Two-part survey on Advisory Team recommendations and certification standards

Greetings:
 
For the last six months, a 37-member team has been considering how to enhance state support for the preparation and development of school building leaders.  Appointed by Commissioner MaryEllen Elia, this team includes teachers, principals, superintendents, parents, local school board members, representatives of civil rights organizations, outside experts, and deans (or their designees) from the schools of education at institutions of higher education in NYS.  This group has been called the Principal Project Advisory Team.  A members list is found here:
 
http://www.nysed.gov/common/nysed/files/members-of-the-principal-project-advisory-team.pdf
 
On September 12, 2016, the NYS Board of Regents heard a presentation on the Principal Preparation Project and on September 22, 2016 this team first convened.  The charge to this team is to formulate recommendations intended to improve the preparation and support of school building leaders. The team is considering whether any changes to the certification of school building leaders (SBL) is warranted.  On May 31, 2017 the Advisory Team will meet for the last time to finalize recommendations for the Commissioner and the NYS Board of Regents.  Before then, Advisory Team members want to know what you think about recommendations the team is considering.  This survey will help the Advisory Team weigh the merits of recommendations it is considering.
 
Current efforts to prepare school building leaders in New York State are organized around national standards issued in 2008 by the Interstate School Leaders Licensure Consortium or ISLLC.  The Advisory Team is now considering whether to recommend that NYS adopt the most-current national standards for leaders.  Those are the Professional Standards for Educational Leaders (developed in 2015 by the National Policy Board for Educational Administration).
 
This 15-minute survey has two parts.
  • Part I asks for feedback on the Professional Standards for Educational Leaders.
  • Part II invites feedback on draft recommendations from a Principal Project Advisory Team.
 
This survey is open to parents, teachers, principals (or those who earned school building leader certification), superintendents, and District Superintendents until Wednesday, May 17, 2017.  Results will be summarized and shared with members of the Advisory Team, with the Commissioner, and with the Regents in a public meeting; however, no single comment will be attributed to any single respondent to this survey. Remarks that are collected will be combined and reported in summary fashion.  If a single remark is representative of a theme that emerges from the survey, it may be used (without attribution to the individual) as representative of a theme.
 
We haven't left universities out of the picture.  But a different approach is being used to gather feedback from faculty in Schools of Education at institutions of higher education that offer School Building Leader preparation programs.
 
You can continue to the survey now.  Or, if you want more information about this work, we included a series of web links that provide background .  In advance, thank you for your help.
 
To learn more about the Advisory Team, click here:
(http://www.nysed.gov/schools/principal-project-advisory-team)

To see the ISLLC standards, click here:
(http://www.nysed.gov/common/nysed/files/principal-project-file-53-isllc-standards-2008.pdf)
 
For a cross-walk comparing the standards from ISLLC and PSEL, click here:
(http://www.nysed.gov/common/

* 1. Please identify the point of view you represent (choose one).

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The next two questions refer specifically to Standard 1 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015). 


Topic     Standard 1:  Mission, Vision, and Core Values

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

a.       Develop an educational mission for the school to promote the academic success and well-being of each student.

b.      In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.

c.       Articulate, advocate, and cultivate core values that define the school’s culture and stress  the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement.

d.      Strategically develop, implement, and evaluate actions to achieve the vision for the school.

e.      Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students.

f.        Develop shared understanding of and commitment to mission, vision, and core values within the school and the community.

g.       Model and pursue the school’s mission, vision, and core values in all aspects of leadership

* 2. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 1?

* 3. Which best describes your support for Standard 1?

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The next two questions refer to Standard 2 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015). 


Topic     Standard 2:  Ethics and Professional Norms

Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.

a.       Act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school’s resources, and all aspects of school leadership.

b.      Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.

c.       Place children at the center of education and accept responsibility for each student’s academic success and well-being.

d.      Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.

e.      Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures.

f.        Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.

* 4. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 2?

* 5. Which best describes your support for Standard 2?

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The next two questions refer to Standard 3 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  


Topic     Standard 3:  Equity and Cultural Responsiveness

Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

a.       Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.

b.      Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.

c.       Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.

d.      Develop student policies and address student misconduct in a positive, fair, and unbiased manner.

e.      Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.

f.        Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.

g.       Act with cultural competence and responsiveness in their interactions, decision making, and practice.

h.      Address matters of equity and cultural responsiveness in all aspects of leadership.

* 6. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 3?

* 7. Which best describes your support for Standard 3?

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The next two questions refer to Standard 4 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  


Topic     Standard 4:  Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

a.       Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.

b.      Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self.

c.       Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student.

d.      Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized.

e.      Promote the effective use of technology in the service of teaching and learning.

f.        Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement.

g.       Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction.

* 8. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 4?

* 9. Which best describes your support for Standard 4?

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The next two questions refer to Standard 5 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  


Topic     Standard 5:  Community of Care and Support for Students

Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

a.       Build and maintain a safe, caring, and healthy school environment that meets the academic, social, emotional, and physical needs of each student.

b.      Create and sustain a school environment in which each student is known, accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community.

c.       Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student.

d.      Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development.

e.      Cultivate and reinforce student engagement in school and positive student conduct.

f.        Infuse the school’s learning environment with the cultures and languages of the school’s community.

* 10. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 5?

* 11. Which best describes your support for Standard 5?

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The next two questions refer to Standard 6 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  


Topic     Standard 6:  Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

a.       Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty.

b.      Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel.

c.       Develop teachers’ and staff members’ professional knowledge, skills, and practice  through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development.

d.      Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student.

e.      Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice.

f.        Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement.

g.       Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community.

h.      Promote the personal and professional health, well-being, and work-life balance of faculty and staff.

i.         Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.

* 12. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 6?

* 13. Which best describes your support for Standard 6?

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The next two questions refer to Standard 7 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  


Topic     Standard 7:  Professional Community for Teachers and Staff

Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.

a.       Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning.

b.      Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school.

c.       Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement.

d.      Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole.

e.      Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice.

f.        Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff.

g.       Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.

h.      Encourage faculty-initiated improvement of programs and practices.

* 14. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 7?

* 15. Which best describes your support for Standard 7?

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The next two questions refer to Standard 8 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  


Topic     Standard 8:  Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.

a.       Are approachable, accessible, and welcoming to families and members of the community.

b.      Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students.

c.       Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments.

d.      Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school.

e.      Create means for the school community to partner with families to support student learning in and out of school.

f.        Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote student learning and school improvement.

g.       Develop and provide the school as a resource for families and the community.

h.      Advocate for the school and district, and for the importance of education and student needs and priorities to families and the community.

i.         Advocate publicly for the needs and priorities of students, families, and the community.

j.        Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning.

* 16. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 8?

* 17. Which best describes your support for Standard 8?

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The next two questions refer to Standard 9 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  


Topic     Standard 9:  Operations and Management

Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.

a.       Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school.

b.      Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that optimize their professional capacity to address each student’s learning needs.

c.       Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and assessment; student learning community; professional capacity and community; and family and community engagement.

d.      Are responsible, ethical, and accountable stewards of the school’s monetary and non- monetary resources, engaging in effective budgeting and accounting practices.

e.      Protect teachers’ and other staff members’ work and learning from disruption.

f.        Employ technology to improve the quality and efficiency of operations and management.

g.       Develop and maintain data and communication systems to deliver actionable information for classroom and school improvement.

h.      Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success.

i.         Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation.

j.        Develop and manage productive relationships with the central office and school board.

k.       Develop and administer systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community.

l.         Manage governance processes and internal and external politics toward achieving the school’s mission and vision.

* 18. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 9?

* 19. Which best describes your support for Standard 9?

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The next two questions refer to Standard 10 found in the  Professional Standards for Educational Leaders  (created by the National Policy Board for Educational Administration, 2015).  

Topic     Standard 10:  School Improvement

Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

a.       Seek to make school more effective for each student, teachers and staff, families, and the community.

b.      Use methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school.

c.       Prepare the school and the community for improvement, promoting readiness, an imperative for improvement, instilling mutual commitment and accountability, and developing the knowledge, skills, and motivation to succeed in improvement.

d.      Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement.

e.      Employ situationally-appropriate strategies for improvement, including transformational and incremental, adaptive approaches and attention to different phases of implementation.

f.        Assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement.

g.       Develop technically appropriate systems of data collection, management, analysis, and use, connecting as needed to the district office and external partners for support in planning, implementation, monitoring, feedback, and evaluation.

h.      Adopt a systems perspective and promote coherence among improvement efforts and all aspects of school organization, programs, and services.

i.         Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts.

j.        Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.

* 20. Of what importance to the preparation of school building leaders are the knowledge, skills, and dispositions found in Standard 10?

* 21. Which best describes your support for Standard 10?

* 22. This space is provided so you may add a remark, explain a response, or pose a question (that is somehow related to Part I of the survey).  Please note that the limit is 200 characters.

This completes Part I of the survey.

Please continue to Part II.

For responses to count, click <Done> at the end of the survey.
Part II.  In this part of the survey we seek your reaction to 13 preliminary recommendations from the Principal Preparation Project Advisory Team.

This next section pertains to Diversity.  The focus of recommendations related to diversity is to produce school building leaders from varied backgrounds (including historically under-represented populations).  It is also to prepare all school building leaders with the skills, knowledge, and dispositions to meet the varied learning needs of a diverse student population

The following 2 questions concern Recommendation #1.

Recommendation #1:  Aspiring and current principals demonstrate they have acquired and can apply the knowledge and skill required to meet the learning needs of an increasingly-diverse student population.

* 23. Of what importance to the preparation of school building leaders is Recommendation #1?

* 24. Which best describes your support for Recommendation #1?

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The following two questions pertain to Recommendation #2 (within the section on Diversity).


Recommendation #2:  Going forward, professional development plans that districts prepare and submit to the State Education Department will include annual goals that call for increasing the number and percentage of historically under-represented populations in the ranks of school building leaders employed by the district; districts make public annual reports that describe progress made toward these goals.

* 25. Of what importance to the preparation of school building leaders is Recommendation #2?

* 26. Which best describes your support for Recommendation #2?

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The following two questions pertain to Recommendation #3 (within the section on diversity).

Recommendation #3:  Future state approval for university-based School Building Leader (SBL) preparation programs will be predicated on the SBL program setting and reporting publicly on program progress toward annual goals that seek to increase the number and percentage of historically under-represented populations in the ranks of candidates enrolled and those that successfully earn SBL certification.

* 27. Of what importance to the preparation of school building leaders is Recommendation #3?

* 28. Which best describes your support for Recommendation #3?

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The following two questions pertain to Recommendation #4 (within the section on diversity).

Recommendation #4:  While maintaining a commitment to quality (when it comes to certification, program approval and institutional accreditation), take steps to improve the presence of historically-under-represented populations in the ranks of successful school building leaders by employing multiple pathways to SBL certification that include competency-based demonstrations and peer review of portfolios containing multiple forms of evidence (beyond test-based results).

* 29. Of what importance to the preparation of school building leaders is Recommendation #4?

* 30. Which best describes your support for Recommendation #4?

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The following two questions pertain to Recommendation #5 (within the section on diversity).

Recommendation #5:  Design, implement, and scale up statewide a mechanism that enables State-based incentives to be used to improve the identification, recruitment, selection, placement and development of aspiring school building leaders (especially but not exclusively those from historically-under-represented populations).

* 31. Of what importance to the preparation of school building leaders is Recommendation #5?

* 32. Which best describes your support for Recommendation #5?

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This section concerns Standards.  The focus is to replace 2008 standards that now are the basis for certification with the Professional Standards for Educational Leaders.

These 2 questions involve Recommendation #6


Recommendation #6:  Adopt the Professional Standards for Educational Leaders for principal preparation and evaluation but add emphasis to Standard 4, Standard 5, and Standard 6 (see underlined passages below).

Standard 4:  Curriculum, Instruction, and Assessment

Original Phrasing:    Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

Proposed Re-phrasing: Effective educational leaders develop and support intellectually rigorous,  culturally relevant, and coherent systems of curriculum, instruction, and assessment to promote the academic success and well-being of all students,

Standard 5:  Community of Care and Support for Students

Original Phrasing:    Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes academic success and well-being of each student.

Proposed Re-phrasing: Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of all students.

Standard 6:  Professional Capacity of School Personnel

Original Phrasing:    Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

Proposed Re-phrasing: Effective educational leaders develop the professional capacity, cultural competence, and practice of school personnel to promote the  love of learning, academic success, and well-being of all students.

In this context, the term “culturally-relevant” means an approach that enables students to acquire knowledge and skill by connecting new learning to prior experience.  The term "cultural competence" means the ability to use culturally-relevant approaches.

References to students in Standards 4-6 have been changed from the original  Professional Standards for Educational Leaders (PSELs).  Whereas the original refers to “each student”, here reference is made to “all students.”  The rationale follows.  

Students differ in many ways.  This includes age, gender, disability, socio-economic status, religion, race, ethnicity, sexual orientation, native language, national origin, and others.  Nevertheless, the standards express the commitment of leaders to the academic success and well-being of all students. "All means all."

* 33. Of what importance to the preparation of school building leaders is Recommendation #6?

* 34. Which best describes your support for Recommendation #6?

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This next section pertains to the Partnership between P12 and Higher Education.  The focus of recommendations related to this partnership is to enhance the productivity and healthy inter-dependency of the relationship between school districts on one hand and colleges and universities on the other hand.

The following 2 questions concern Recommendation #7.

Recommendation #7:  Institutionalize P-20 partnerships to strengthen the profession.

* 35. Of what importance to the preparation of school building leaders is Recommendation #7?

* 36. Which best describes your support for Recommendation #7?

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The following 2 questions concern Recommendation #8 (within the section on a Partnership between P12 and Higher Education).

Recommendation #8:  Provide on-going, job-embedded professional learning and authentic experiences with diverse student populations (including English language learners, students with disabilities, etc.) during preparation and the first year on the job.

* 37. Of what importance to the preparation of school building leaders is Recommendation #8?

* 38. Which best describes your support for Recommendation #8?

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The following 2 questions concern Recommendation #9 (within the section on a Partnership between P12 and Higher Education).

Recommendation #9:  Consider an annotation to the SBL Certification for principal-ship

* 39. Of what importance to the preparation of school building leaders is Recommendation #9?

* 40. Which best describes your support for Recommendation #9?

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This next section pertains to the Authentic Experiences and the Internship.  The focus of recommendations related to this is to expand and improve the opportunities (not just within an internship) for principal candidates to apply the knowledge and skill they have acquired under real conditions.

The following 2 questions concern Recommendation #10 (within the section on Authentic Experiences and the Internship).

Recommendation #10:  The preparation of school building leaders will:

-          Be grounded in CAEP or State-adopted standards for programs to prepare school building leaders;

-          Be competency-based;

-          Be rooted in district-university partnerships;

-          Involve partners from P12 and higher education that play a role in assessment of competency in each standard via clinically-rich micro-credentialing experiences throughout the coursework;

-          Include an internship component with sustained time in one place;

-          Take steps to see that the above happens in a pilot initially with voluntary representation of university-district partnerships across the state and a process of learning from the pilot.

Note:      In this context, the term “CAEP” refers to the Council for the Accreditation of Educator Preparation.  This is the organization that accredits higher education institutions in NYS.

* 41. Of what importance to the preparation of school building leaders is Recommendation #10?

* 42. Which best describes your support for Recommendation #10?

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This next section pertains to Professional Learning and Ongoing Support.  The focus of recommendations related to this is to improve support beyond appointment as principal in ways that foster situational awareness, system thinking, shared leadership, and stakeholder engagement.

The following 2 questions concern Recommendation #11 (within the section on Professional Learning and Ongoing Support).

Recommendation #11:  The preparation of school building leaders will create a measurable first-year mentoring requirement that features a full school year of formal mentoring. Structure it so higher education partners with districts (and if desired other organizations with expertise in mentoring) so there is a continuation of formal training received in principal preparation. To allow this, develop a job embedded candidate portfolio process to accompany principal preparation so the portfolio follows candidates into the job. The portfolio contains a competency-based assessment – that includes but is not limited to self-assessment -- that starts in preparation but with a line of sight to on-the-job evaluation and which measures each candidate’s strengths and weaknesses in an effort to focus mentoring efforts on target areas of growth and development that are tailored to the strengths and needs of each candidate

* 43. Of what importance is Recommendation #11 to the preparation of school building leaders?

* 44. Which best describes your support for Recommendation #11?

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The following 2 questions concern Recommendation #12 (within the section on Professional Learning and Ongoing Support).

Recommendation #12:  Create incentives to encourage districts and universities (and if desired, Boards of Cooperative Education Services  or BOCES) to align and adopt sustainable induction models tied to the principal preparation portfolios to provide continuous ongoing support to educators during the first three years of their educator’s careers. The State Education Department will monitor, track, and report outcome gains to document growth and outcomes.

* 45. Of what importance is Recommendation #12 to the preparation of school building leaders?

* 46. Which best describes your support for Recommendation #12?

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The next 2 questions concern Recommendation #13 (within the section on Professional Learning and Ongoing Support).

Recommendation #13:  Provide targeted support to train and develop mentors as well as for consideration for mentor placement, including working with professional organization for assistance and guidance from existing models of success, e.g., Committee for Identifying and Developing Educational Leaders in Western New York State (or CIDEL).

* 47. Of what importance is Recommendation #13 to the preparation of school building leaders?

* 48. Which best describes your support for Recommendation #13?

* 49. This space is provided so you may add a remark, explain a response, or pose a question (that is somehow related to Part II of the survey).  Please note that the limit is 200 characters.

For your response to count, please click "Done". 
This concludes the survey. 
Thank you for participating.

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