Dean of College of
Education, Health, and
Public Policy
12
MILFORD SCHOOL DISTRICT

906 Lakeview Avenue Milford, Delaware 19963-1799
(302) 422-1600 FAX (302) 422-1608

Sylvia Henderson, Ed.D.
Director of Student Support
Dr. Phyllis Kohel, Superintendent

Sara Croce,MBA Chief
Financial Officer
Laura L. Manges, M. Ed.

Director of Special
Education
Travis Moorman, M. Ed.

Director of Teaching/Learning
Glen Stevenson, Ed.D. Paul Walmsley, Ed,D.

Director of Personnel
Supervisor of
Buildings & Grounds
May 5, 2015
To Whom It May Concern:
On behalf of the Milford School District, I strongly support the FLEX Alternative Program for Principal
Certification. With the changes in the Delaware state code for building principal certification, there is a
need for alternative programs for certification. There also continues to be a growing need for qualified
school leaders in Delaware. This alternative program will address these needs and will lead to fully
certifying new school administrators. The FLEX program will enable the candidates to participate in a
problem-based internship, and professional development activities based on ISLLC Standards led by
experienced practitioners.
The FLEX program is designed to benefit our school district by training our local aspiring administrators
and supporting the work of our district to improve student learning. Our district students and teachers will
profit by having the candidate participate in an internship jointly designed by the candidate, a district
representative, and a FLEX administrator. Another special advantage for the district is that after
completing the program, the candidate will have met all of the requirements of the DPAS II training and
will be qualified to evaluate teachers without the need for additional training. The district will be able to
feature locally-designed programs for aspiring administrators, saving both time and money.
The candidate will profit by experiencing 900 hours of professional development including the internship
and be fully state-certified for school administration. The travel time for candidates to attend sessions will
be reduced because the program will be held in close proximity to the participating school districts.
Another benefit to all involved is that the program is designed and implemented by proven successful
practitioners in the field.
Some of the ways the district will support the FLEX program are: identifying potential candidates and
mentors; providing partial funding support for candidates; and establishing internship opportunities. The
FLEX program, once approved by the Professional Standards Board, will refine school administration
training throughout the state of Delaware to ensure thoughtful, reflective, and goal-oriented administrators
to lead our schools. I strongly support this program as an alternative certification for our future school
leaders.
Sincerely,
Phyllis Kohel, Ed.D.

Superintendent

13
ADMINISTRATION
BOARD OF EDUCATION
Heath B. Chasanov
Paul M. Breeding
Superintendent
President
Jason L. Cameron
Walter N. Rudy
Assistant Superintendent
Vice-President
John W. Marinucci
John C. Barr
Director of Administrative Services
Walter P. J. Gilefski
Donna R. Hall
Director of Instruction
Steve C. McCarron
Michele A. Marinucci
Supervisor of Student Services
Quality Education for Quality Children

May 5, 2015
Sandy Smith, FLEX Program Director
1101 Smyrna-Leipsic Road
Smyrna, DE 19977

Dear Mrs. Smith:

On behalf of the Woodbridge School District, I strongly support the FLEX Alternative Program for Principal
Certification. With the changes in the Delaware state code for building principal certification, there is a need
for alternative programs for certification. There also continues to be a growing need for qualified school
leaders in Delaware and especially in Sussex County. This alternative program will address these needs and
will lead to fully certifying new school administrators. The FLEX program will enable the candidates to
participate in a problem-based internship, and professional development activities based on ISLLC Standards
led by experienced practitioners.

The FLEX program is designed to benefit our school district by training our local aspiring administrators and
supporting the work of our district to improve student learning. Our district students and teachers will profit
by having the candidate participate in an internship jointly designed by the candidate, a district
representative, and a FLEX administrator. Another special advantage for the district is that after completing
the program, the candidate will have met all of the requirements of the DPAS II training and will be qualified
to evaluate teachers without the need for additional training. The district will be able to feature locally-
designed programs for aspiring administrators, saving both time and money.

The candidate will profit by experiencing 900 hours of professional development including the internship and
be fully state-certified for school administration. The travel time for candidates to attend sessions will be
reduced because the program will be held in close proximity to the participating school districts. Another
benefit to all involved is that the program is designed and implemented by proven successful practitioners.

Some of the ways the district will support the FLEX program are: identifying potential candidates and
mentors; providing partial funding support for candidates; and establishing internship opportunities. The
FLEX program, once approved by the Professional Standards Board, will refine school administration training
throughout the state of Delaware to ensure thoughtful, reflective, and goal-oriented administrators to lead
our schools. I strongly support this program as an alternative certification for our future school leaders.

Sincerely,
Heath B. Chasanov
Superintendent
14

DELMAR SCHOOL DISTRICT
Delaware's True "Neighborhood School!"
200 North Eighth Street Delmar, Delaware 19940
Phone (302) 846-9544 Fax (302) 846-2793

May 7, 2015

Dear Mrs. Smith,

On behalf of the Delmar School District /Charter School, I strongly support the FLEX Alternative
Program for Principal Certification. With the changes in the Delaware state code for building
principal certification, there is a need for alternative programs for certification. There also
continues to be a growing need for qualified school leaders in Delaware. This alternative program
will address these needs and will lead to fully certifying new school administrators. The FLEX
program will enable the candidates to participate in a problem-based internship, and professional
development activities based on ISLLC Standards led by experienced practitioners.

The FLEX program is designed to benefit our school district by training our local aspiring
administrators and supporting the work of our district to improve student learning. Our district
students and teachers will profit by having the candidate participate in an internship jointly
designed by the candidate, a district representative, and a FLEX administrator. Another special
advantage for the district is that after completing the program, the candidate will have met all of the
requirements of the DPAS II training and will be qualified to evaluate teachers without the need for
additional training. The district will be able to feature locally-designed programs for aspiring
administrators, saving both time and money.

The candidate will profit by experiencing 900 hours of professional development including the
internship and be fully state-certified for school administration. The travel time for candidates to
attend sessions will be reduced because the program will be held in close proximity to the
participating school districts. Another benefit to all involved is that the program is designed and
implemented by proven successful practitioners in the field.

Some of the ways the district will support the FLEX program are: identifying potential candidates
and mentors; providing partial funding support for candidates; and establishing internship
opportunities. The FLEX program, once approved by the Professional Standards Board, will refine
school administration training throughout the state of Delaware to ensure thoughtful, reflective,
and goal-oriented administrators to lead our schools. I strongly support this program as an
alternative certification for our future school leaders.

Sincerely,
David C. Ring, Jr., Ed.D

Superintendent
15
16
17
Memorandum of Understanding
Between
Supporting School Success LLC
for the FLEX: Fostering Leadership Excellence Program
And
____________________________________School District
This is an agreement between An Alternative Certification Program For Building

Administrators, hereafter called FLEX and _______________School District hereafter
called ____________________.
Purpose & Scope
The purpose of this MOU is to clearly identify the roles and responsibilities of each
party as they relate to providing Delaware alternative certification for school
administration for _______________ candidates from the _______________.
FLEX Responsibilities Under this MOU
The FLEX Program will provide the opportunity for a successful candidate to be
fully certified for a position of principal or assistant principal in the State of
Delaware.
FLEX commits to:
Provide training, site visits and mentoring for each candidate
Approve, support and monitor an internship for each candidate
Provide opportunities for candidates to participate in school visits in order
to observe various strong leadership styles
18
Build a network of collaboration among candidates mentors and school

districts/charters
Oversee the evaluation of candidates
Conduct an evaluation that will demonstrate the effectiveness of the
program
Provide regular communication with all stakeholders involved
District /Charter Responsibilities Under this MOU
The district/school/charter will provide the support necessary for each candidate
to attend every required training session, meeting, site visit and follow-up activity in
order to complete the program requirements.
District/Charter/School commits to:
Assist in recruiting qualified candidates for the program

Provide 10 days of substitute funds for each candidate in the program
Permit the candidates to attend the weeklong Summer Institute
Provide opportunities for the candidates to participate in a purposeful
internship to promote student success in the district
Support the program by having a district representative attend both the kick
off and last session of the program
Provide a place in the district to host a full day seminar and some
afterschool meetings
Provide the funds necessary to support the candidate in the program
Provide an opportunity for candidates to visit outstanding
administrators/programs in the district/charter
Assist in assigning qualified a building administrator to mentor for the term
of the internship
Candidate Responsibilities Under this MOU

The candidate understands that he/she is committing to a rigorous leadership
program, which will require 600 hours of internship and 300 hours of
professional development above and beyond the regular school day.
The candidate commits to:
Attend all training modules, site visits and summer institute
19
Develop an internship based on school data and approved by the

district/charter and FLEX
Complete all required project based assignments and required readings to
the satisfaction of the program standards
Participate in self reflection and open discussions with colleagues and
mentors
Meet with his/her mentor for the required number of hours
Create goals based on personal needs and program standards
It is Mutually Understood and Agreed by the Parties that:
If for any reason the district/charter candidate drops out of the program the funds
required to participate in the program will remain with the FLEX Program. The
district/charter has full responsibility for obtaining the reimbursement of funds from the
candidate
Effective Date and Signature:
This MOU shall be in effect upon the signature of representatives from FLEX and
District/Charter authorized officials. It shall be in force from
__________ to ___________.
The signatures below indicate agreement with this Memorandum of Understanding.
Signatures and Date
__________________________
Superintendent
______________
Date
___________________________
School Principal
______________
Date
___________________________
Candidate
______________
Date
___________________________
FLEX Director
______________
Date
20
Attachment #4
FLEX Competencies for School Leaders

Based on the behaviors and skills listed for school leaders in the ISLLC Standards, the FLEX Team has developed a list of the key
competencies from the Standards. These competencies are built into a rubric that is aligned to Delawares DPAS-II Guide for
Principals and, specifically, the Principal Practice Rubric. Recognizing that the aspiring administrative interns are not fully in
positions of a school principal, the behaviors were adjusted to some degree and the category of Highly Effective was not included.
School leaders promote the success of every student by collaboratively and effectively exhibiting the following leadership
behaviors and skills:
Competencies
Needs Support
Emerging
Standard 1: Setting the Direction: Focus on shared visions in action
1.1 Develop, implement, and a) Adopts a vision with minimal
a) Creates a vision for high student
monitor a vision and
focus on student achievement for all achievement, but does not explicitly
mission.
students.
state that expectation for all
b) Inconsistently demonstrates
students.
confidence in the potential of all
b) Asserts belief that all students and
students and educators to perform at educators can meet high
high levels.
expectations.
Effective
1.2 Analyze multiple data

sources to set, monitor,
and revise goals and
action plans.
Engages with the school leadership

team or specific groups of teachers
to analyze quantitative and
qualitative date to diagnose current
patterns, inform decision-making
processes, and develop rigorous and
concrete student. achievementoriented goals and strategies for
improvement.
Reviews annual student achievement

outcomes and develops goals that
are not clear and lack rigor.
Reviews summative data metrics to

develop student achievementoriented school improvement goals
that are rigorous for some groups of
students.
a) Develops and communicates a

district-aligned vision for high
student achievement and college and
career readiness for all students.
b) Consistently models values,
beliefs, and attitudes that reflects
high expectations for all students
and adults.
Competencies
1.3 Promote consistent and
sustainable school
improvement strategies.
Needs Support
When assigned, monitors student
achievement data but does not
always relate it to progress toward
student achievement goals or use it
to inform adjustments to strategies.
Emerging
Reviews student data, but shows
limited ability to adjust and/or revise
strategies to meet student
achievement goals.
Standard 2: Setting the Path for Growth: Focus on culture, collaboration, and communication
2.1 Nurture and sustain a
Demonstrates minimal interest in
Sometimes demonstrates ability and
culture of trust and high
building relationships with students
interest in building trusting
expectations.
and educators; makes statements of
relationships with staff and students;
low expectations for their
makes statements of belief in high
capabilities.
expectations of both groups.
2.2 Monitor and evaluate

instructional programs and
pedagogy.
a) Seldom attends planning PLCs,

planning meetings, professional
development; offers limited help
when present.
b) Provides inconsistent support in
knowledge and use of instructional
strategies needed to support student
learning.
c) Conducts teacher formal and
informal observations when
requested and sometimes
incorporates student outcomes or
evidence of teacher practice when
making offering feedback.
a) Sometimes attends PLCs,

planning meetings, and professional
development sessions to help
teachers analyze standards,
curricula, and aligned assessments to
develop and implement their own
lesson and unit plans.
b) During PLCs, planning meetings,
and professional development
sessions, supports the use of
common instructional strategies that
meet student needs and drive student
learning.
c) Conducts formal and informal
classroom observations and uses
evidence of teacher practice and/or
student outcomes to offer general
feedback for instructional
improvement.
Effective
Assists in developing and
implementing systems to analyze
disaggregated formative and
summative assessment data to
monitor student progress and
implement revised strategies as
supported by ongoing assessment.
Models fairness, respect, and

consistency when engaging with
students and educators; demonstrates
behaviors that build trusting
relationships and reinforces high
expectations of both educators and
students.
a) Regularly participates in PLCs,
planning meetings, and professional
development sessions to assist
educators to analyze standards,
curricula, and aligned assessments to
develop and implement rigorous
standards-based lesson and unit
plans linked to school goals.
b) During PLCs, planning meetings,
and professional development
sessions, shares and supports
educators in planning for rigorous
instructional strategies that meet
student needs and drive student
learning.
c) Conducts frequent formal and
informal observations and uses
evidence of teacher practice and
student outcomes to provide ongoing
and actionable feedback for
instructional improvement.
Competencies
Needs Support
Emerging
Effective
2.3 Implement assessment

and accountability systems to
monitor and improve student
and staff progress.
Unclear about how to collect data to

draw conclusions; limited
understanding about disaggregated
and student-specific data to ensure
instruction is differentiated based on
students needs.
Collects data from limited sources to

draw conclusions about instruction;
disaggregates data to determine
appropriate differentiation and
intervention strategies based on
students learning needs.
2.4 Promote the instructional

and leadership capacity of the
staff.
Offers limited contributions for

activities focused on developing
instructional and leadership capacity
of the staff; participates in some
staff professional development and
PLC meetings.
Assists others to design

opportunities in the areas of
instructional practice and leadership
training; attends and participates in
professional development sessions,
leadership team meetings and PLCs.
Assists in creating and implementing

systems for consistent monitoring
and collection of data to identify
student outcome trends to drive
continuous improvement; analyzes
student specific data to determine
differentiation and intervention
strategies.
Creates and implements high
quality, interactive professional
development in the areas of
determined need such as data
analysis, instructional practice, and
leadership and collaboration skills;
leads and participates in teacher
professional development,
leadership team meetings, and PLCs.
Standard 3: Setting the School Environment: Focus on the management of safe and effective learning environment
3.1 Promote and protect the
welfare and safety of students
and staff.
a) Can verbalize but seldom engages

in reinforcing behavioral
expectations for staff and students in
accordance with the schools vision,
mission, and values.
b) Can describe the school-wide
behavior plan, but doesnt engage in
implementing it consistently and
fairly.
c) Reviews school safety procedures,
but doesnt participate in the
implementation of those procedures.
a) Acknowledges and helps to

reinforce behavioral expectations for
staff and students in accordance with
the schools vision, mission, and
values.
b) Assists in implementing a schoolwide behavior plan to ensure that is
consistently and fairly implemented.
c) Reviews school safety procedures
and assists in implementing them to
ensure a safe and secure learning
environment.
a) Understands, acknowledges, and

reinforces behavioral expectations
for staff and students in accordance
with the schools vision, mission,
and values.
b) Regularly articulates and assists
in implementing a school-wide
behavior plan to ensure that it is
consistently and fairly implemented.
c) Reviews and assists in
implementing and refining school
safety procedures to ensure a safe
and secure learning environment.
Competencies
Needs Support
Emerging
Effective
3.2 Develop the capacity for

distributed leadership.
Attempts to support the leadership

team and teacher leaders.
Works with leadership team

members to lead teacher teams and
conduct informal
observations/walkthroughs; assists
in identifying leadership skills and
effective practice.
Collaboratively engages with the

leadership team to support planning
and decision-making focused on
student learning; models and teaches
effective leadership skills and
practices.
3.3 Manage time and

resources to provide an
optimal teaching and learning
environment.
a) Reviews and provides feedback

on school budget and
implementation plans to ensure
responsible use of fiscal and
physical resource.
b) Supports some routines to
maximize instructional time, but
allows distractions to interfere.
c) Plans own schedule to support
instructional leadership activities but
is inconsistent on how time is spent.
d) Reviews current hiring processes
and participates in the process when
invited.
a)Reviews and provides feedback on

school budget and implementation
plans to ensure responsible use of
fiscal and physical resources in
alignment with student achievementoriented school goals.
b) Reviews and assists in
implementing schedules and routines
to maximize instructional time.
c) Usually plans and monitors own
schedule to prioritize instructional
leadership activities focused on
teaching and learning.
d) Helps to develop and implement
clear selection criteria and hiring
processes to fill vacancies in a
timely manner and to ensure
appropriate placement of human
resources.
a) Assists in activities that allocate

fiscal and physical resources
responsibly, efficiently, and
effectively in alignment with student
achievement-oriented school
improvement goals.
b) Assists in the creation and

implementation of schedules and
routines to maximize instructional
time.
c) Plans and monitors own schedule
to prioritize instructional leadership
activities focused on teaching and
learning.
d) Assists in developing and
implementing hiring practices that
result in a high quality, diversely
skilled staff.
Competencies
Needs Support
Emerging
Standard 4: Setting the Collaborative Framework: Focus on building a collaborative community

4.1 Promote understanding,
a) Provides limited interest or
a) Supports and provides whole
appreciation, and use of the
engagement in diversity-related
group undifferentiated professional
school communitys diverse
professional learning.
learning about working in and
cultural, social, and
b) Attempts to advocate for students, supporting a diverse community.
intellectual resources.
but does not focus on all students
b) Advocates on the behalf of the
needs.
diverse needs of students and
families.
4.2 Build and sustain positive

relationships with all school
stakeholders.
a) Inconsistent effort to build and

maintain positive, trusting
professional relationships with
adults and students.
b) Reviews practices and
expectations for welcoming families
and community into the school and
meets some of those expectations.
c) Attempts to react when faced with
immediate challenges, but struggles
to follow through on problem
solving strategies.
a) Works to build and maintains

positive, trusting professional
relationships with adults and
students.
b) Welcomes all families and
community members into the school
and sets expectations for others to do
so; assists in implementing effective
communication strategies with
stakeholders to share progress and
needs toward meeting school
achievement goals.
c) Engages in problem-solving
processes to address challenges.
Effective
a) Actively supports educators to
improve their understanding of how
their personal experiences inform
their assumptions about students and
the school community.
b) Advocates and elicits support
from other educators on the behalf
of the diverse needs of students and
families.
a) Actively builds and maintains

positive, trusting professional
relationships with adults and
students.
b) Actively supports a school-wide
culture in which all families and
community members are welcomed
into the school; assists in designing
implementing effective and inclusive
communication strategies with
stakeholders to share progress and
needs toward meeting school
achievement goals.
c) Assists in developing other
educators ability to proactively
problem-solve to address challenges.
Competencies
Needs Support
Standard 5: Setting the Expectations: Focus on ethics

5.1 Set high expectations for
a) Demonstrates a non-defensive
self-awareness, reflective
attitude when receiving feedback,
practice, transparency, and
but doesnt always make
ethical behavior.
adjustments or show evidence of
self-reflection.
b) Verbalizes beliefs and values that
reflect high expectations of self, but
does not always model those beliefs;
generally behaves in a professional
and ethical manner.
c) Engages in some professional
learning opportunities aligned with
the needs of the school.
Emerging
Effective
a) Regularly self-reflects and adjusts

own practice and thinking based on
that reflection and feedback from
others.
b) Models values, beliefs, and
attitudes that reflect high
expectations of self and usually
behaves in a professional and ethical
manner.
c) Often engages in professional
a) Consistently self-reflects and

assists in developing a school culture
of professional self-reflection and
motivation to adjust practice based
on that reflection and feedback from
others.
b) Consistently models values,
beliefs, and attitudes that reflect high
expectations of self and behaves in a
professional and ethical manner at
all times.
c) Engages in multiple professional
a) Seeks emerging trends, initiatives,

policy changes, and resources
through professional development
and reading current journals and
research to determine need for
change.
b) Assists in supporting staff through
the change process by encouraging
questions and dialogue.
a) Seeks and analyzes emerging

trends, initiatives, policy changes,
and resources through professional
development activities, involvement
in professional organizations,
reading current journals and research
to determine need for change in
leadership strategy.
b) Supports staff through the change
process by encouraging questions
and dialogue and collaborative
planning.
Standard 6: Setting the Context: Focus on advocacy

6.1 Assess, analyze, and
anticipate emerging trends,
initiatives, and resources to
adapt leadership strategies.
a) Shows some effort to seek

emerging trends, initiatives, and
resources to determine areas of
upcoming change.
b) Provides minimal time or support
for self or others to process or adapt
to the changes.

Note: At the beginning of the program cycle, the criteria for successfully meeting the competencies will be determined by the
FLEX Team in collaboration with the FLEX partners. These expectations will be reviewed with the candidates during their first
training session. During the module activities and the internships the candidates, the mentors, and the FLEX Team will use this
document for formative feedback. Then the criteria will be used as a summative assessment to measure how well the
candidates have met the program competencies.

Attachment #5


Module
Number
Title/Time
Involved

Standards
An education leader
every student by:
1
Setting the
Direction:
Focus on shared
visions in
action/ Two
Months
facilitating the
development,
articulation,
implementation and
stewardship of a vision
of learning that is
shared and supported
by all stakeholders.
Setting the Path

for Growth:
Focus on
culture,
collaboration,
and
communication/
Three Months
advocating, nurturing,
and sustaining a school
culture and
instructional program
conducive to student
learning and staff
Setting the
School
Environment:
Focus on the
management of
safe and
effective
learning
environment/
Two months
ensuring management
of the organization,
operation and
resources for a safe,
efficient, and effective
learning environment.
Setting the
Collaborative
Framework:
Focus on
building a
collaborative
community/
One month
collaborating with
faculty, staff, and
community members,
responding to diverse
community interests
and needs and
mobilizing community
resources.
Major Topics
for Modules
Standards
Addressed
FLEX
Competencies
Related
Internship
Activities
Create and
implement a
shared vision
Component V
and goal setting
Data analysis
and assessment
DE
Administrator/
ISLLC
Standard 1
InTASC
Standard 1
FLX 1.1
FLX 1.2
FLX 1.3
Fully
described in
Section 4
DE
Administrator/
ISLLC
Standard 2
InTASC
Standards 4-8
FLX 1.2
FLX 2.1
FLX 2.2
FLX 2.3
FLX 2.4
Fully
described in
Section 4
DE
Administrator/
ISLLC
Standard 3
InTASC
Standard 3
FLX 1.2
FLX 3.1
FLX 3.2
FLX 3.3
Curriculum and
instruction
(CCSS, Smarter
Assessments)
Data analysis
and assessment
Technology for
instruction and
communication
ELL and special
education topics
DPAS II and
growth mindset
Learning Walks
and feedback
Finance minor
cap, major cap,
federal and local
programs
Class and school
management;
Unit count;
Scheduling;
Building walks
and feedback
Communications
Plans to improve
home-school
connections
Outreach to
community
Impact of
poverty on
learning
DE
Administrator/
ISLLC
Standard 4
InTASC
Standards 2
and 10
FLX 1.2
FLX 4.1
FLX 4.2
Fully
described in
Section 4
Fully
described in
Section 4
Module
Number
Title/Time
Involved
Setting the
Expectations:
Focus on ethics/
One month
Setting the
Context: Focus
on advocacy/
One Month
Summer
Institute
Setting the Stage

to Improve
Teaching and
Learning: Focus
on DPAS II
training,
calibration, and
certification/
One Week

Standards
An education leader
every student by:
acting with integrity,
fairness and in an
ethical manner.
understanding,
responding to, and
influencing the
political, social,
economic, legal and
cultural context.
monitoring, evaluating,
and coaching staff;
preparing for the
internship
Major Topics
for Modules
Standards
Addressed
Communication
and PR
Social media
Legal issues and
federal, state,
and local
policies
DE
Administrator/
ISLLC
Standard 5
InTASC
Standard 9
Technology for
instruction and
communication
Using resources
effectively
DE
Administrator/
ISLLC
Standard 6
InTASC
Standard 10
DE
Administrator/
ISLLC
Standards
1-6
InTASC
Standards
1, 2, and 10
DPAS II
Components I
through IV
Interviews,
resumes,
personnel issues
FLEX
Competencies
Related
Internship
Activities
FLX 5.1
Fully
described in
Section 4
FLX 6.1
Fully
described in
Section 4
FLX 1.2
FLX 2.2
FLX 3.2
FLX 6.1
Fully
described in
Section 4
Attachment #6
FLEX Program Map
FLEX Program Map

Hours
Pre Clinical
Coursework
140
DPAS Training and

Calibration (part of
Pre Internship
Coursework)
Graduate-level
Credit Hours
60
Internship
Ongoing
Professional
Development
Brief Description of Courses

and Activities with Sample
Evidence or Artifacts
Six Modules are described in
Section 3.8 below, Artifacts
and evidence are described in
Section 5
DPAS II Training is described
in Section 4
Timeline
Standards
Alignment
Approximately
October 2015
to October
2016
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
DE
Administrator/
ISLLC
Standards 1-6
Summer 2016
Optional The DSU partnership will
explore the offering of
graduate courses that will
support the work of FLEX
600
Focused internships to address
each Standard and then the
major internship to address all
of the Standards linked
100
provided during and after the
internships, including rsum
review and participating in
interviews
2015-2016
school year
After School
and Summer
Summer and
Fall 2016
Attachment # 7
FLEX Project Rubric
Flex Program Rubric for Module and Keystone Projects

Dimensions
Project:
Description
Data/Research
Design

Journal/Progress
Notes
Findings/Outcomes
Implementation/
Follow-through
Level 3
Proficient

Level 2
Basic

Level 1
Needs Support

Provides clear
statements of purpose;
includes background
information and relevant
standards and
competencies and how
they apply to this
project.
Clear and ample evidence
of data/research and
evidence of synthesis of
data/research (data points,
interviews, observations
literature research).
Clearly and efficiently
structured to meet the
requirements of the
assigned project; includes
clear statement of purpose,
steps for research, analysis
of findings, conclusions
recommended actions, and
follow-through statements
as required for the
assignment.
Includes multiple and
insightful entries in
accordance with the scope
of the project.
Quality content; insightful
analysis, synthesis, and
evaluation; clear
connections made between
data and research to
conclusions,
recommendations, and
action steps.
High quality followthrough; applied skills and
knowledge of relevant
administrators standards
and competencies in a
professional and efficient
manner; fully
implemented project
action steps; evidence of
appropriate initiative.
Provides clear statements

of purpose; includes
background information
related to appropriate
standards and
competencies
Limited in scope and

coherence. Provides
description as given in
syllabus.
Evidence of data/research
and evidence of synthesis of
data/research (data points,
interviews, observations
literature research)
Limited data and

information collected;
limited evidence of
synthesis of
data/background
information.
Evidence of attempts to
structure the project as
required but missing
elements of format and
process design needed to
fully complete the project
as assigned.
Includes minimal entries for

the scope of the project.
Limited content; evidence of

attempts to analyze and
evaluate data and research
but with weak conclusions,
recommendations, and action
steps.
Substandard follow-through;
partially applied skills and
knowledge of relevant
administrators standards and
competencies; partially
implemented project action
steps.
Structured to meet the

requirements of the assigned
project; includes statement
of purpose, steps for
research, analysis of
findings, stated conclusions,
recommended actions, and
follow-through as indicated
for the assignment.
Includes adequate entries for

the scope of the project to
indicate progress and
reflection.
Substantial content; adequate
analysis, synthesis, and
evaluation; general
connections made between
data and research to
conclusions,
recommendations, and action
steps.
Good follow-through;
applied skills and knowledge
of relevant administrators
standards and competencies
in a professional and
efficient manner; effectively
implemented project action
steps.
Rating

Comments:

Signature of Rater/Evaluator: ____________________________________________ Date: ________
Attachment #8
Rsums for FLEX Leads
Lois M. Hobbs
P. O. Box 453
Dagsboro, DE 19939
Cell: 302-542-2383
PROFESSIONAL SUMMARY
Extensive administrative and supervisory experiences at both the elementary and secondary level, including
Generalist Supervisor for Instruction (K-12); Title One Resource Specialist; member of the Superintendents
Instructional Team for Elementary Schools; Elementary Principal; Middle School Principal; Assistant
Superintendent of Schools; Regional Administrator; and Superintendent.
Demonstrated leadership in all aspects of curriculum development, implementation, and evaluation with
emphasis in the areas of arts infusion interdisciplinary studies, at-risk populations, language experience
programs, and Pre-K through adult curriculum framework development.
Recipient of several major leadership awards, including The Washington Post Distinguished Educational
Leadership Award (1989); Outstanding School Administrator Award, presented by the Prince Georges
County Chamber of Commerce and the Advisory Council for Business and Industry; and the 1988 Prince
Georges County Outstanding Educator Award, Civic Star Award sponsored by American Association of
School Administrators and Sodexho School Services 2003, Magna Award sponsored by National School
Boards Association and Sodexho School Services 2003, and the Leadership for Learning Award
sponsored by American Association of School Administrators and TIAA/CREF Enterprises - 2002
Responsible for overseeing the design and implementation of the Thomas Pullen Creative and Performing
Arts Magnet School, a unique K-8 Magnet Program which provided an integrated approach to academics
and the visual and performing arts. This program received national recognition and awards for its
exemplary curriculum, instruction, and outreach components.
Extensive experiences as a presenter and trainer at local, state, and national workshops. Sessions included
Cooperative Learning; The Principals Role in Staff Development; Communication Skills for
Administrators; The Effective School Process; Creating a School Vision; School-Based
Management; At-Risk Students; Integrating the Arts and Academics; Discovering Your Potential As
a Workshop Leader; Developing a New School Program; and pilot presentations of Previewing the
Principalship and Creating a Quality School for the National Association of Elementary School
Principals.
Teaching experiences at the college and university level, including courses in The Effective School
Administrator; Stress Management for Educators; Current Practices in Supervision; and curriculum
courses in Language Arts, Teaching Elementary School Mathematics, and the Language Experience
Approach to Teaching Reading. Staff member at the Harvard University Principals Center, The Art and
Craft of the Principalship.
CAREER CHRONOLOGY
Independent Educational Consultant

2006 to present
Currently, mentoring a principal, administrative team and instructional leadership team in Prince
Georges County Md. Serving on Board of Trustees for Delaware State University. Serving on the
Board of Directors Of the Early College High School DSU. Formerly, served as the interim director of
the Vision Network in Delaware. Served as senior consultant with Focus on Results. Trained
Instructional Leadership Teams In the Vision Network in Delaware. Developed, in conjunction with
the University of Delaware, a training program to support experienced principals in advanced
leadership. Served as the hearing officer for the Delaware State Board of Education to hear appeal
cases from the school districts.
Superintendent, Indian River School District
1996-2006
Superintendent of Schools for the Indian River School District. The Indian River School District is the
largest school district in Sussex County encompassing 360 square miles and serving 7600 students in
14 schools. The district has 2 high schools, 2 middle schools, 7 elementary schools, 1 magnet school
for the arts (grades 1-8), 1 intensive learning center school, and 1 special education center school. The
racial composition of the districts 7600 students is 24 percent African-American, 5 percent Hispanic
and 69 percent other. Forty percent of the districts students qualify for the Free and Reduced Lunch
Program. Responsibilities include overseeing a $70.8 million budget; assuring that the district policies
and procedures are implemented; evaluating principals and central office staff; promoting a quality
staff development program; working with state legislators to promote state educational legislation;
developing district goals; providing instructional leadership; and working with a ten-member Board of
Education to set school district policy.
Regional Administrator, Charles County Public Schools
1994 1996
Regional Administrator of the Western Region of Charles County whose 12 schools include 2 high
schools, 2 middle schools, and 7 elementary schools with a total student enrollment of 6,813. The
racial composition of the Western Region is 20 percent minority. Responsibilities include ensuring
equity in all programs; overseeing the Department of Instruction; developing the current framework for
Pre-K through adult; monitoring curriculum and instruction; articulating the school systems missions
and goals; evaluating principals, pupil personnel workers, psychologists, and instructional specialists;
assisting principals in the development of Effective School Plans to improve student achievement;
responding to parent and community concerns; developing the school systems budget; assuring the
school systems programs and policies are implemented; developing a new middle school instructional
program; and working collaboratively with the central staff.
Assistant Superintendent, Prince Georges County Public Schools
1991 1994
Assistant Superintendent for Area I whose 33 schools included 4 high schools, 5 middle schools, 22
elementary schools, and 2 special centers with a total student enrollment of 24,543. The racial
composition of Area I was 52 percent African-American and 48 percent other. Responsibilities
included monitoring the curriculum and instruction; evaluating principals and area staff; articulating
the school systems missions and goals; assisting principals in the development of Effective School
Plans to improve student achievement; responding to parent and community concerns; reviewing
school and system budgets; monitoring student placement; assuring the school systems programs and
policies were implemented; and working collaboratively with the central office staff.
10
Principal, Prince Georges County Public Schools

1984 1991
Principal of Thomas Pullen Creative and Performing Arts Magnet School (1990-1991), a K-8 complex
featuring an interdisciplinary approach to academic and arts instruction. Areas of concentration
included visual arts, choral and instrumental music, dance, and computer graphics; duties included
oversight for transforming the school from comprehensive to magnet status and managing all aspects
of program development and implementation. Principal of Thomas Pullen Middle School (19871990). Principal of Beacon Heights Elementary School (1984-1987), working with staff to implement
the Effective Schools Process with major emphasis on improving minority achievement.
Instructional Supervisor and Curriculum Specialist,
Prince George County Public Schools
1970 1984
Extensive experience in all aspects of curriculum, instruction, and supervision, which included a
variety of supervisory roles in this county -- the 16th largest in the United States. Served as a K-12
Generalist Supervisor for Instruction (1980-1984), monitoring instruction, addressing parental
concerns, completing new teacher observations, and in-servicing both principals and teachers. Worked
as a County Helping Teacher and Chapter One Specialist (1970-1980), overseeing classroom
management and curriculum design for at-risk populations.
Classroom Teacher, Prince Georges County Public Schools
1966 1970
Classroom teaching experience at the first, second and fourth grade levels which included piloting a
reading series for the school system, teaching the language experience approaches to reading, and
serving as a demonstration teacher at the first grade level.
HONORS AND AWARDS
Superstars in Education Winner The 2% Cluster - 2006

Odyssey of the Mind Team First Place in World Finals - 2006
Models of Excellence in Education Award East Millsboro Elementary School - 2006
Models of Excellence in Education Award Selbyville Middle School - 2005
National Distinguished Title I School Frankford Elementary School 2005
Superstars in Education Winner Meet the Challenge 2005
National Blue Ribbon School Long Neck Elementary School 2005
Odyssey of the Mind Team 2nd Place in World Finals
National Blue Ribbon School Frankford Elementary School 2004
Odyssey of the Mind Team 6th Place in World Finals
National Blue Ribbon School Phillip Showell Elementary School - 2003
National Distinguished Title I School Phillip Showell Elementary School 2000, 2002, and 2003
Civic Star Award 2003
State Distinguished Title I School East Millsboro Elementary School 2002 and 2003
Models of Excellence in Education Award Elementary Mathematics Curriculum and
Implementation 2002
Leadership in Learning Award 2002
11
First National Blue Ribbon School in the State Lord Baltimore Elementary School - 2001
Superstars in Education Award Ingram Pond Educational Environmental Center 2001
Superstars in Education Award Project VILLAGE - 2000
Superstars in Education Award Indian River Eagle Company 2000
Governors Awards for Excellence in Early Care & Education Project VILLAGE - 2000
Governors Outstanding Volunteer Awards in Education Lord Baltimore Elementary School
Lt. Governors Parent-Partnership Award Lord Baltimore Elementary School -2000
Superstars in Education Award Lord Baltimore Elementary School - 1998
The Maryland Arts Alliance for Arts in Education Award - March 1991
Outstanding School Administrator, Prince Georges County Chamber of Commerce and Advisory
Council for Business and Industry - 1989
The Washington Post Distinguished Educational Leadership Award -1989
Outstanding Educator in Prince Georges County 1988
PROFESSIONAL ORGANIZATIONS
American Association of School Administrators

Delaware Association of School Administrators
National Association of Elementary School Principals
Association of Supervision and Curriculum Development
Arts Networking Association
STATE COMMITTEES
Governors Task Force on School Libraries

Lt. Governors Models of Excellence in Education Steering Committee
Delaware Mentoring Council
Delaware Academy for School Leaders
State Board of Education Achievement Gap Task Force
Chief School Officers Achievement Task Force
EDUCATIONAL EXPERIENCES
M.A., Elementary School Administration, University of Northern Colorado, 1974

B.S., Elementary Education, Frostburg State College, MD, 1966
Additional course work and training experiences include participation in The Washington Post
Seminar on Training Issues, the IBM Education Executive program, the Harvard Principals Center
and Virginia Tech
12
Sandra J. Smith
702 South Center Court
Bethany Beach, Delaware
flexleads@gmail.com
302.228.2605
Education
2005-2006
2002-2005
1971-1978
1965-1969
Work Experience
2012-2014
2006-2012
2005-2006
2004-2005
2001-2004
1997-2001
1995-2001
1990-1997
1991-1995
1971-1990
1970
Awards
2014
2010
University of Delaware and Wilmington University, School Leader I courses,

Certificate conferred July 2006
University of Maryland University College, College Park, Maryland, Masters of
Education in Instructional Technology, Degree conferred May 2005
University of Maryland University College, College Park, Maryland, Graduate
work in education
Ohio State University, Columbus, Ohio, Bachelor of Science in Secondary
Education, Majors in Mathematics and English, Degree conferred March 1969
Director of Assessment & Accountability, Indian River School District,

Selbyville, DE
Director of Instruction, Indian River School District, Selbyville, DE
Supervisor of Secondary Instruction, Indian River School District, Selbyville,
DE
Math/Data Specialist, District Test Coordinator, Indian River School District,
Selbyville, DE
Academic Resource Teacher, District Test Coordinator, New Teacher Mentoring
Coordinator, Indian River School District, Selbyville, DE
Curriculum Coordinator, Parkdale High School, Riverdale, MD
Action Research Grant Coordinator, (6 Action Research Grants) Parkdale High
School and Parkdale Community of Schools Cluster, Riverdale, MD
Mathematics Teacher Coordinator & Mathematics Teacher, Parkdale High
School, Riverdale, MD
Facilitator for Equity 2000 (National Mathematics Research Project) for districtwide summer institutes
Mathematics Teacher (General Math, Functional Math, Math in the Arts and
Sciences, Introduction to Algebra, Algebra I, Geometry, Algebra II, Algebra IITrig, Trig Analysis, PreCalculus, IB Math Studies, and AP Calculus) for special
education, ESOL, comprehensive, Honors, University High School magnet,
Advanced Placement, and International Baccalaureate students
Mathematics Teacher (General Math and Algebra I), Tate High School,
Pensacola, FL
Delaware Chamber of Commerce Superstar in Education Award for the BRINC:

Linking to the Future program on the partnership of four districts to implement n
personalized learning in the classrooms in and among the districts
Delaware Chamber of Commerce Sustainability Award for the Walk the Talk:
LFS Implementation
13
2010
2009
Delaware Model of Excellence Replication Award for Meet the Challenge

Delaware Chamber of Commerce Superstar in Education Award for Home
Grown in IRSD: Administrative Development Program
2008 & 2009 Delaware Model of Excellence Replication Award for Meet the Challenge
2006
Delaware Chamber of Commerce Superstar in Education Award for the
Leadership Institute 2% Solution
2005
Delaware Chamber of Commerce Superstar in Education Award for the Meet
the Challenge program
1999
Outstanding Educator Award for Prince Georges County School District
1999
Maryland Technology Academy Fellow (Governors Academy for Technology,
sponsored by MSDE with Johns Hopkins and Towson Universities)
1998
Maryland ASCD Judith Ruchkin Research Award for an action research project
involving a staff development program for technology infusion in high school
Professional Experience related to FLEX Program
Development team member and facilitator for IRSD Administrative Development

(ADP) program
Race to the Top planning, development, and implementation team member
Race to the Top lead for budgets, data analysis, program analysis, and evaluation
Race to the Top co-developer of PLC Plus, Leadership Development Training
Lead developer of IRSD Consolidated Application budgets, Race to the Top Budgets,
BRINC budgets, and Stimulus funding
Participant in the University of Virginia Darden Executive Leadership Program
BRINC Lead for grant writing, program development, and program implementation for
personalized learning and district partnerships
Component V Lead for IRSD teachers and administrators
DPAS II expert evaluator to review evaluations submitted for secondary assistant
principals
DESS Advisory member (3 terms)
Vision 2025 co-lead for the student focus workgroup on personalized learning
Vision 2015 writing team and steering team
CCSS Implementation Advisory Team
Accountability Framework Workgroup
Developed and implemented the IRSD new educator mentoring program
Helped to develop and facilitate the IRSD Principal Institutes
Presentations for national conferences IMS Global, NSBA, AASA, NSDC, School
Improvement Network
Member of School Improvement Network national focus group on CCSS
implementation
Lead for the School Improvement Network video case study of IRSDs transition to
Common Core Implementation
Extensive training for Balanced Scorecard, Component V, CCSS Transition,
Accountability, Test Security, and DPAS II and then used the training to provide
professional development sessions for IRSD school teams and/or entire school staff
14
Juanita G. Wilson
1101 Smyrna-Leipsic Road Smyrna, DE 19977
(H)302-653-9682 (C) 302-242-3224
wilsonjuanita4@gmail.com
Current Position: Educational Consultant; Retired School Administrator
Qualifications
Bachelor of Science in Elementary Education University of Delaware
Masters of Education in Special Education Duke University
Advanced Graduate Work in Elementary and Middle School Administration
University of Alabama and University of Delaware
Certifications:
Teacher grades 1-8
Teacher Special Education grades 1-12
School Administration Elementary and Middle
District Administrator Level 1
Experience:
Thirty-nine years of service in public education
-Elementary regular education teacher
-Elementary and Middle special education teacher
-Consulting Teacher/Case Manager -district wide
-Elementary Associate Principal
-Elementary Principal
-Middle School Principal
-Supervisor, Student Support Services
-Supervisor of Curriculum and Instruction Grades 5-12
Three years as Educational Consultant - Professional Development in School
Leadership
15
Professional
Experience
Educational Consultant and Partner in Supporting School Success,

LLC
Contract with Prince Georges County, MD to mentor a new

principal for the 2014-15 school year
Educational Consultant for Professional Development Vision
Network of Delaware
Facilitated workshops for school leadership teams

Developed and facilitated teacher leader professional
development series
Mentored principals and leadership teams in designated schools
Mentored principals and assistant principals in Principal
Leadership Initiative
Supervisor of Curriculum and Instruction Grades 5-12
Capital School District Dover, Delaware
Responsible for revision and development of curriculum
Provide and coordinate professional development to support
best practice
Coordinate and supervise instructional practice and curriculum
implementation
Conduct teacher evaluations
Coordinate and supervise summer school and after school
academic programs
Write and supervise federal grants for after school
programming
Supervisor, Student Support Services
Capital School District Dover, Delaware
Responsible for data analysis and program development for
school climate
Supervise district nurses, counselors
Liaison for alternative programs
District Hearing officer
Coordinator, Emergency Management Plans
Principal, Middle School
William Henry Middle School Capital School District
Principal for 900 student school grades 5 and 6
Principal, Elementary School
North Dover Elementary School Capital School District
Principal for 400 student school grades K-4
Responsible for opening of new school
Associate Principal, Elementary School
West Dover Elementary (Booker T. Washington) Capital School
District
8-2014 to
Present
8-2012 to
Present
2008-2012
2007 to 2008
2005 to 2007
1995 to 2005
1991 to 1995
1987 to 1991
Consulting Teacher/Case Manager

Capital School District
Worked with principals and teachers in six elementary schools
1984 to
1987
Special Education Teacher

Central Middle School - Capital School District
1979 to 1984
16

Thompson Elementary School Shelby County Schools - Alabaster,
AL
1981 to 1982
Adjunct Instructor
University of Montevallo, Montevallo, AL
1977 to 1979

Merrick Moore Elementary School, Durham County Schools, Durham,
N.C.
1973 to 1977
Regular Education Teacher

Merrick Moore Elementary School, Durham County Schools, Durham,
NC
Education
BSED University of Delaware Newark, DE
1972
MEd. Duke University, Durham, NC
1977
Advanced Graduate Work University of Alabama, Tuscaloosa,

AL
1980
1990
Advanced Graduate Work University of Delaware, Newark, DE

National Association of Elementary School Principals
NAESP Representative for Delaware 2001-2005

Delaware Association for Elementary School Principals
Professional
Affiliations
Delaware School Administrators Association

Member of DASA Board
President-Elect (2007-08)
President (2008-09)
Association for Supervision and Curriculum
1991- 2008
2001-2008
1992-2008
1992-2014
International Reading Association

1992-2008
Council for Exceptional Children
Phi Delta Kappa
Honors and
Awards
NAESP National Distinguished Elementary Principal of the Year

(representing Delaware)
Title I Distinguished School Award
Title I Distinguished School Parent Partnership Award
Model of Excellence School Program
Delaware School Counselors Award Supporter of School
Counselors
DASA Paul Carlson Award
1992 - 2014
2001
2001
2004
2004
2004
2010
17
Attachment #9
FLEX Resources and Budget Model
18
FLEX Business Model

The FLEX Team determined the budget for the program through the following steps:
o Identified the major resources needed for the program and the sources of funding for each as
shown in the following chart
o Determined the estimated costs of the program based on a cohort of 15 candidates as shown in
the second chart.
o Researched the costs of similar alternative certification programs around the country
o Determined that the estimated cost of the FLEX program is $6,800 per candidate. In
discussions with the partner districts, some of these costs may be covered by the districts in the
form of reimbursements or scholarships depending on their funding and contracts.
Major Resources needed for FLEX

Resource needed
Access to books, journals, reports,
curriculum, and materials
Access to technology and
equipment for the Module
sessions
Access to mobile devices
Access to Schoology Learning
Management System
Candidates, Mentors,
and Facilitators
and Facilitators
Access to the states PDMS

system for the DPAS II training
modules and the DPAS II
Assessment
Access to meeting space for
monthly Module training
and Facilitators
Payment for contracted services
Facilitators of
Sessions
Mentors
Stipend for after hours mentoring
Person(s) needing
the resources
and Facilitators
and Facilitators
and Facilitators
Purpose
Provided by
To support the work for the

Modules
To support the appropriate
technology needs for the
Modules
To support communication,
reflection, feedback, and all
To support the
communication and
activities of FLEX
To prepare the candidates
for the DPAS II
administrator certificate
FLEX Team from fees
To support the authentic

sessions
To provide exemplary
facilitation of each topic
To recognize the efforts of
the mentors above and
beyond
FLEX District Partners

as stated in MOU (See
Attachment #3)
FLEX Team from fees

Attachment #3)
Each individual
Attachment #3)
FLEX Team, DDOE,
and District Partners
FLEX Team from fees
19
FLEX Budget Model

FLEX Budget Model was developed by first considering the resources and materials needed for the
program. Next there were discussions about the items that will be covered by the partner districts as
listed in the MOUs. Then the Team reviewed the cost structure for similar alternative certification
programs around the country. Most of the costs for the alternative programs reviewed were between
$4800 to $9800 for each participant. The FLEX Team has determined that a fee of $6800 will be
assessed for each candidate in Cohort 1.
Costs to be paid by fees for the FLEX Program

Deliverables
Facilitate PD Sessions
Develop PD Modules
Mentors for 600 hour

internship
Face-to-Face (F2F) and Online

mentoring and feedback
Resources and indirect costs
Description
Costs for the facilitators of
the sessions
Costs for the development
of modules, materials,
assignments, and
assessments for the PD
sessions and the Summer
Institute.
and facilitation mentor
training modules, as well as
a stipend for the mentors for
work outside the work day
and facilitation of the online
training and the provision of
feedback for the F2F and
Online programs
Costs for the books,
journals, materials and
supplies for the candidates,
mentors, and facilitators.
20
Attachment #10
Supporting School Success
Business License
21
22
Attachment #11
23

Key Measures of
Success
Interest in
Alternative
Certification
Program
Quality of the
Modules
Completion of
Internships
ISLLC Knowledge
and Skills (Using
Competency
Rubric)
DPAS II
Certification
Delaware
Certification for
Building
administrators
Description
Target
Actual
Data
Target
Met?
Number of FLEX
Applications
Number of FLEX Partners
Partner satisfaction with
FLEX
Candidate satisfaction with
FLEX
Ratings of the training
sessions by participants
Percent of Candidates who
successfully completed the
internships
Percent of candidates who
meet the FLEX
Competencies
earn DPAS II certification
receive administration
certification
Percent of candidates placed

Administrative
in administrative positions
Placement
within one year of
completion of the program
New Administrator are rated as Effective or
Ratings
Highly Effective as first year
administrators
Note: The FLEX Team and its partners will meet together prior to the beginning of the program to
review the criteria for meeting the Standards for each expectation on each of the rubrics used for the
FLEX Program. The criteria will then be shared with all of the participants prior to starting the first
module. It is essential to the success of the program to have these decisions made with input from each
of the partners. The performance on the formative and summative assessments for each phase of the
program, will be shared with the candidates and the partners.
24
Attachment #12
Bibliography
25
Attachment # 12
Bibliography
Books
Alvy, G, Robbins, P. (2010). Learning from Lincoln: Leadership Practices for School Success.
Alexandria, VA: ASCD.
Barth, R., DuFour, R., et.al. (2005) On Common Ground: The Power of Professional Learning
Communities. Bloomington, IN: Solution Tree Press.
Bloom, G., Castagna, C. et. al. (2005). Blended Coaching. Thousand Oaks, CA: Corwin Press.
Brayman, J., Grey, M. (2011) Taking Flight To Literacy and Leadership!. Lanham, MD: Roman &
Littlefield.
Cohen, D. (2008). The Heart of Change Field Guide.- Tools and Tactics for Leading Change in Your
Organization. Cambridge, MA: Harvard Business Review Press
Danielson, C. (2008) The Handbook for Enhancing Professional Practice: Using the Framework for
Teaching in Your School. Alexandria, VA: ASCD.

Dean, B., Hubbell, E., et.al., (2012). Classroom Instruction that Works. Alexandria, VA: ASCD.
Dufour, R., DuFour, R., (2012). The School Leader's Guide to Professional Learning Communities at
Work (Essentials for Principals). Bloomington, IN: Solution Tree Press.
DuFour, R., Marzano, R., (2011). Leaders of Learning How District, School and Classroom Leaders
Improve Student Achievement. Bloomington, IN: Solution Tree Press.
Dweck, C., (2006). Mindset The New Psychology of Success. New York, NY: Ballantine Books.
Fullan, M., (2014). The Principal Three Keys to Maximizing Impact. San Francisco, CA: Jossey
Bass.
Glanz, J. (2002). Finding Your Leadership Style: A Guide for Educators. Alexandria, VA: ASCD.
Gruenert, S., Whitaker, T., (2015). School Culture Rewired- How to Define, Assess, and Transform It.
Alexandria, VA: ASCD.
Heath, C., Heath, D. (2010). Switch How to Change Things When Change is Hard. New York, NY:
Broadway Books
Jensen, E. (2009). Teaching Poverty in Mind. Alexandria, VA: ASCD.

26
Kotter, J., Cohen, S. (2002). The Heart of Change. Cambridge, MA: Harvard Business Review Press
Kotter, J. (2005). Our Iceberg Is Melting. New York, NY: St. Martins Press
Marquet, L.D., Covey, S. (2013). Turn the Ship Around: A True Story of Turning Followers into
Leaders. New York, NY: Penguin Group.
Martin, G., et.al. (2013). School Leader Internship Developing, Monitoring, and Evaluating Your
Leadership Experience. New York, NY: Routledge.
Marzano, R. Waters, T., McNulty, B., (2005). School Leadership That Works. Alexandria, VA:
ASCD.
Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.
Payne, R. (2013). A Framework for Understanding Poverty A Cognitive Approach. Highlands, TX:
aha Process, Inc.
Rath, T., Conchie, B., (2008). Strengths Based Leadership. New York, NY: Gallup Press
Reeves, D. (2010). Finding Your Leadership Focus: What Matters Most for Student Results. New
York, NY: Teachers College Press.

Reeves, D. (2006). The Learning Leader: How to Focus School Improvement for Results. New
York, NY: Teachers College Press.
Reid, D., (2014). Dilemmas in Educational Leadership: The Facilitators Book of Cases. New York,
NY: Teachers College Press,
Silver, H., et. al. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common
Core. Alexandria, VA: ASCD.
Sobel, A., Panas, J. (2012). Power Questions: Build Relationships, Win New Business, and Influence
Others. Hoboken, NJ: John Wiley & Sons
Stader, D.,(2012). Law and Ethics in Educational Leadership (2nd Edition). Old Tappan, NJ: Pearson
Publishing.
Stone, D., Patton, B., Heen, S. (1999), Difficult Conversations. New York, NY: Penguin Books.
Venables, D. (2014). How teachers can turn Data into Action. Alexandria, VA: ASCD.
Whitaker, T., (2011). What Great Principals Do Differently: Eighteen Things That Matter Most. New
York, NY: Routledge (Taylor & Francis).
27
Papers and Reports

Cheney, R., Davis, J., et. al. (2010). A New Approach to Principal Preparation. Fort Worth, TX:
Rainwater Charitable Foundation.
From http://www.anewapproach.org
Educational Leadership Principal Internship Handbook. (2012-13).University of Alaska, Anchorage,
AK.
From https://www.uaa.alaska.edu/
Mitang. L. (2012). The Making of the Principal: Five Lessons in Leadership Training. New York, NY:
Wallace Foundation.
From: www.wallacefoundation.org
School Principal K-12 Administrative Certification Program (2014) University of Indiana of
Pennsylvania. From http://www.iup.edu/
SREB Leadership Curriculum Modules: Professional Learning Framework and Module Summaries,
Learning Centered Leadership Program. Atlanta, GA: SREB. From http://www.sreb.org
Turnbull, B, Riley, D., MacFarlane, J., (2015) Districts Taking Charge of the Principal Pipeline.
Policy Studies Associates, Inc., Rand Education. Washington, DC: Policy Studies Associates
28

FLEX
Application
Process
Contact
Information

FLEX: An alternative
certification
program for aspiring
Delaware building
administrators

Contact:
FLEX Program Leaders

Application Process:
u Districts will help identify teacher
leaders who meet the criteria for
alternative certification.
u Teacher leaders will be invited to
attend a FLEX information sessions in
late Summer 2015.
u Candidates for Cohort 1 will submit a
completed application to FLEX by Fall
2015.
u Candidates will then be screened by
FLEX selection committee.
u Candidates will be interviewed and
selected by Fall 2015.
Selection for FLEX is conditional. The FLEX
Program must have approval by the
Professional Standards Board for certification
prior to starting with the first cohort.

Sandy Smith
FLEX Program Director
Email: flexleads@gmail.com
Cell #: 302.228.2605

Lois Hobbs
FLEX Associate Director
Email: loishobbs6@gmail.com
Cell #: 302.542.2383

Juanita Wilson
FLEX Associate Director
Email: wilson.juanita4@gmail.com
Cell #: 302.242.3224

FLEX: Fostering
Leadership Excellence
The Path to Certification

Has Changed
Internship
Leadership
FLEX Program is a subsidiary of the

Supporting School Success, LLC
1101 Smyrna-Leipsic Road
Smyrna, Delaware 19977

flexleads@gmail.com

Professional
Development
1
2
Criteria for FLEX

Candidates
DPAS II
Certication
FLEX professional
development
sessions are
school-based and
are built on the
ISLLC Standards
Candidates must have a minimum of

A Masters degree from an accredited
institution of higher education.
A Grade Point Average of 3.0 or higher on a
4.0 scale or a demonstrated mastery of
general knowledge on the Praxis as defined
by DE Code 1510.
Five years or more of teaching experience as
defined by DE Code.
A willingness to devote the time and energy

to participate in and complete a rigorous
certification program.
Book Talks
&
Reections
Case Studies
Focus on
Vision &
Mission
Mock
Interviews
Mentoring
Learning
Walks
If your actions inspire others to dream more, learn more, do more, and
become more, you are a leader.
John Quincy Adams
A demonstrated experience in educational

leadership.
A rating of effective or highly effective on
the two most recent DPAS II evaluations.
Internships
FLEX was developed to address these

concerns:
The special features of FLEX are:
u Delaware Code has changed the process for

building administrator certification.
u Aspiring administrators need both theory
and practice to be prepared for the demands
of school leadership.
u Districts are interested in home grown
candidates who know the Delaware
initiatives.
u Candidates need training and certification in
DPAS II evaluations prior to being selected
for an administrative position.
u Candidates need a variety of internship
experiences at the elementary, middle, and
high school levels.

u Selection of top teacher leader candidates

from around the state with a focus on Sussex
County
u Face-to-face and online professional
development sessions based on the ISLLC
Standards
u Book talks and projects based on current
national educational research
u Professional Development modules
developed and facilitated by practitioners
u DPAS II training and calibration leading to
DPAS II certification
u Mock interviews and peer coaching
u Learning walks through each participating
school
u The extensive internship experience
customized to the needs of the districts and
candidates
u Mentoring support for each candidate

Flex Application For PSB With Attachments 2

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APPLICATION

Certification Programs For Leaders in Education

SSS: Supporting School Success, LLC

SSS: Supporting School Success, LLC

Application Purpose: This application is designed specifically for certification of Principal/

FLEX Program Overview

Section 1: Candidate Recruitment and Selection

1.2 Process for Waivers

The FLEX Team will:

The FLEX team and the candidate will:

1.3 Overview of recruitment and selection process

FLEX Recruitment Process

Meet with Chiefs to provide

April 17, 2015

Meet with Teacher Leaders

1.4 Recruitment process, including relevant partnerships, timeline and activities

1.5 Estimated and target cohort size

1.7 Application and Selection Process

FLEX Application and Selection Process

Interviews of candidates for

1.8 Alignment of selection criteria to standards

Number of applicants: Projected yield, Actual applied, Interviewed, Accepted, Enrolled,

1.10 Application, selection criteria, and rubric

Section 2: LEA and Program Partnerships

Procedures and requirements to add additional LEA partnerships.

Share annual results of the FLEX program with LEAs statewide

Design, develop, implement, and evaluate a state-approved alternative certification

District Partners Roles:

Recruit and identify potential candidates for the FLEX program

School Partners Roles and Responsibilities

Internship Mentors Roles and Responsibilities (Frequency of feedback in discussed in

Attending and engaging in the training sessions for mentors

Institute of Higher Educations Responsibilities

Provide expertise in special training sessions as needed

Guest Presenter and Contracted Session Facilitators Responsibilities

2.4 Training and support for LEA mentors

Understanding the responsibilities of a mentor

Second Training Session

Sharing the progress on the internship

Third Training Session

analysis of the needs of the districts and the candidates

Review of candidates progress in

Review of reflections and evaluation

FLEX Team and

Review rubrics for each project

FLEX Team and

Review responses, interactions, and

FLEX Team and

Review candidate self-assessment

Three times during

Review of expectations for

FLEX Team and

Review and revise FLEX program

Develop final report on Cohort

FLEX Team and

Review of MOUs and specific needs

A least three times a

Share successes of partnerships

Section 3: Program Curriculum and Standards

3.1 FLEX programs ability to prepare candidates to effectively serve as a Delaware

3.2 FLEX Programs theory of action

3.3 FLEX programs philosophy related to educational leadership preparation

3.4 Brief Description of Courses, Activities, Timeline, and Standards Alignment