Leadership Preparation Academy | A partnership of four school divisions, Hopewell City, Prince George County, Charles City County and Sussex County, with Virginia Commonwealth University

Program Description

Based on current estimates, Hopewell City School Division, Prince George County School Division, Sussex County School Division, and Charles City County School Division will have to replace forty percent of their administrators in the next eight years. While these divisions have current staff with licensure in administration and supervision and/or seeking this additional licensure, they do not have a formal training program that prepares future leaders. With today's focus on student achievement and accountability, it is imperative that school divisions prepare leaders from within to ensure that there is continuity and further effectiveness when transition occurs. The four school divisions will join in a partnership with Virginia Commonwealth University to establish a leadership development preparation program that will address the leadership standards defined by the Virginia Board of Education, that will promote the skills set forth by the Interstate School Leaders Licensure Consortium (ISLLC) and meet the specific needs of the two divisions.

The proposed program will have ten components defined by the members of the partnership. The program is as follows:

Recruitment and selection of candidates. One member from the staff of Virginia Commonwealth University School of Education and one key administrator from each of the school divisions will serve on a committee that will select up to twenty participants for the program. The program will be advertised in school divisions through both the normal informational channels and through personal letters sent to eligible candidates. The candidates will be teachers who currently have a master's degree, have demonstrated leadership qualities in curriculum and instruction, and who are seeking to add an endorsement in administration and supervision. Some teacher with leadership qualities and who are seeking a master’s degree will be selected. They will complete an application that will be reviewed by the committee. Selected candidates will then be interviewed by the committee. Selection will be based on a rubric designed by the Virginia Commonwealth University and school divisions.
Pre-Assessment. A pre-assessment will be given to each selected participant to determine specific strengths and needs. The assessment will be selected from a pre-existing one or will be developed by the grant partners. The assessment will contain the key elements that are defined in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators and Superintendents; the Virginia Licensure Regulations for School Personnel; and the standards set forth by the Interstate School Leaders Licensure Consortium (ISLLC). While the participants will get a complete program, the assessment will determine the essential knowledge and skill focus that is needed by the participants. This will give more specific direction to the program.
Administrative and supervision coursework through Virginia Commonwealth University. The candidates will take the coursework required by Virginia Commonwealth University at a site in one of the divisions. Those candidates with master’s degrees will take seven courses that include processes of instructional leadership with emphasis on special education; school-community relations; improving school programs and performance with technology utilization; school finance; school personnel administration; school law and principalship seminar. Those seeking a master’s degree will take three additional courses in leadership preparation. This model will include the standards set forth by ISLLC and the Virginia Board of Education.

The tuition for these courses will be paid through funding from the grant. The courses will be periodically reviewed by the grant partners to ensure that key essential knowledge and skills are being covered.

Mentorship. A leadership team consisting of a school division administrator and a VCU professor will be assigned to each participant. This team will meet regularly with the participant to provide guidance and support. They will reinforce critical skills of leadership and serve as role models. The team will monitor the participant's progress to ensure success. They will provide feedback to the participant's school division on his/her preparedness for a leadership position.
Externship with business partners. Each participant will serve an externship with a strong business leader in the community. The participant will spend time with the business leader in learning key essential skills that carry over into the educational world. Those skills may include creating and sustaining a high-performing organization; implementing change; and managing individual and organizational change. The school divisions will work with the Hopewell-Prince George Chamber of Commerce in developing this component.
Leadership Institute. In addition to coursework, participants will participate in seminars that address key issues of school leadership. These issues will be determined from the pre-assessment and from input from the leadership team. The training institute will be conducted by practicing administrators from the partnering school divisions. Topics to be considered may include developing school culture, evaluating teachers, working with parents, analyzing data to raise achievement, understanding and implementing special education law, managing time, and working with the community. Participants will be given case studies where they must use their leadership skills to solve a problem and/or handle a specific situation. They will receive feedback on their performance. Participants will also attend key state conferences that focus on leadership.
Internship in school division. The participants will be given released time to allow them to work with a current administrative staff member who has strong leadership skills. The participants will assist in administrative tasks that will give them first-hand experience in administration and supervision. At the completion of the internship, the supervising administrator will assess the participant's performance in terms of the Evaluation Criteria as set forth in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators and Superintendents.
Post-Assessment. As a post-assessment, each participant will take the School Leaders Licensure Assessment (SLLA). Upon passing this assessment and successfully completing all other components, the participant should be eligible for licensure in administration and supervision.
Continued Support. Upon completion of the academy, each participant will continue to receive support from the school divisions. Upon entering a leadership position, the new administrator will be assigned a veteran administrator as a mentor. This mentor will provide support and monitor the new administrator's progress through his first year.

Virginia Standard(s) Addressed

The Leadership Preparation Academy is a leadership development preparation program that addresses the leadership standards defined by the Virginia Board of Education, will promote the skills set forth by the Interstate School Leaders Licensure Consortium (ISLLC), and will meet the specific needs of the four school divisions.

Program Goals and Objectives

By the end of this program, participants will demonstrate the ability to provide instructional leadership as defined by the state of Virginia.

Program Format

The Leadership Preparation Academy will consist of course work grounded in the ISLLC standards; performance standards and evaluation criteria structured around the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents; an induction/mentor program that is ongoing with interactive, challenging discussions; high-quality staff development activities based on best practices and research that includes teaching and learning opportunities with local major industry leaders that embrace their well-established training strategies; an internship designed to provide real-life experiences with structured opportunities for assessment and feedback; and the administering of the School Leaders Licensure Assessment (SLLA) for both qualifying and validating purposes. Program components will also consist of simulation exercises used to assess skills through behavior in critical situations. Activities will include analyzing a school situation; structuring conferences with cohort members and mentors; working on in-basket activities; planning, conducting, and simulating teacher observations along with pre- and post-conferencing; and developing and practicing communication models that address a range of situations critical to effective messaging. Course work will consist of competencies and indicators outlined in the standards under licensure regulations for Administration and Supervision Prek-12 (8 VAC 20-21-580) for the following course offerings: school law, special education, evaluation of instruction, personnel, technology, finance, and school-community relations. Recently, the Council for Exceptional Children (CEC) and the National Association of Elementary School Principals (NAESP) described effective principals by suggesting a measure of their effectiveness with specials needs children as being closely connected to the manner in which they address five key dimensions: organization, curriculum and instruction, professional development, climate, and student achievement. Each of these components is addressed in our preparation program. Furthermore, it is valuable for individuals, through self-assessment, to understand their own strengths, areas in need of improvement, and specific strategies for building the skills needed to become effective school leaders. Participants' skills will be assessed in the areas of leadership, motivation, sensitivity, oral and written communication, problem analysis, judgment, organizational ability, data driven-decision making, data analysis, and knowledge of self.

In order to ensure participants in the cohort use research-based practices the six standards as identified by the Interstate School Leaders Licensure Consortium (ISLLC) will be the foundation of the program. The standards include: 1) developing a vision of learning shared and supported by the school community; 2) advocating, nurturing, and sustaining a school culture and school instructional program conducive to student learning and professional growth; 3) ensuring effective and efficient management of the learning environment; 4) responding to diverse community interests and needs and mobilizing community resources; 5) acting with integrity, fairness, and in an ethical manner; and 6) understanding and responding to the larger political, social, economic, legal, and cultural context. The standards will provide clear guidance for school leaders as they navigate the critical and emerging issues in educational leadership.

Target Audience

Any professional employed by the four cooperating school divisions who has a master's degree and is seeking an endorsement in administration and supervision or who has an endorsement in administration and supervision and is seeking a leadership position is eligible.

Self-Selection and/or Identification Through School Division

All teachers from the participating school divisions who are interested in applying attend an informational meeting about the program. They are invited to submit an applicaton.

Duration of Program

The program will begin in February and will continue until the summer of 2008 when the candidates will complete their coursework, their academy activities, and their internship. They will then apply for their Virginia licensure.

Outcomes Measured

Two outcomes will be measured.

The number of Tier 1 candidates successfully passing the School Leaders Licensure Assessment (SLLA), and
The number of Tier 1 and Tier 2 candidates accepting administrative and supervisory positions in the next five years.

Program Evaluation

The steering committee will direct the process for evaluation. The process will include a review of each participant's professional growth plan and portfolio, and will include such items as course projects, grades, attendance, and journal entries. The Leadership Team, business partners, and internship administrator will provide written feedback on the progress of each participant. Comparisons of the participants who are assisted by the program and those who are not will be made. The project director will participate in the Virginia Department of Education workshop focusing on application of effective evaluation strategies and will use the information to develop the full evaluation of the program.

Contact Information

Linda E. Hyslop
Hopewell Public Schools
103 North 12th Avenue
(804)541-6400
lhyslop@hopewell.k12.va.us

va-Lead is an exciting new joint venture between e-Lead and the Virginia State Action for Education Leadership Project (SAELP), which is funded by The Wallace Foundation and housed at Virginia Commonwealth University.