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Administrative Services CredentialProgram StandardsPreliminary Program StandardsAdopted by the Commission December2013Clear Induction Program StandardsAdopted by the Commission February 2014Revised June 2016Revised September 2016
This handbook, like other publications of the Commission on Teacher Credentialing, is notcopyright. It may be reproduced in the public interest, but proper attribution is requested.Commission on Teacher Credentialing1900 Capitol AvenueSacramento, California 95811This handbook is available at: http://www.ctc.ca.gov/Administrative Services Credentials Program HandbookRevised June 2016ii
State of CaliforniaJerry Brown, GovernorCommission on Teacher CredentialingThis list reflects the composition of the Commission at the time of adoption of the Administrative ServicesCredentials standards. Click here for the current membership of the Commission.Linda Darling-Hammond, ChairFaculty RepresentativeKathleen Harris, Vice ChairTeacher RepresentativeConstance Baumgardt BlackburnTeacher RepresentativeKirsten BarnesNon-Administrative Services Credential RepresentativeErick CasallasTeacher RepresentativeC. Michael CooneyPublic RepresentativeCharles GahaganTeacher RepresentativeMary C. JonesAdministrative Services Credential RepresentativeNancy RamirezPublic RepresentativeRef RodriguezPublic RepresentativeJuliet Tiffany-MoralesSchool Board Member RepresentativeAlicia WilliamsonTeacher RepresentativeRichard ZeigerDesignee, Superintendent of Public InstructionEx Officio RepresentativesShane MartinAssociation of Independent California Colleges andUniversitiesTine SloanUniversity of CaliforniaBeverly YoungCalifornia State UniversityExecutive OfficerMary Vixie SandyExecutive DirectorAdministrative Services Credentials Program HandbookRevised June 2016iii
Membership of the Administrative Services CredentialProgram Standards Writing GroupMichael BossiDirector of Leadership CoachingAssociation of California SchoolAdministrators (ACSA)Danette BrownCTA Board MemberCalifornia Teachers Association(CTA)Rebecca CheungAcademic CoordinatorUniversity of California, BerkeleyStephen DavisFaculty Member in DoctoralStudiesCalifornia State PolytechnicUniversity, PomonaKaren KearneyDirector, Leadership ImitativeWest EdCarol LeightyInterim DeanPoint Loma Nazarene UniversitySuperintendent, RetiredCarlye OlsenTier II Program DirectorAssociation of California SchoolAdministrators (ACSA)Olivia SosaDirector, Multilingual EducationSan Joaquin County Office ofEducationAdministrative Services Credentials Program HandbookRevised June 2016iv
Table of Contents (hyperlinked)Membership of the Administrative Services Credential Program Standards Writing Group . ivSection I. Forward to the Administrative Services Credential Program Standards .8Figure 1: The Learning to Teach System .9Figure 2: The Learning to Lead System .10Figure 3: Standards and Performance Measures for the ASC Credentials.13Section II. Preconditions for the Administrative Services Credential Programs.14Preliminary Administrative Services Credential Program .14Precondition 1.14Precondition 2.14Precondition 3.14Precondition 4.15Precondition 5.15Administrative Services Credential Clear Induction Program .16Precondition 1.16Precondition 2.16Precondition 3.16Precondition 4.16Precondition 5.16Section III. The Preliminary Administrative Services Credential Program .17Introduction .17Category I: Program Design and Coordination .18Program Standard 1: Program Design and Rationale.18Program Standard 2: Collaboration, Communication and Coordination .18Program Standard 3: Development of Professional Leadership Perspectives.18Program Standard 4: Equity, Diversity and Access .18Program Standard 5: Role of Schooling in a Democratic Society .19Category II: Curriculum .19Program Standard 6: Visionary Leadership .Error! Bookmark not defined.Program Standard 7: Instructional Leadership .Error! Bookmark not defined.Program Standard 8: School Improvement Leadership .Error! Bookmark not defined.Program Standard 9: Professional Learning and Growth Leadership .Error! Bookmark not defined.Program Standard 10: Organizational and Systems Leadership .Error! Bookmark not defined.Program Standard 11: Community Leadership .Error! Bookmark not defined.Category III: Field Experiences in the Program .20Program Standard 12: Nature of Field Experiences .20Administrative Services Credentials Program HandbookRevised June 2016v
Program Standard 13: Guidance, Assistance and Feedback .20Category IV: Candidate Competence and Performance .20Program Standard 14: Assessment of Candidate Performance .20Glossary of Terms: Preliminary Administrative Services Program Standards .21Section IV. Clear Induction Program Standards .23Introduction .23What is Induction?.23Figure 4: Flowchart of California's Administrator Induction Program .24Figure 5: The Components of Induction .25Figure 6: Candidate View of Induction .26Section V. Standards of Quality and Effectiveness: Administrative Services Credential Clear InductionProgram Standards .28Category I: Program Design and Coordination .28Program Standard 1: Program Design and Rationale.28Program Standard 2: Program Collaboration, Communication, and Coordination .28Program Standard 3: Selection and Training of Coaches.28Category II: The Nature of Induction.29Program Standard 4: Professional Learning.29Category III: Performance Expectations for Leaders .31Program Standard 5: California Professional Standards for Educational Leaders.31CPSEL 1. Development and Implementation of a Shared Vision . 31CPSEL 2. Instructional Leadership. 31CPSEL 3. Management and Learning Environment. 31CPSEL 4. Family and Community Engagement . 32CPSEL 5. Ethics and Integrity . 32CPSEL 6. External Context and Policy . 32Glossary of Terms: Administrative Services Credential Clear Induction Program Standards .32Section VI: Appendices .36Appendix A: California Administrator Content Expectations (CACEs) .36Appendix B: California Administrator Performance Expectations (CAPE) .43Appendix C: California Professional Standards for Education Leaders (CPSEL) .49Appendix D: California Administrator Performance Expectations (CAPE) Alignment with the CaliforniaProfessional Standards for Educational Leaders (CPSEL) .56Administrative Services Credentials Program HandbookRevised June 2016vi
Section I. Forward to the Administrative ServicesCredential Program StandardsIntroductionAt the dawn of the 21st century, the demand for high quality school leaders has never been greater. And with suchdemands, come new roles, responsibilities, and performance expectations. The imperative for high quality schoolleaders has been stimulated by the broader national education reform agenda and by recent research regarding thecentrality of effective leadership in the development and support of powerful teaching and learning in schools. Ina study conducted by the Wallace Foundation researchers stated, “To date we have not found a single case of aschool improving its student achievement record in the absence of talented leadership.”1 Moreover, they notedthat effective leadership is second in importance only to effective teaching among the many school variables thatimpact student achievement.As the conditions and contexts of California’s public schools and the needs of its children continue to change, theCommission on Teacher Credentialing has worked to refine and revise the standards used to guide preliminaryand clear administrative licensure processes and requirements and to ensure that they reflect current researchabout effective leadership in schools while keeping pace with the highly complex and diverse needs of Californiaschools and the children served by them.With the implementation of the 2013-14 Administrative Services Credential Program Standards, the Commissionembarks upon a new era in the preparation of California's educational leaders. The primary focus of thepreliminary administrative services program will be to prepare future leaders for their initial administrativeposition, with special emphasis on preparation for the position of site administrator, or principal, for a specificschool site, while the clear credential program will be focused on job-embedded, real-life experiences ofeducational leaders. The heart of the clear credential program is a coaching-based professional induction processcontextualized for whatever job the administrator currently holds while continuing to develop candidates forfuture leadership positions. This new structure is designed to provide the best career preparation and experiencesfor effective leadership in California's 21st century schools.The Learning to Teach and Learning to Lead ContinuumsConceptually, the cultivation of high quality leadership begins in the classroom and proceeds along a continuumof professional activities and experiences that also includes initial preparation, performance assessments,professional induction, and ongoing professional development. The 2013-14 Administrative Services CredentialProgram Standards are designed to illuminate and facilitate a candidate’s progression along the professionalpathway from classroom teacher to practicing administrator through aligned and developmentally progressivelearning activities and experiences. Figures 1 and 2 on the next pages illustrate the Learning to Teach and theLearning to Lead continuums, two halves of California's educator continuum.1Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning.New York, NY: The Wallace Foundation. Retrieved from schoolleadership/key-research/Documents/ nistrative Services Credentials Program HandbookRevised June 20168
Figure 1: The Learning to Teach SystemAdministrative Services Credentials Program HandbookRevised June 20169
Preliminary CredentialPreparationClear CredentialPreparationBlended Program Subject Matter PreparationPreliminary PreparationSupport and SupervisionTeaching Performance Assessment(TPA)Post-Baccalaureate Program Subject Matter PreparationPreliminary PreparationSupport and SupervisionTeaching Performance Assessment(TPA)Intern Program PRELIMINARYSubject Matter PreparationPreliminary PreparationSupport and SupervisionTeaching Performance Assessment(TPA)Credential RenewalInduction Program * Application of prior knowledge Advanced CurriculumDemonstration Formative Assessment andSupport Frequent Reflection on Practice Individual Induction Plan(professional growth plan).CLEAR* If Induction is verified asunavailable as defined inregulation by an employer, then aClear Credential Program may becompleted to earn the ClearTeaching Credential; Form CL855 is required A Clear Credential isvalid for five years andmay be renewedthrough an onlineapplication andsubmission of anappropriate fee. Professional growthand successful serviceverification are notrequired for credentialrenewal. Schooldistricts are directed toencourage teachers toparticipate inprofessional growthactivities at the locallevel.SYSTEM QUALITIESOPTIONS Entry Routes IncludingParaprofessional Program Meet Subject-MatterRequirement Community College EarlyPreparationALIGNMENT State-Adopted Academic Content andPerformance Standards for Students Teaching Performance Expectations (TPEs) California Standards for the TeachingProfession (CSTP)Administrative Services Credentials Program HandbookRevised June 2016ACCOUNTABILITY Candidate AssessmentCredential and Induction ProgramApproval/AccreditationParticipant Completion of ApprovedInduction Program10COLLABORATION Schools/ Universities State Agencies BTSA Induction Programs Practitioner Teamwork
Figure 2: The Learning to Lead SystemClear Credential PreparationEmployment requiredPreliminary Credential PreparationEmphasis to prepare site administratorsPre-ProgramRequirements 5 YearsExperienceuponCompletion PositiveEvaluations raditional Program Based on Content and PerformanceExpectations Coursework & field experience alignment Assessment of Performance (localPRELIMINARYIntern Program Meets state standard, differentiated forthe intern candidate Based on Content and PerformanceExpectations Coursework & field experience alignment Assessmentof Performance(localExaminationPathway Based on CPSELFour Domains ExaminedVarious Structures EmployedAligns with Competency at Completionfor the Traditional Program Site-based, job-embedded two-yearexperience Main delivery structure is individualizedcoaching to build leadership capacity Structured around and measured by theCPSEL Builds upon the preliminary programssummative assessment as measured bypreliminary program sponsor Uses an initial candidate assessment Driven by the Individual Induction Plan whichis informed by candidate assessment, coachobservation and district focus Induction Plan addresses current position Enrollment completed within 120 days of startof initial administrative position; coachingbegins within 30 days of enrollment Application of prior knowledge, gained duringthe preliminary program Professional Development required (e.g.seminars, courses, online events, shadowing) Frequent Reflection on Practice, individually &with mentor CredentialRenewalCLEARA ClearCredential isvalid for 5 years.Renewal isbased uponapplication andfee.Professionalgrowth beyondthe clear is theresponsibility ofthe employer.SYSTEM QUALITIESMULTIPLE PATHWAYSPreliminary TraditionalProgram Intern Program ExaminationPathwayClear InductionALIGNMENT CAPEs and CPSEL Administrative ServicesProgram Standards Quality ProfessionLearning StandardsAdministrative Services Credentials Program HandbookRevised June 2016ACCOUNTABILITY CTC Accreditation Systemooo Data DashboardsProgram ReviewSite VisitPerformance-based assessmentsINDUCTION Initial years of serviceCoachingIndividualized TION Program Sponsor andCandidate Employers Preliminary and ClearProgram Sponsors
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Clear Credential Program may be completed to paearn the Clear . Teaching Credential; Form CL- 855 is required A Clear Credential is valid for five years and may be renewed through an online application and submission of an appropriate fee. Professional growth and su cessfu serv
