Initial Program Common Standards

Program Response to the Preliminary Administrative Services Credential Initial Program Common Standards Submission Response Contra Costa County Office of Education
Common Standards Required Documentation Evidence
Common Standard 1 – Institutional Infrastructure to Support Educator Preparation
Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure:
Provide the education unit or division organizational chart where the program will be housed, the chart includes the name and title of the person in charge of said unit/division and program. Contra Costa County Office of Education's Educational Services Department is in charge of the Administrative Leadership Program (ALP), which includes the Preliminary Administrative Services Credential program. Julie Dooley, Coordinator - ELA/ELD, ALP and member of the Educational Services Department, is the person in charge of the program, as is evidenced in the CCCOE Educational Services Organizational Chart. CCCOE Educational Services Organizational Chart
Describe how the institution determines that qualified faculty and instructional personnel teach courses, provide professional development, and supervise field based experiences and clinical practice for the proposed program. The PASC program will be a part of the CCCOE Administrative Leadership Program (ALP). The ALP Coordinator will oversee both the CACP and PASC programs. CCCOE has specific requirements outlined in the job descriptions for faculty who will be instructing each of the courses and instructional personnel who will be supervising fieldwork experiences. Our goal is to hire individuals who meet these requirements, come from a wide range of communities, and possess diverse experiences. Therefore, our recruitment will occur county wide, as has been noted in our Faculty Recruitment Statement. The Program Coordinator will work with the PASC Leadership Team to assemble interview teams who will interview Faculty Lecturers for the PASC courses. The PASC Leadership Team and faculty members will be involved in interviewing additional staff members including Faculty Advisors. The Faculty Advisor Roles and Responsibilities document and the Fieldwork Experiences Roles and Responsibilities document outline the skills and experiences that will be the basis for hiring Faculty Advisors. The Fieldwork Experience Roles and Responsibilities document outlines the expectations of the Fieldwork Supervisors and will be used as the basis for interviewing Fieldwork Supervisors. Faculty Advisors and PASC Leadership Team members will collaborate on interviewing Fieldwork Supervisors to ensure candidates have valuable experiences throughout the program so they are provided with a wide range of opportunities. The CCCOE Non-Discrimination Policy is followed and is at the core of all hiring practices. The CCCOE PASC Assessment Cycle Roles and Responsibilities Document is the foundation for all job descriptions and the basis for all interviewing and hiring practices. Personnel outside of the faculty and supervisory positions who are contracted or hired to provide professional development will be interviewed by members of the PASC leadership team. Contra Costa County Office of Education's Administrative Leadership Program hires high quality faculty to instruct courses and advise students. Our faculty posting is evidence of the qualifications CCCOE requires of its applicants, and all faculty hired are fully vetted by the CCCOE Educational Services Department, Human Resources Department, and by the PASC Leadership Team. Faculty recruitment across the county enables CCCOE to obtain experienced professionals, with a variety of backgrounds, to teach the courses, instruct the Leadership Learning Seminar, and supervise candidates throughout the program and in their fieldwork experiences. Faculty and advisory responsibilities are thorough, and all faculty are held accountable to these standards, as overseen by the PASC Program Coordinator and Leadership Team. Our Stakeholder Involvement, Program Plan, and Timeline demonstrates our calendared staff meetings and professional development opportunities that ensure consistent high quality instructional and supervisory experiences for our candidates.
PASC Vision and Mission Statement
PASC Faculty Recruitment Statement
PASC Program Coordinator Roles and Responsibilities
Faculty Job Description
CCCOE PASC Faculty Posting
Faculty Advisor Roles and Responsibilities
Fieldwork Experience Roles and Responsibilities


Site/District Fieldwork Supervisor Roles and Responsibilities
PASC Leadership Team
PASC Advisory Team
CCCOE Diversity and Non-Discrimination Personnel Policies
CCCOE PASC Assessment Cycle Roles and Responsibilities
Standard 2 – Candidate Recruitment and Support
Candidates are recruited and supported in all educator preparation programs to ensure their success.
Provide the requirements for admission for the proposed program. Our PASC Admissions Requirements are outlined in our program handbook and evidenced in the link provided. PASC Admissions Requirements
Describe how and when candidates receive programmatic and academic information (progress toward completion, deadlines). Candidates in CCCOE's PASC program receive ongoing feedback about their progress towards program completion at the completion of each course, during their ongoing fieldwork course (EDA 637), and throughout the program within advisement meetings. Our ongoing assessment of student progress occurs in a variety of ways, as is evidenced by the attached documents. General program and academic information is outlined during the program orientation and is found in our program handbook and posted on the PASC website. Our program is created to ensure a developmental sequence so that each course builds on the previous courses, and the Course Sequence and Schedule demonstrates this. Our learning management system, Canvas, houses all course documents, including assignments, grades, projects, faculty comments, due dates, etc. This system also allows candidates to communicate with faculty and other candidates. Canvas will be utilized to keep track of candidate recruitment, admissions, and program completion monitoring. The two documents, PASC Program Admissions Requirements and PASC Program Completion Verification, are samples of the electronic monitoring that will occur through Canvas. Candidate Recruitment and Program Completion Monitoring

PASC Stakeholder involvement Program Plan and Timeline at a Glance

PASC Graphic Depiction of Assessment Timeline

PASC Annotated List of Data Sources

Program Completion Requirements

PASC Program Course Sequence and Schedule

PASC Program Handbook - Learning Management System

PASC Program Admissions Requirements

PASC Program Completion Verification
How will candidates requiring assistance be identified and receive guidance and support? Faculty members communicate with one another, as well as with program leadership, to ensure that each candidate is proficient in course content, as is evidenced in our Program Completion Monitoring Progress Document. Activities, projects, and course Signature Projects are graded by teaching faculty, and candidates who need additional support and guidance meet with faculty on a more regular basis if assistance is needed. Additionally, faculty advisors check in on advisees and meet on a more regular basis if necessary to assist candidates in successfully completing course requirements. The PASC Leadership Team also monitors student progress and provides assistance, if necessary. Faculty professional development and faculty meetings are opportunities for faculty to calibrate grading and assessments with the goal of ensuring that candidates are able to achieve program standards. Faculty and program advisors work with the Program Coordinator to verify the competence and performance of each candidate before recommending their acquisition of the Preliminary Administrative Services Credential. By the time candidates go through the PASC program, they must have a deep understanding of the CAPEs and CACEs in order to graduate. Our goal is to support candidates in successfully completing the program and equipping candidates to successfully take on an administrative position. Canvas will be utilized to keep track of program completion monitoring. The document, PASC Program Completion Verification, is a sample of the electronic monitoring that will occur through Canvas. Additionally, Canvas will be used to as a hub for program documents and resources and support coursework. Candidate Recruitment and Program Completion Monitoring

Faculty Advisor Responsibilities

PASC Program Completion Verification
Standard 3 – Fieldwork and Clinical Practice
How will the institution implement and evaluate the effectiveness of the field experience and clinical practice component of the proposed program? Throughout the program, candidates work with faculty advisors and participate in leadership opportunities that grow their leadership skills. These work-embedded fieldwork activities provide practical experiences with support from District/Site Fieldwork Supervisors and Faculty Advisors. A Fieldwork Experience Log is utilized to document and analyze fieldwork experiences, ensuring a wide range of experiences within a diverse range of educational communities. Additionally, candidates participate in a fieldwork project to identify and address a problem of practice. The Fieldwork Experience Log is an accountability/organizational tool used to document the types of fieldwork experiences candidates engage in while assisting candidates, supervisors, and advisors in ensuring a wide variety of experiences and diverse environments. A triad meeting occurs between the candidate, District/Site Fieldwork Supervisor, and Faculty Advisor ensuring everyone has a common understanding of fieldwork expectations. Course 637, another component of the fieldwork experience, focuses specifically on candidate fieldwork. The course is woven across the 11-month program, providing ongoing instruction and holding candidates to fieldwork expectations. During Course 637 sessions, candidates participate in activities around fieldwork experiences. Several times during the program and after each course, students and faculty participate in “end of course” surveys for continuous improvement.
Fieldwork Experience Log

Course Syllabus EDA 637

Fieldwork Experience Roles and Responsibilities

Faculty Advisor Roles and Responsibilities

Program Handbook - Advisors

PASC Program Overview

PASC Graphic Depiction of Assessment Timeline

PASC Annotated List of Data Sources
How will the institution ensure that candidates are provided opportunities to experience issues of diversity? Each candidate is supported in their fieldwork experiences by a Faculty Advisor and District/Site Fieldwork Supervisor. Together, this trio works throughout the 11-month program, collaborating to ensure that their candidate participates in a wide range of leadership experiences in a diverse range of educational settings .A Fieldwork Experience Log is utilized to document and analyze fieldwork experiences, ensuring the diverse types of experiences and the diverse educational communities in which they occur. A triad meeting takes place early in the program and includes the candidate, District/Site Fieldwork Supervisor, and Faculty Advisor. This ensures that everyone has a common understanding of the fieldwork expectations. Course 637, another component of the Fieldwork experience, focuses specifically on candidate fieldwork. The course is woven across the 11-month program, providing ongoing instruction, participation in issues around social justice and diversity, and holding candidates to fieldwork expectations. The PASC program provides ongoing opportunities for candidates to experience issues of diversity through fieldwork experiences, collaboration with colleagues working in a wide range of communities, course activities and projects, and our rich curriculum that is facilitated by experts with diverse experiences. Throughout the program's fieldwork and Course EDA 637, candidates participate in practical experiences that provide opportunities to learn from leaders not only in their own school community, but also from leaders across Contra Costa County's diverse institutions. Our program's PLC model strategically places each candidate in a group made up of colleagues working in diverse communities, ensuring that candidates learn from the experiences of colleagues. In Course EDA 633, candidates interview leaders from diverse communities, including a site administrator working in a Title 1 school or a school with an achievement gap. In Course EDA 634, candidates explore community resources throughout CCC to understand the diverse needs, as well as assets that local communities possess. Additionally, Faculty Advisors work closely with candidates to ensure that they experience diverse learning opportunities throughout the program. Fieldwork Experience Log

Course Syllabus EDA 637
Fieldwork Experience Roles and Responsibilities

Faculty Advisor Roles and Responsibilities

Program Handbook - Advisors

Course Syllabi -
EDA 633
EDA 634
EDA 637
Fieldwork Experience Roles and Responsibilities PASC Program Handbook - Fieldwork Projects Site/District Fieldwork Supervisor Roles and Responsibilities"
How will the institution ensure that site-based supervisors are certified and experienced in teaching in the specified content of the proposed program? As is evidenced by the Stakeholder Involvement, Program Plan, and Timeline document, our recruitment plan is extensive. The PASC Leadership Team and CCCOE Educational Services Team reach across the multiple school districts within Contra Costa County in order to recruit district and site supervisors who are knowledgeable, experienced, and currently practicing school and district leaders. Candidates may choose to have their current site administrator serve in this role, however those interested in pursuing a district level experience may choose to work with a district administrator as their Fieldwork Supervisor. As is evidenced in our District/Site Supervisor Responsibilities document, hired supervisors are leaders who understand and are experienced with the state-adopted academic content standards, CSTPs, CAPEs, and CPSELs. Supervisors are also expected to be involved in ongoing professional development that is aligned with the program mission and outcomes. Each of these requirements will be a part of the interviewing and vetting process in order to ensure that the candidate’s supervisor has the requisite knowledge and skills. Ongoing assessment and accountability occurs through end of program surveys and advisor/candidate meetings that occur throughout the program. Fieldwork Experience Roles and Responsibilities

PASC Stakeholder Involvement, Program Plan, and Timeline

Site/District Fieldwork Supervisor Roles and Responsibilities

PASC Advisory Team

PASC Program Coordinator Roles and Responsibilities
How will the institution ensure that supervisors are trained in supervision, oriented to the supervisory role, and evaluated in a systematic manner? Each District/Site supervisor must be a current practitioner who is committed to participating in ongoing professional development. Candidates may choose to have their current site administrator serve in this role, however those interested in pursuing a district level experience may choose to work with a district administrator as their Fieldwork Supervisor. The candidate’s Faculty Advisor meets with the candidate and District/Site Supervisor not only to ensure a common understanding of expectations, but also to verify that the District/Site Supervisor is a current, experienced practitioner. District/Site Supervisors attend the program faculty meetings and faculty professional development, as calendared on our Stakeholder Involvement, Program Plan, and Timeline document. Initial professional development is centered around best practices in line with Professional Learning Communities, supervisory strategies, and improvement science. Several times a year, candidates complete surveys in order to evaluate the quality of supervisor support and ensure high standards. Survey data is reviewed with staff for continuous improvement. If, for some reason, a supervisor is not meeting the needs of the candidate and/or the program's goals, the PASC Coordinator will work with the PASC Advisory team and will step in to initiate a supervisory change. CCCOE's PASC program provides training for all faculty, including those professionals who supervise and advise candidates. Professional development opportunities are provided throughout the year, before candidates begin their course of study, and during the summer. Training for staff is interspersed during the program and begins in January so that faculty is prepared for our February orientation, Professional development focuses on "The Leadership Challenge", CalAPA, and supervision. These foci continue into February's Orientation, which all staff attend, and March's Professional Development on Professional Learning Communities and Supervision. Through our continuous feedback cycle of post course surveys, post program surveys, post PD surveys, etc., response data is analyzed and used for program improvement. Feedback also gives program leadership data around supervisor effectiveness. Prior to hiring, supervisors are given the roles and responsibilities document, and upon onboarding, these are reinforced and clarified for a clear understanding of expectations. Site/District Fieldwork Supervisor Roles and Responsibilities

PASC Leadership Team

PASC Advisory Team

Faculty Advisor Responsibilities

PASC Stakeholder Involvement, Program Plan, and Timeline
PASC Assessment Cycle Roles and Responsibilities

Course Sequence and Schedule
Standard 4 – Continuous Improvement
How will the proposed program be incorporated into the education unit’s continuous improvement process that identifies program and unit effectiveness? Contra Costa County Office of Education's programs are grounded in the philosophy of Improvement Science. Currently our Administrative Leadership Program and TIP Program participate in ongoing cycles of improvement throughout the year. The PASC program will follow these same protocols. The Annotated List of Data Sources from both the PASC and TIP programs are evidence of the purposeful use of data that drives our programs' commitment to ongoing improvement. The Assessment Cycle Roles and Responsibilities of both the PASC and TIP program also demonstrate the involvement of leadership and participants across both programs, ensuring CCCOE's commitment to data analysis and program improvement. PASC Annotated List of Data Sources
CCCOE TIP Annotated List of Data Sources

PASC Assessment Cycle Roles and Responsibilities

TIP Assessment Roles and Responsibilities

PASC Program Coordinator Roles and Responsibilities

PASC Leadership Team

PASC Advisory Team

PASC Graphic Depiction of Assessment Timeline


Program Handbook - Evaluation of Program
How will the institution oversee the effectiveness of the program in relation to the course of study offered, fieldwork and clinical practice, and support services for candidates? CCCOE's commitment to continuous improvement for our PASC course of study encompasses the quality of in-person and virtual learning, fieldwork, and candidate support. Outlined in our Annotated List of Data Sources, our program has ongoing checkpoints throughout, ensuring multiple opportunities for program adjustments that improve learning experiences. At the end of each course, candidates and instructors complete an "End of Course Survey'', which is analyzed by faculty and program leadership. Feedback is utilized to make programmatic adjustments in future courses. End of Course Signature Projects provide data, as well, that reflect the proficiency of candidates. During and after other program experiences, such as the Leadership Learning Seminar, evaluations are obtained and used for improvements. These same processes occur for candidates during fieldwork experiences. Candidates meet with Faculty Advisors, who use data from their meetings to monitor fieldwork experiences and work as a liaison with District/Site Supervisors. Anecdotal data from meetings, faculty/student interactions, and courses will be obtained to assist staff in supporting candidates. Our sample survey shows how candidates have opportunities to express any support/needs they have. This data is shared with faculty to keep a two way flow of communication and best serve our candidates.
PASC Annotated List of Data Sources

PASC Assessment Cycle Roles and Responsibilities

PASC Program Coordinator Roles and Responsibilities

PASC Leadership Team

PASC Advisory Team
PASC Graphic Depiction of Assessment Timeline
Survey Sample

Fieldwork Experience Roles and Responsibilities
Standard 5 – Program Impact
What assessments will be used to indicate candidates meet the Commission adopted competency requirements as specified in the program standards? The PASC program faculty develop required assignments and assessments for courses based on CAPEs, course competencies and expected outcomes. Faculty members are responsible for monitoring candidate progress throughout a course, ensuring candidates achieve the identified course outcomes at a satisfactory level, and assigning an end of course grade of “meets standard” or “does not meet standard”. During faculty orientation and meetings, faculty collaborate and calibrate grades to ensure all candidates achieve the program outcomes successfully. The following factors are evidence of achieving course outcomes: 1) Engagement and participation and shared responsibility in all in-class and virtual activities is expected; 2) Submission of individual assignments during class sessions, both in-person and online. This includes group activities during in-class sessions; 3) On time submission of all coursework/course assignments completed at college level standards; 4) Class attendance, both in-person and online; and 5) End of course Signature Project completion (uploaded into portfolio). Faculty advisors monitor candidate progress throughout the program and work with program leadership if concerns occur regarding ability to successfully achieve program standards. Such concerns are addressed with the candidate, and support is provided as appropriate. Successful completion of the CalAPA cycles is yet another way that competency is assessed. PASC Annotated List of Data Sources

CCCOE PASC Graphic Depiction of Assessment Timeline

Program Handbook - Signature Projects

Program Handbook - Fieldwork Projects

Program Handbook - CalAPA

Program Handbook - Grading

Program Handbook - Learning Management System

Program Outcomes

Sample Syllabus - Course EDA 632
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