Program Standards

Program Response to the Preliminary Administrative Services Credential Program Standards Contra Costa County Office of Education
The column on the left presents the Preliminary Administrative Services Credential program standards separated into small sections. In the center column we have provided our response to the standard section, describing how Contra Costa County Office of Education's program design will be aligned to the standard in that section. In the far right column we have provided supportive documentation, including hyperlinks.
Program Standard Language	Description of Alignment to Program Standard	Evidence
Category 1 - Program Design and Coordination
Program Standard One: Program Design and Rationale
The administrative services preparation program prepares instructional leaders to serve effectively in a variety of public schools and school districts.
The design of the program is based on a sound rationale informed by theory and research and aligned with the California Administrator Performance Expectations and principles of adult learning theory.	The design of the program is based on a sound rationale informed by theory and research and aligned with the California Administrator Performance Expectations and principles of adult learning theory. Contra Costa County Office of Education's Preliminary Administrative Services Credential Program has been designed to align with the California Administrative Performance Expectation Standards, CAPEs. Our program takes participants through a study from theory and research to practical application, in a "developmentally progressive experience" that is based on adult learning theory. Through participation in activities that assist staff (and participants) in understanding the knowledge, skills, and experiences that participants bring with them to the program, faculty offers a differentiated approach that "meets people where they are", coaching within their Zone of Proximal Development. Taking this theory into practice, faculty members adapt instruction and activities with the understanding that participants come to the program on a continuum of skills. Participant engage in scenario-based activities where they can practice problem solving in a safe environment. Additionally, participation in practical experiences throughout the program, such as field work experiences, shadowing, etc., are tailored to the interests and needs of participants, and provided the choice that adult learners thrive on. Through their work on the CalAPA, participants research and practice within the context of their work environment and set goals that are individualized. Program designers drew content from research and theory around the focal areas of our mission, which is centered on leadership for social justice. Our overarching concepts of systems thinking, improvement science, inquiry, relationship building, grounded in culturally relevant pedagogy are woven into each aspect of the program. Program designers researched the work of successful administrator preparation programs throughout the nation to develop a program that is rigorous, relevant, and purposeful in its commitment to equitable, inclusive outcomes for all students. The structure of the program has been crafted to engage adult learners in a supportive environment conducive to working professionals. The blended program of online and in-person coursework and fieldwork experiences prepares leaders for the diverse challenges facing schools in the 21st Century. Throughout each course, candidates participate in experiences that encompass the knowledge and skills needed to successfully and ethically lead, grounded in the CAPEs. Program details are presented at the program's orientation, where candidates are given a thorough background of our program's mission and how each CAPE-aligned course builds upon the concepts and theories centered around deepening an understanding of practices and policies that impact student learning.	Description of Research Based Vision Description of Research Based Vision-TIP CAPE Course Alignment
The program includes a coherent, developmental, integrated, and interrelated set of theoretical and practical learning experiences designed to provide extensive opportunities to engage candidates in developing knowledge, skills, and dispositions to advance teaching and learning.	Each of our CAPE-aligned courses builds upon the concepts and theories that deepen an understanding of practices and policies impacting student learning. Our overarching concepts of systems-thinking, improvement science, inquiry, relationship building, grounded in culturally relevant pedagogy are woven into each aspect of the program. To support achieving program outcomes, our candidates will complete these seven courses; developing the leadership competencies of shared vision for equitable and inclusive outcomes (CAPEs 1,5,6), instructional leadership (CAPE 2,5,6), continuous improvement(CAPEs 1-6), organizational leadership and systems thinking (CAPE 3,5,6), community relationships (CAPE 4,5,6), and ethical leadership for justice(CAPEs 1,5,6). Our five core texts are utilized in each course, and readings and activities from these books are integrated with articles, blogs, and other media to support candidates' development of the knowledge and skills needed to improve teaching and learning. Our five texts are: Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student by Alan Blankstein & Pedro Noguera Learning by Doing, by Richard DuFour, Rebecca DuFour, Robert Baker, Thomas Many, Mike Mattos The Principal; by Michael Fullan The Leadership Challenge; Sixth Edition; By James Kouzes and Barry Posner Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap; Second Edition; by Kim Marshall. Throughout the program, our candidates develop a belief system around issues of justice through coursework that is grounded in the tenets of Kouzes and Posner’s Five Practices of Exemplary Leadership. This leadership model challenges leaders to creatively contribute to our future through inspirational leadership practices and the development of professional competence. Candidates will not only become proficient around the practices of Professional Learning Communities (PLCs) through activities and readings from DuFour's work, Learning By Doing, but will also engage in PLC work within the program. Through a deep understanding of improvement science, our candidates will utilize strategies such as design thinking to tackle the complex challenges our educational systems face. Our courses' curricula is integrated so that candidates understand the theoretical background around best practices for creating equitable outcomes, and are then able to apply this knowledge and skills in practical activities during course sessions, online PLC's, and fieldwork activities. Our program outcomes are as follows: Graduates will be able to develop and implement a shared vision of learning that is grounded in a cycle of continuous improvement. Graduates will be able to shape a collaborative culture of teaching and learning for both students and adult learners that focuses on equitable and inclusive student outcomes and educator professional growth. Graduates will be able to inspire and lead through well honed interpersonal skills, reflective practices, and the development of a belief system around issues of justice. Graduates will be able to effectively manage a safe, productive, learning organization for equitable, inclusive outcomes through the use of a systems thinking lens. Graduates will be able to build positive relationships with families and communities to understand their needs in order to ensure the transformation of educational systems to support each and every student. Graduates will be able to successfully and ethically lead, influencing the political and cultural landscape of the 21st Century around practices and policies that impact student learning. Graduates will be able to use a variety of strategies to successfully tackle the complex challenges faced by schools today. Program faculty are all experienced leaders who bring a balanced approach of learning opportunities that are based on adult learning theory and practical application of effective practices and policies that impact student learning. All faculty meet at least three times a year and participate in common training to ensure that our candidates receive instruction that has continuity and is grounded in our mission. Course syllabi were developed by members of the CCCOE Educational Services Division, including the Senior Director, Program Coordinator, Director 1, and also developed by local leaders within Contra Costa County, including a Special Education Director, Assistant Superintendent, and a recently retired Executive Director. Each course has outcomes based on the CAPEs, the PASC program mission, and the program outcomes to maintain consistency and build upon the knowledge and skills acquired in previous courses. Our program model provides 180 hours of in person Instruction, (18 Saturdays/7.5 hours per session; 24 hours of our intensive Leadership Learning Seminar (4 days/6 hours per day) , 72 hours of online learning between Saturday sessions, fieldwork opportunities that focus on equity driven leadership experiences, and mentoring and advisory work with faculty members.	PASC Program Handbook Program Courses Overview Course Syllabi - evidence of Program texts, course activities and Signature Projects EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637
The program includes both formative and summative assessments based on the California Administrator Performance Expectations (CAPE).	Throughout the 11 month program, formative assessments are used to support participants’ growth as they make their way towards proficiency, based on the program outcomes and CAPEs. During each course, individual and collaborative activities, projects, presentations, and writing activities assist faculty in monitoring and determining participants’ understanding of essential knowledge and skills. At the end of each course students are required to complete a Signature Project in which they demonstrate understanding of the identified essential standards, CAPEs, and corresponding performance expectations of the course. Faculty members review and grade each Signature Project associated with the course they teach, ensuring satisfactory understanding of the knowledge and skills necessary to meet the accompanying performance expectations. Each Signature Project provides an opportunity for feedback and growth. All Signature Projects will be uploaded into CANVAS as a part of the End of Program Portfolio, used as a summative assessment, shared at the Leadership Symposium . Participants will not be considered for program completion until all Signature Projects are accounted for in the participant’s End of Program Portfolio.	PASC Program Handbook - Grading, PASC End of Program Portfolio CCCOE PASC Graphic Depiction of Assessment Timeline Fieldwork Experience Log Program Overview - PASC End of Program Portfolio End of Program Requirements Course Syllabi with Signature Projects EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637
Program Standard Two: Collaboration, Communication, and Coordination

Each sponsor of an administrative services preparation program establishes one or more partnerships that contribute substantively to the design, implementation, quality and effectiveness of the program.	The Contra Costa County Office of Education's PASC program has partnered with National University to provide an optional masters program for our candidates. National University has also provided guidance on the development of our program, and continues to provide feedback and input around our program's quality and effectiveness. Through CCCOE's PASC Program participation in National University's Applied School Leadership Program, program leaders collaborate quarterly with other county office preliminary program leaders across the state, sharing ideas and practices around curricula, program structures, assessment, and Commission requirements. National University offers our participants the opportunity to earn their Master's Degree; therefore, we work closely with National to support participants in our PASC program. National University leaders are invited to faculty meetings, orientations, End of Program Leadership Symposium, and Leadership Learning Seminar. Our partnership with National University includes advisement in the development of our courses for both the year 1 PASC program and the optional year 2 Master's courses. Additionally we collaborate in the selection of instructors for the year 2 Master's Program, review participants' progress towards completion of our program on an ongoing basis, and partner in the review of each thesis to ensure successful submissions. Our participation in CTC's Quarterly PASC Coordinator Meetings allows our PASC program leadership the opportunity to interface with other PASC program leaders across the state, including leaders from National University. Initial bi-monthly meetings with National help us to ensure that we have a common mission and goal in terms of the quality and effectiveness of the CCCOE PASC program. Continuous improvement is at the core of the work we do throughout the Contra Costa County Office of Education. At the end of each course, participants are asked to complete a survey, assisting us in our data collection around program quality and effectiveness. End of program surveys are provided to all participants, as well. Faculty review data which includes end of program portfolios, program and course surveys, and faculty feedback, in order to monitor and adjust program components for optimum effectiveness. Survey data is shared with National University, as well. Additionally, The PASC Leadership Team meets throughout the year with members of the PASC Program faculty to review program design and course syllabi and to provide feedback on program quality and effectiveness. Our program is overseen by members of the PASC Leadership Team, who are overseen by the PASC Advisory Team. The PASC Advisory Team is made up of senior leaders within the Contra Costa County Office of Education as well as leaders throughout Contra Costa County, bringing a wide range of experiences, perspectives, and expertise. The PASC Advisory Team is overseen by the CCCOE Superintendent of Schools. Our oversight teams provide support around program design and implementation of program components and are critical partners around the quality and effectiveness of the program. The PASC Program Coordinator meets regularly with the Senior Director of Educational Services, who also sits on the Superintendent's Cabinet. Throughout the year the PASC program is an ongoing agenda item that is discussed in the Superintendent's Cabinet. Reports and updates are given to CCCOE Board members at public board meetings, as well.	CCCOE PASC Handbook Letter of Assurance as evidence of partnership with National University CCCOE Ed Services Organizational Chart- Evidence of partnership with National University CCCOE PASC End of Program Survey Sample CCCOE PASC Annotated List of Data Sources CCCOE PASC Graphic Depiction of Assessment Timeline CCCOE PASC Assessment Cycle Roles and Responsibilities PASC Leadership Team PASC Advisory Team
Partnership agreements are collaboratively established with each partner and clearly define roles and expectations of all partners sharing the responsibility for the implementation and success of the program.	Contra Costa County Office of Education serves 18 local school districts and the Community College District in Contra Costa County. Each district partners with the CCCOE and provides information to its staff members, encouraging future leaders to participate in the PASC program. Informational meetings are held for candidate recruitment, as well as for district leaders throughout Contra Costa County. Candidates partner with local school district leaders through their participation in course activities such as: shadowing and/or interviewing leaders (Course 633); observing local school board and community meetings (Course 633); participating in district professional development (Course 637); participating in site and/or district committees (Course 637) . School district personnel work with candidates to support Fieldwork experiences, as well as completion of course assignments. National University has also partnered with the CCCOE PASC program to provide a second year Master's program, as well as the opportunity for participants to earn units while participating in our PASC program. The close collaboration between National University and the CCCOE PASC program is crucial in supporting participants earning units and/or a masters degree. Not only do our program leaders meet with National University colleagues bi-monthly to ensure ongoing monitoring of program quality, but we also work closely to monitor participants' successful completion of all components of the program. National University and CCCOE PASC leaders work together to select instructors for the program, review course content for effectiveness, review evidence of students' classwork and Signature Project completion, and review survey data at the end of each course and at the conclusion of the program. Therefore, CCCOE and National University's partnership includes assistance in program design, assessment, and through analysis of feedback regarding program effectiveness.	Letter of Assurance EDA 633Syllabus EDA 637 Syllabus Fieldwork Experience Roles and Responsibilities Candidate Recruitment and Program Completion Monitoring Sample CCCOE Dateline. January 2020 Communications Site/District Fieldwork Supervisor Responsibilities Faculty Advisor Responsibilities
Partners, such as advisory committees, school districts that facilitate field experiences, higher education institutions, community organizations, and other stakeholder groups establish productive working relationships, coordinate joint efforts, and communicate regularly and openly.	Our partnerships with local school districts, National University, other county sponsored preliminary administrative services credential programs. and community stakeholder groups are crucial to the success of the PASC program. Our PASC Leadership Team draws from organizations across our county, and includes current leaders, community members from various organizations, and retired leaders who are willing to partner around our mission. Our PASC Advisory Team is made up of PASC faculty advisors who work directly with school district leaders and National University faculty throughout the 11-month program to support candidate participation in fieldwork, as well as successful completion of course activities. Open and regular communication is crucial to the successful support of our candidates. Initial meetings occur with PASC leaders and National University leaders. PASC leadership participates in CTC's Quarterly PASC meetings to collaborate and communicate regularly with other PASC partners across the state. School site and district leaders partner with CCCOE to foster leadership from within their organizations. District and site leaders are encouraged to attend our informational meetings each year, however PASC faculty is always willing to go to school sites or district offices and provide more local informational opportunities, as well. National University Faculty participates in all recruitment meetings, providing information on how participants can earn units, earn their Master's Degree, and provide information on financial aid. Partner feedback is solicited to assess program quality and effectiveness. At least once a year local leaders from throughout Contra Costa County are invited to provide feedback through electronic communications. Additionally, feedback is shared with our partners at National University.	PASC Stakeholder Involvement, Program Plan,Timeline At A Glance showing recruitment partnerships Fieldwork Experience Roles and Responsibilities - evidence of district partnerships Applied School Leadership Program - website showing partnerships with county offices of education CCCOE Communications CCCOE PASC End of Program Survey Sample - evidence of ongoing feedback from partners Partnership Responsibilities
Partners share responsibility for program quality; candidate recruitment, selection, and advisement; curriculum development; delivery of instruction; selection of field sites; design of field experiences; selection and preparation of field experience supervisors, and assessment and verification of candidate competence.	Our collaboration with program partners is invaluable. Throughout the development of our program we have relied on the input and feedback from local leaders throughout our county. Additionally we have sought out the expertise of other PASC program leaders across the state, CTC experts, as well as our partners from National University. This ongoing support and collaboration is highly impactful in all aspects of our program, including but not limited to the design and content of our program in terms of the competence and preparedness of our graduates. Feedback that is garnered through surveys, annual meetings, and through face to face communications with partners is welcomed and solicited in order for us to participate in our own cycle of continuous improvement. Collaboration with site and district leaders supporting candidates throughout their fieldwork and course studies is important in terms of ensuring that candidates are mentored by effective leaders. This 360 degree view gives program leadership the robust perspective needed to ensure that every aspect of our program is of the highest quality. Our practices around the recruitment, selection, and advisement of candidates is an additional area of feedback solicited and analyzed through our community partnerships. All data received is reviewed and shared with National University leaders and other county and district partners, as appropriate.	Focus Meeting Charts - Chart 1, Chart 2, Chart 3 - Sample feedback from local leaders CCCOE PASC Graphic Depiction of Assessment Timeline - Showing site/district collaboration Stakeholder Involvment Program Plan - Showing Faculty Meetings and Topics Fieldwork Experience Roles and Responsibilities
Program Standard Three: Development of Professional Leadership Perspectives
By design, the administrative services preparation program facilitates each candidate’s development of a professional leadership perspective through learning activities that promote leadership and interpersonal skills.
The program curriculum and pedagogies are designed to engage candidates in learning activities that require the ability to diagnose the causes of organizational problems at both macro and micro-organizational levels (e.g., system-wide and individual).	Contra Costa County Office of Education's PASC program is designed to help candidates gain experiences that provide practical application of the CAPEs, as well as engage in theoretical study that deepens their abilities to effectively serve as educational leaders. Our curriculum is developed in a sequence where course content and experiences build upon one another. Each course embeds activities that help candidates to make meaning through inquiry and reflection, designed around adult learning theory. Each course includes virtual experiences within a professional learning community model, in-person collaborative activities based on the course content, and participation in inquiry and reflective activities to deepen each candidates personal belief system around issues of equity. Our five textbooks are utilized during each course, ensuring that the elements of our program's mission are a common thread within each learning opportunity. Each course has a culminating activity, the Signature Project, that allows students to demonstrate their knowledge and skills around organizational effectiveness that supports the needs of all students. Throughout the program, candidates become proficient in analyzing multiple data sources, deepening their understanding of the importance of the critical diagnosis of program strengths and needs in vision and goal development for social justice. Candidates learn to utilize a cycle of improvement, looking at the strengths and needs of systems. During Course 631, Developing and Implementing a Shared Vision, candidates have opportunities to work through cycles of inquiry, actively engaging in the plan, do, reflect/study, act processes that are required to continuously improve teaching and learning and school goal outcomes. Candidates will understand how to develop systems and utilize critical inquiry practices that engage stakeholders in gathering, analyzing, and sharing data that assesses and monitors program effectiveness. Course 632, Instructional Leadership, will deepen candidates' understanding of the role of instructional leader through collaborative and supportive practices that focus on relationships and critical conversations that address organizational issues. Candidates will be able to use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning for equitable and inclusive outcomes. Course 633, Organizational and Systems Leadership, helps candidates continue to gather and analyze data so they can identify site and student needs and learn how to effectively align fiscal, human, and technological resources to support student safety, learning, and well-being. During this course candidates will deepen their understanding of practices that perpetuate systemic biases and practices that address inequity and discriminatory practice, both at a macro and micro level. During Course 634, Family and Community Engagement, candidates will engage in activities to deepen their understanding of educational law and policy, and its impact on students, staff and community. Throughout the course, candidates learn best practices for engaging families and communities and for developing systems and practices of critical inquiry to reflect upon and engage staff and stakeholders around the assessment of inclusive, equitable programs and instructional practices. Course 635 focuses on Professional and Personal Ethics for leadership, and candidates participate in personal reflection activities centered around practices that break down institutional barriers and achieve equitable and inclusive outcomes for all students. During this course, candidates engage in study that increases their awareness of how educational law has been impacted by historical trends and issues that have then impacted equitable and inclusive outcomes for all students, including policies affecting special education students and students in underrepresented student groups. Course 636, Leadership Perspectives: External Context and Policy, deepens this work through additional study of educational policy and law. Candidates participate in activities that analyze the affects of such policies and practices in all parts of the educational system that are influenced by political, social, economic, legal and cultural factors. Finally, through our fieldwork course, Course 637, Equity Driven Educational Opportunities, candidates participate in field experiences in an educational setting that are tied directly to some aspect of social justice in order to apply their knowledge and skills around practices promoting equity within our communities. Candidates learn to analyze and diagnose systemic issues both from a local level through their fieldwork experiences, as well as deepen their understanding of the "bigger picture" perspectives through learning experiences .	Course Syllabi - EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637 Evidence of activities diagnosing organizational problems
The program provides multiple opportunities for candidates to apply skills of reasoned and objective inquiry to analyze complex problems and propose effective solutions considering the political context and its implications.	Critical inquiry is at the core of our program's design. Through cycles of inquiry around educational issues, our candidates develop skills that allow them to think critically and tackle complex problems using a systems-thinking lens. In Course 631 and then again in 633, candidates explore Michael Fullan's work around becoming a "District and Systems Player", using data analysis and critical inquiry to then partner within the system for change. In this same course, candidates become proficient in their understanding and analysis of the multiple types of data that provide perspectives around students outcomes. Demographic and assessment data are analyzed in various ways throughout our program, helping students to understand the impact of cultural, political and social contexts impacting a just system. Through activity based experiences, candidates study and utilize the practices of improvement science within each course, by participating in cycles of improvement not only around the problem of practice identified in Course 631, but also as a supervisor of teaching and learning in Course 632, and as a member of a larger organization during "systems unpacking" in Course 633. Each course has students connect their own experiences to create contextual understanding through interviews, shadowing, and job-embedded practical leadership experiences.	Course Syllabi - EDA 631 EDA 632 EDA 633
In addition, the program ensures candidates understand environmental contexts, organizational culture, intra-organizational systems, and their influence on human behavior and educational outcomes.	The leadership behaviors and concepts from James Kouzes and Barry Posner's book, The Leadership Challenge, are woven throughout each course and provide a study of the behavioral and cultural impacts on student learning. Candidates deepen their own reflection on their emotional intelligence through activities and learning opportunities focused on relationship and trust building, such as the Emotionally Intelligent Principals article in Course 635. Our program embeds the cross alignment of cultural proficiency and leadership. Candidates utilize DuFour's book, Learning by Doing, and Noguera's book, Excellence Through Equity, throughout each course to study organizational policies within larger educational systems and the many forces that influence practices that ultimately impact outcomes for students. In Course 633 candidates study organizational systems and the various influences that impact organizations while analyzing the system they currently work within through the Signature Project of unpacking their own school system. Through their own personal "deep dive" around bias and systemic racism in Course 635, and our text set around equity and bias in Course 634, candidates reflect upon their belief systems and understand how these impact students and families.	Course Syllabi - EDA 634 EDA 635
Finally, the program builds leadership perspective through learning activities that expose candidates to both the internal and external influences, relationships, resources, and opportunities that can engender and support the vision and mission of the school and district.	Our coursework provides candidates a variety of learning opportunities that focus not only on the analysis of multiple programmatic strengths and needs in terms of vision and goal development within their own educational structures, but also leads candidates through critical inquiry of the greater educational community. Experiences that build an understanding around policies and practices that impact students helps develop a greater foundation that leads to deeper systems-thinking. Throughout the program, candidates learn about internal and external influences, such as in Course 631 when candidates delve into the importance of being a systems player and deepen their understanding of organizational structures. Additionally, candidates participate in a resource analysis in Course 633, which helps them understand the multiple influences and perspectives that school leaders must understand. In this same course, candidates participate in inquiry stations that take them through a study of both policies and practices that have promoted bias and discriminatory practices as well as policies and practices that promote equity inclusivity. During Course 636, candidates learn about educational law and the importance of grounding one's vision in equity and serving as an advocate for all students, especially when faced with the influence of political perspectives. In addition to faculty instructors, courses may bring in experts around course content, widening their perspectives through other's experiences. Our mission states that "Our emphasis on continuous improvement through a systems thinking lens provides candidates the skills and knowledge needed to tackle the complex challenges faced by schools today. We are committed to supporting and nurturing leaders who utilize relationships and their understanding of their community’s needs to transform their educational systems - systems that ensure equitable, inclusive outcomes for each and every student served. With a focus on instructional leadership embedded throughout our coursework, leaders develop a belief system around issues of justice, and a deep understanding of practices and policies that impact student learning."	Course Syllabi - EDA 631 EDA 633 EDA 636
Program Standard Four: Equity, Diversity and Access

By design, the administrative services preparation program provides each candidate with an opportunity to understand and apply theories and principles of educational equity within the educational context, for the purposes of creating more socially just learning environments.	The Contra Costa County Office of Education's PASC program is steeped in a philosophy centered around social justice. Throughout each course, the principles of equity are woven into readings, activities, discussions, and personal reflections, in order to provide opportunities for candidates to deepen their understanding around socially just learning environments. In Course 631, Shared Vision, candidates use an equity lens to examine multiple data sources, deepening their understanding of the importance of collaborative goals development that focuses on equitable and inclusive outcomes. Candidates learn how to utilize multiple data sources, such as observational data, assessment data, discipline data, engagement data, etc., to identify areas of need as well as strengths and assets of the community. This deep dive into data leads candidates to the identification of an equity gap and the understanding of programs and practices that close achievement gaps, especially for those populations that are vulnerable and historically underrepresented. These experiences also prepare them for the CalAPA. Resources such as the California English Learner Roadmap and other program texts help candidates to deepen their knowledge of practices successful in supporting effective instruction for all students. In Course 632, Instructional Leadership, candidates study the impact the instructional leader has on teaching and learning that ensures equitable outcomes. This course launches into the practice of critical conversations around issues of culture and race to guide, support, and monitor the teaching and learning that results in equitable and inclusive outcomes for students. Readings from Shattering Inequities and Excellence Through Equity are partnered with podcasts from Sharocky Hollie's CLR work around cultural proficiency, to deepen candidates' understanding of practices that support the teaching, learning, and engagement of marginalized populations in order to lead impactful work that serves vulnerable student groups. Course 633 leads candidates through study and analysis of practices to deepen their understanding of the complex interactions of educational systems from various contexts and the importance of being systems collaborators to maximize resources for equitable outcomes. Candidates learn to identify institutional biases and discriminatory practices that are found within educational systems, and they will study and reflect upon practices that address these inequities in order to achieve equitable learning opportunities for all students, with an emphasis on serving marginalized populations. Course 634 builds upon practices that foster family and community collaboration through trust building and facilitating relationships. Candidates will become familiar with community resources and services to support the greater needs of families and the community and to improve outcomes for all students in way that recognizes and builds upon the strengths and assets of the community. In Course 635, candidates grow their understanding of practices that break down institutional barriers and widen their perspectives around the change process within systems and organizations to successfully serve all students. Growing their knowledge around ethical uses of data that inform decisions within the cycle of continuous improvement, candidates begin to apply systems thinking theories around educational systems that have been proven to successfully serve all students. Candidates create a professional learning plan that supports their ongoing growth around issues of equity and integrity to serve all students in a just way. Throughout Course 636, candidates engage in a study on how education policy affects all parts of the educational system and is influenced by political, social, economic, legal and cultural factors. In order to become agents of change and equitable leaders, candidates will understand how educational law has been impacted by historical trends and issues that have perpetuated bias and discrimination and impacted outcomes for all students. Program graduates are well equipped to serve as leaders in any school community. Throughout the PASC program they develop skills for utilizing multiple systems of support to ensure that the learning communities they work within serve all students. Evidence of candidate achievement of outcomes is demonstrated during online PLC learning opportunities, during in-person class activities and is evidenced in Signature Project content.	PASC Program Vision and Mission Course Syllabi. - EDA 631 EDA 632
Through coursework and fieldwork, candidates:
(a) examine their personal attitudes related to issues of privilege and power in different domains including race, gender, language, sexual orientation, religion, ableness, and socio-economic status;	Through course readings, PLC activities, in-person course activities and projects, candidates engage in multiple learning opportunities around privilege and power. Each course builds upon the previous in terms of developing candidates' cultural proficiency. As candidates examine their own biases, learn about educational history that includes policies that have exacerbated bias and racism, and throughout their own self examination, they create their own personal learning plan, which is presented at the end of EDA 635. Candidates reflect upon and grow their own belief system around leadership for justice through building their own knowledge and skill base related to white privilege, woven into each course content. Through the use of a "text set" model that incorporates multiple types of media, Courses EDA 632 and EDA 634 lead candidates through personal examinations of their biases, beliefs, and attitudes around various domains. Additionally, materials from Tolerance.org are utilized to support personal and group reflection, such as the "Test Yourself for Hidden Bias" survey that candidates take during Course 634. Candidates share their equitable leadership journey as a final project in EDA 636,	Course Syllabi - EDA 631 EDA 632 EDA 634 EDA 636 Link to Test Yourself for Hidden Bias
(b) learn ways to analyze, monitor, and address these issues at the individual and system level;	Through course and fieldwork experiences, candidates learn how to develop systems and utilize critical inquiry practices and reflection to personally engage and to engage stakeholders in gathering, analyzing, and sharing multiple sources of data that assess and monitor program effectiveness/instructional strengths and needs based on issues of equitable outcomes for students, such as outlined in Course 631. In Course 633, candidates study and deepen understanding of how these efforts lead to the development of a school plan that is grounded in a common purpose and aligned to the school’s vision. Through candidate online PLC work, as well as during the in-person course activities, candidates study models of success and learn strategies that address issues of equity both at an individual level, as well as at a systems level.	Course Syllabi - EDA 631 EDA 633
(c) understand how explicit and implicit racial bias impacts instruction, classroom management, and other school policies;	Breaking down institutional bias and the barriers that inhibit student success is embedded into each course and is a component of our program's mission. Candidates develop an in-depth understanding around racial bias and its impact on student outcomes through activities that are woven into each course, both in online PLC work and during in-person classwork. For example, during Course EDA 631 - Shared Vision, candidates study the importance of including multiple perspectives when collaborating around vision development in order to break down barriers that lead to discriminatory practices. Candidates look at multiple sources of data, including discipline practices, school climate data, and demographic data, to understand practices that support/do not support all students. During Course EDA 632 - Instructional Leadership, candidates focus on racial bias and practices that impede student success by reading articles such as Microagressions in the Classroom. and Candidates practice having courageous conversations with staff around issues of bias and learn how to collect data and evidence to support changes in teaching practice that result in improved outcomes for all students, especially historically underserved student groups. As candidates progress through their course of study, they understand policies and practices that have impacted discriminatory practices that create barriers to success for vulnerable and marginalized students. This occurs in all courses, as our focus on social justice is woven throughout each course.	PASC Program Vision and Mission Course Syllabi - EDA 631 EDA 632 Article Microaggressions in the Classroom
(d) come to understand the role of the leader in creating equitable outcomes in schools.	From candidates' first introductory course on visionary leadership, Course 631,the role of leadership around ensuring equitable and inclusive outcomes is emphasized. Candidates do a deep dive into MTSS and how to monitor growth through multiple data sources in order to ensure equitable outcomes. Our mission states, "We are committed to supporting and nurturing leaders who utilize relationships and their understanding of their community’s needs to transform their educational systems - systems that ensure equitable, inclusive outcomes for each and every student served. With a focus on instructional leadership embedded throughout our coursework, leaders develop a belief system around issues of justice, and a deep understanding of practices and policies that impact student learning." This focus on equitable and inclusive outcomes, as well as a study of the impact of bias and discrimination, occurs early on in our program and continues to be emphasized throughout each course. During Course 632, candidates participate in an activity around Ann Blakeney Clark's article focusing on "Strategic Staffing for Equitable Outcomes", found in the program textbook, Excellence Through Equity. Later in the same course, candidates take a closer look at some examples of schools who have made a significant impact on creating equitable outcomes in the readings "Focusing on Equity Propelled Us from Good to Great" and "Equity and Achievement in the Elementary School", both found in the program textbook, Excellence Through Equity. Candidates continue to follow their study of leading for equity in various other ways, such as during Course 634 when candidates study the CA English Learner Roadmap. In this course, candidates focus on Principle 1 to understand an "assets-based approach" in supporting communities.	PASC Program Vision and Mission Course Syllabi - EDA 631 EDA 632 EDA 634
The program provides opportunities for candidates to learn:
a)how to identify, analyze and minimize personal bias	Candidates participate in studies around implicit and explicit bias, both within the educational context and beyond. Through course readings, multi-media text sets, and activities such as Tolerance.org's Hidden Bias Survey and Elena Aguilar's Core Values activity in Course 632, candidates become deeply aware of their own biases. Our coursework requires candidates to do a personal "deep dive" around equity and bias, and each course layers in activities that build candidate's cultural competence. Candidate's participate in their own personal vision of equity throughout the course, deepening their understanding around their own biases so that they can effectively serve all students. In Course 636, candidates prepare a presentation around their own journey of equity, outlining their own cultural proficiency journey and culminating with practices and actions they will take to ensure equitable outcomes as a leader.	Course Syllabi - EDA 632 EDA 636 Elena Aguilar's Core Values Activity Link to Test Yourself for Hidden Bias
b)how policies and historical practices create and maintain institutional bias	Our course of study provides candidates the historical perspective of systems and practices that have perpetuated discriminatory practices and have created unequal learning opportunities, especially for students of color, English learners, and students with special needs. ~~inhibit the success of students.~~ In Course EDA 633, candidates understand and learn to identify institutional biases and discriminatory practices that are found within educational systems, and they study and learn about practices that address these inequities through an inquiry station model. This work is carried on throughout our courses, such as in Course EDA 635-Personal and Professional Ethics, where candidates participate in activities that entail personal reflection around their own development of leadership practices that break down institutional barriers for the achievement of equitable and inclusive outcomes for all students. Our program mission is to develop leaders for social justice. As leaders for equity, our participants learn about how to use data and evidence to lead conversations with staff and communities around institutional bias, privilege, and discriminatory practices and to lead with an assets-based lens.	Course Syllabi - EDA 633 EDA 635
c)how leaders can address and monitor institutional-level inequity.	As candidates deepen their understanding of the change process within systems and organizations, they will understand the relationship between ethical uses of data that inform decisions within the cycle of continuous improvement and those decisions leading to educational systems that successfully serve all students. This focus begins in our first course, Course 631 - Shared Vision. In this course candidates go through several types of data analysis such as the FIA as part of their MTSS deep dive. Candidates will deepen their understanding of the change process within systems and organizations throughout our program and become knowledgeable of how to engage in a cycle of improvement. In Course 636 - Leadership Perspectives, the course focuses on educational policy and how all facets of the educational system are influenced by political, social, economic, legal and cultural factors. Candidates will understand these relationships and how impactful the intersection of these influences is upon ensuring that outcomes for students are equitable.	Course Syllabi - EDA 631 EDA 636
The program prepares candidates to improve schooling for all students with an emphasis on vulnerable and historically underserved students by examining teaching, learning, student engagement, student discipline, school culture, family involvement, and other programmatic supports in the school for the purposes of providing effective instruction and equitable access for all students.	Throughout our coursework, the knowledge and skills needed to improve educational outcomes for all students is at the forefront. ~~Whether through our teaching and learning~~ Throughout Course EDA631 we emphasize the ethical use of multiple data sources to create a shared vision of equity. Participants do a deep dive into three years of data from their school site and examine the supports and strengths, as well as equity gaps occurring. Throughout this process participants focus on data around student groups, particularly those populations who are vulnerable and historically underrepresented, including English Learner populations and students with special needs. Candidates learn how to collaborate with school communities to develop a common goal of support for all students. Our coursework utilizing the California English Learner Roadmap focuses on the roadmap's core principles, including Principle #1, Assets Oriented and Needs Responsive Schools. We delve into the EL Roadmap's latest toolkit for administrators (California Together) and examine successful practices that are inclusive and equitable. This work continues in Course EDA 632, where participants take their equity gap plan to a deeper level and drill down into strategies and supports that have successfully improved achievement for all students. Participants put instructional leadership into practice by participating in professional development opportunities, leading study of practices that close the achievement gap, and preparing for the CalAPA. Candidates participate in classroom observations, growing their understanding of practices and programs that support all students, especially those who are historically underserved. This preparation for the CalAPA prepares candidates to further their vision of leading for equitable outcomes that support all students. ~~nted schools and communities~~ By participating in an in depth study of school systems and practices that have contributed to bias and discrimination of particular student groups in Course EDA 633, candidates develop an understanding of how to be a change agent, especially in terms of systems and policies that support the achievement of historically underserved students, such as students with special needs. Through the use of inquiry stations, candidates explore policies/practices, such as IDEA, to deepen their historical of practices that address systemic inequities. This continues into Course EDA 634, where candidates focus on community and family involvement and how to best support the needs of the community. Through participation in an equity, bias, privilege text set, candidates participate in a series of activities that deepen their awareness of privilege and bias. Candidates focus on equity gaps, such as those of English learners and students with special needs, as well as strengthening their focus on the assets of the community. Throughout Courses EDA 635 and EDA 636 our candidates dovetail their own personal biases and reflect upon practices and policies that support all students. A history of education law takes candidates through our nation's history of education, studying various experiences, such as special education law, history of schooling for African American students, etc. Finally, in Course EDA 637 our students put these theories into practice through field experiences within diverse environments, deepening their understanding of practices that successfully serve all students. (Course 634), or when learning how to have difficult conversations around instructional practices that support or do not support all students (Course 632), candidates learn and grow their skills around practices that impact equitable and inclusive outcomes for all students.	Course Syllabi - EDA 631 EDA 632 EDA 634
The program ensures candidates understand pedagogical approaches that recognize the importance of building on students' strengths and assets as a foundation for supporting all students, especially historically underserved students including English learners and students with special needs.	Our assets building philosophy is emphasized throughout coursework that supports candidates with understanding and developing the knowledge and skills needed for successful leadership. Two of our program texts, The Leadership Challenge and Rethinking Teacher Supervision and Evaluation, focus on the interpersonal relationships needed to build a learning community that impacts all students. In addition to utilizing an assets building approach with students, our program also emphasizes the importance of asset building practices with families and with staff in order to effectively lead for equity, Course 634.	Course Syllabus - EDA 634
Program Standard Five: Role of Schooling in a Democratic Society

By design, the administrative services preparation program provides each candidate with an opportunity to critically examine the principles of democratic education and the responsibilities of citizenship.	Contra Costa County Office of Education's PASC program is grounded in the development of the essential behaviors that leaders employ and supports candidates’ understanding of the importance of creating an environment of trust, modeling ethics and integrity to inspire, and uniting communities around a common goal of equity. These behaviors are emphasized in our study of The Leadership Challenge, which focuses on the principles and responsibilities of a democratic system. Our additional core text, Excellence Through Equity, is also an integral part of each course, supporting the critical thinking and inquiry skills of equity-minded candidates. The opportunity to critically examine the principles of education within a democratic society is most apparent throughout our online PLC sessions. To deepen their understanding of civic responsibility, candidates work through scenarios and problem solve issues to examine our educational systems from multiple perspectives.	Course Syllabi showing course texts and associated activities. EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637
This includes the moral imperative to provide all students with the best possible education.	Our mission states that "we are committed to supporting and nurturing leaders who utilize relationships and their understanding of their community’s needs to transform their educational systems - systems that ensure equitable, inclusive outcomes for each and every student served." This is evidenced throughout our ~~PLC online~~ coursework, beginning with our very first course, EDA 631, which focuses on utilizing data to uncover strengths and gaps in order to develop a community vision of equitable outcomes for all students. In Course EDA 632, selected readings from Shattering Inequities illustrate the importance of a leader's commitment to ensuring that all students are provided access to high level learning opportunities. As candidates move through the program, each course deepens candidates' belief systems around the commitment to optimizing the educational system for all students. In course EDA 635, candidates participate in activities focused on policies and practices that break down institutional barriers for the achievement of equitable and inclusive outcomes for all students. In EDA 636, Leadership Perspectives: External Context and Policy, candidates participate in a study of educational law coupled with the historical background of issues and trends in education in order to develop a greater understanding of policies and legal issues that impact educational systems so that they may learn how to disrupt barriers to equitable outcomes for all students. Our ongoing PLC work is rich with opportunities for candidates to collaborate with colleagues from diverse backgrounds as they participate in scenario based activities that demand dialogue and analysis of situations that lead to a deepened understanding of leading within a democratic system. ~~as well as in each and every in-person learning experience throughout our program.~~ Each program text was chosen specifically for not only its core content, but also to support leaders in building a vision around equitable outcomes for all students.	PASC Program Vision and Mission Course Syllabi showing course activities and readings EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637
The program prepares each candidate to understand the role of the school in preparing K-12 students to actively and productively engage in civic responsibility and to identify and critically analyze the variety of ideas and forces in society that contribute to (or constrain) a democratic society.	Our program is dedicated to preparing leaders to ensure equitable outcomes for all students, TK-12. This includes respecting the goals and aspirations of families and understanding the multiple contexts that impact community engagement. ~~Throughout our program~~, Within each course, candidates learn various problem solving and facilitation strategies and practices, including their active involvement in cycles of inquiry. Throughout each course, candidates study the tenets of MTSS, Multi-Tiered Systems of Support, which helps them understand the responsibility to support all aspects of their students' needs. More specifically, in Course 633, candidates explore the various interrelationships that exist across/within school systems and understand how to identify, align, and optimize these resources for staff and student health, safety, academic learning, and well-being. The Signature Project of this course has candidates participate in a “systems analysis” by “unpacking” their school system from federal to state to county to local resources in order to understand and analyze the various societal influences across school systems. Candidates participate in activities and projects throughout the program that deepen their knowledge around practices that prepare our K-12 students to productively engage in their civic responsibilities. For example, in EDA 632, candidates are involved in topic specific modules on listening and giving feedback, which incorporate tenets of Restorative Justice and deepen their knowledge around instructional strategies and practices that build community within a democratic society. In EDA 634, candidates engage in a multi-media text set that focuses on bias, white privilege, and justice and involves dialogue from multiple perspectives that contribute to our democratic system. Throughout EDA 636, candidates build their understanding of the political and social components of educational policy within a democratic society through readings, field experiences such as attending a school board meeting, and class projects. Additionally, throughout the program candidates are involved in scenario-based activities in their PLCs that tap into ethical decision making and deepen their understanding around the impact leaders have on ensuring equitable practices, especially when political forces are at play.	Course Syllabi showing the ongoing study of EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637
The program includes opportunities for candidates to learn how historical and philosophical influences, state and federal policy decisions, and prevailing educational practices impact schooling.	Our candidates learn about educational policies and legal practices that influence education, both past and present, to best envision an equitable educational future. Course 633 has candidates studying practices from a local perspective, researching the policies of their own LEA, while studying a broader history through a state and local perspective of educational policy. Additionally candidates participate in Inquiry Stations in order to study historical policies and practices that have impacted educational experiences for students. Course EDA 636 focuses on education policy, and how all facets of the educational system are influenced by political, social, economic, legal and cultural factors. Candidates will understand these relationships and how impactful the intersection of these influences are to ensuring that outcomes for students are equitable and inclusive as they engage in selected readings, podcasts, and activities that demand critical analysis of political and social forces relative to our educational systems.	Course Syllabus - EDA 633
In addition, the program prepares administrators to establish civility through an organizational culture that promotes constructive problem solving, conflict resolution strategies, and application of ethical behaviors.	Through our online PLC work, as well as through our in-person coursework, candidates learn a variety of strategies for program development, facilitation practices, and problem solving. These are approached from multiple angles, depending on the course content, and support the understanding of democratic education. Each course builds historical understanding into the content, which is coupled with foundational content around leadership skills and how this background is important in developing multiple perspectives for leading in the future. For example, in Course EDA 632, Instructional Leadership, candidates learn about employment and supervisory practices within the parameters of unions and employment law. They study and practice how to give feedback and how to engage in courageous conversations that break down barriers and foster positive change. Additionally, during Course EDA 634, candidates learn conflict resolution skills both from a student climate perspective as well as from the adult collaboration perspective. In Course EDA 635 is titled Personal and Professional Ethics for Leadership. In this course, candidates examine their belief systems and grow their own personal leadership capacity in order to tackle complex challenges facing schools today. Through research, reflection, and goal setting. candidates participate in a series of scenario activities to deepen their problem solving skills. Guest speakers bring experiences and additional learning opportunities to many courses around topics such as collective bargaining, working with labor unions, and compliance. All of our courses and readings have an underlying focus around ethical leadership, which is at the core of our mission.	Course Syllabi - EDA 632 EDA 634 EDA 635
Category 2 - Curriculum
Program Standard Six: Preparing Candidates to Master the Administrator Performance Expectations (CAPEs)
The California Administrator Performance Expectations describe the set of professional knowledge, skills and abilities expected of a beginning level practitioner in order to effectively lead a school community in educating and supporting all students in meeting the state-adopted academic standards.
The California Administrator Performance Assessment (CalAPA) is an assessment designed to ensure preliminary credential candidates have demonstrated satisfactory knowledge and understanding of the California Administrator Performance Expectations.
The program’s organized coursework and clinical practice provide multiple opportunities for candidates to learn, apply, and reflect on each California Administrator Performance Expectation (CAPE). As candidates progress through the program, pedagogical and andragogical assignments are increasingly complex and challenging.	The Contra Costa County Office of Education's PASC program is grounded in the CAPEs. Candidates work through a developmentally progressive course of study that leads from theory to practical application. Each course builds upon the previous course content, with key principles woven into each course: equity and bias, relationships and trust, improvement science, systems thinking, and shared purpose and vision. Adult learning theory and andragogical approaches are at the core of course development, taking into account the varying environments and thus, differing contexts within which our candidates work.	CAPE Course Alignment Narrative Description of Research Base Course Syllabi EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637
The scope of the pedagogical and andragogical assignments (a) address the CAPE as they apply to the credential	Each course prepares candidates for acquisition of the CAPEs through hands-on activities, collaborative projects, personal reflection, and personalized learning opportunities. Each activity builds an understanding and helps with the ongoing development of a belief system that is foundational to ensuring successful outcomes for all students.	CAPE Course Alignment Course Syllabi showing course descriptions and outcomes EDA 631 EDA 632 EDA 633 EDA 634 EDA 635 EDA 636 EDA 637
and (b) prepares the candidate for the California Administrator Performance Assessment (CalAPA) and other program-based assessments.	All courses provide content that prepares our candidates for the CalAPA. Course 631 focuses on analyzing multiple data sources in order to develop a shared vision. This introductory course is the beginning preparation for all three CalAPA cycles, and most specifically for preparation for Cycle 1 when candidates develop an equity plan to address a problem of practice. As candidates make their way through Course 632 - Instructional Leadership, they build skills for Cycle 1 and prepare themselves for Cycle 2. Our online PLC work models the learning communities that candidates facilitate for Cycle 2. Coursework from Course 632 - Instructional Leadership also focuses on supervision and the observation cycle and prepares candidates to complete Cycle 3. Our course text, Rethinking Teacher Supervision and Evaluation, leads candidates through models of supervision and strategies for providing feedback, both which address the outcomes of Cycles 2, 3. Each of the additional courses builds upon the previous, ultimately preparing all candidates to successfully complete Cycles 1 - 3. Our online PLC work provides opportunities to practice the skills needed for successful completion of all three CalAPA cycles. Our fieldwork course, Course 637, supports candidate preparation for the three CalAPA cycles through coursework that focuses on the elements of the CalAPA and through practical leadership experiences documented in the Fieldwork Experience Log.	Course Sequence and Sessions Course Syllabi - EDA 631 EDA 632 EDA 637 Fieldwork Experience Log
As candidates progress through the curriculum, faculty and other qualified supervisors assess candidates’ performance in relation to the CAPE and provide formative and timely performance feedback regarding candidates’ progress toward mastering the CAPE.	Each course is taught by experienced leaders who bring significant expertise around the area of study and provide ongoing and timely feedback to candidates throughout the course in order to grow the knowledge and skills needed in that area of focus. For program continuity in both philosophical and practical content, faculty members attend at least three faculty meetings each year and actively facilitate portions of the Leadership Learning Seminar. Faculty calibrate rubrics for the Signature Projects of each course so that all staff maintain high standards. Faculty fieldwork supervisors also serve as critical friends who provide necessary feedback and input into the candidate's performance. All faculty are well versed in the CAPEs, which serve as the guidepost for leadership readiness.	Course Sequence and Sessions Faculty Advisor Responsibilities Faculty Job Description Annotated List of Data Sources showing ongoing feedback cycles Assessment Roles and Responsibilities
Category 3 - Field Experiences in the Program
Program Standard Seven: Nature of Field Experiences

In the administrative services preparation program, candidates participate in practical field experiences that are designed to facilitate the application of theoretical concepts in authentic settings.	Throughout the program, candidates work with their faculty advisors to participate in experiences within their school district, as well as in surrounding schools in order to gain a broad perspective of socioeconomic and cultural diversity. Sessions for course EDA 637 - Equity Driven Educational Opportunities, are spread across the 11-month program so that candidates have opportunities to obtain leadership experiences and then reflect upon their practices with faculty, thus ensuring that fieldwork experiences are in line with the acquisition of each of the CAPEs. Fieldwork advisors work with candidates, ensuring that their program and fieldwork experiences do not just occur at their own school site, but also occur in schools with diverse student populations and achievement gaps. A Fieldwork Experience Log is kept throughout the program and is used to document and analyze fieldwork experiences. Additionally, candidates participate in a more extensive fieldwork project. Each candidate identifies, through an in-depth data analysis, a problem of practice. They then participate in a cycle of inquiry to address inequities identified. With the guidance of their advisor and site supervisor, participants follow the “investigate, plan, act, and reflect” process and apply the theoretical concepts of improvement science within an authentic educational setting. The mission of our PASC program focuses on social justice and therefore students not only participate in course activities that build a greater understanding of institutional barriers that have created inequity, such as in course EDA 635, but they also do extensive work around practices that break down barriers and examine those strategies that positively impact all students, especially our most vulnerable student populations. In each course students are assigned a new PLC with whom they work throughout the course. These professional learning communities are carefully created by PASC faculty members to ensure that participants work with colleagues from a varied range of school populations, ensuring additional understanding around cultural and socioeconomic diversity. Group projects and collaboration within the PLCs helps candidates to better understand the diversity of our county and helps prepare our candidates to lead across all populations.	Program Handbook- Fieldwork Projects , Course Sequence and Sessions Course Syllabus - EDA 637 Fieldwork Experience Log
Each candidate is introduced to the major duties and responsibilities authorized by the administrative services credential as articulated in the Performance Expectations.	The work-embedded fieldwork experiences in which our candidates engage provide them the opportunity to grow their leadership skills with the support of a faculty advisor and experience the leadership actions identified in the CAPEs. Fieldwork experiences occur with leaders from a variety of settings so that candidates deepen their understanding of various cultures and populations. Some examples of how the CAPEs are addressed throughout the program in terms of field experiences are as follows: CAPE 1: Candidates will analyze multiple data sources within their district and/or work place and identify a problem of practice. Candidates will participate in a cycle of inquiry and utilize the investigate, plan, act, reflect process. CAPE 2: Once a problem of practice has been identified, candidates will work with a PLC to provide learning opportunities to address the problem of practice. Candidates will facilitate a Professional Learning Community meeting, focusing on practices that address the identified problem of practice. CAPE 3: Through a deepening understanding of fiscal responsibilities, candidates will develop a budget. This will occur after participating in a site meeting such as School Site Council, where a budget is developed or reviewed. CAPE 4: Candidates will work with their site supervisor to develop a Community Involvement Plan, based on a needs assessment. CAPE 5: Candidates will research and review their organization's teacher evaluation procedures. Candidates will participate in a teacher observation cycle with a deepened understanding of compliance and regulations. CAPE 6: Candidates will utilize strategies that support collaboration amongst staff and community members in order to best leverage the improvement practices they have identified to support the success of all students. They will attend a school board meeting.	Program Handbook Fieldwork - Fieldwork Experience Roles and Responsibilities EDA 637 Fieldwork Experience Log CAPES Course Alignment
Field experiences include a variety of diverse and realistic settings both in the day-to-day functions of administrators and in long-term policy design and implementation.	The purpose of participation in fieldwork experiences is to provide hands-on, practical leadership experiences that address all of the CAPEs. Candidates experience opportunities that arise in the realm of a school leader and experience the ongoing problem solving that leadership demands. Through the monitoring and advising of program faculty, candidates participate in a range experiences at schools with diverse student populations in that to give a diverse perspective. Candidates collaborate with colleagues in Professional Learning Communities made up of colleagues with a wide range of experiences in a variety of communities so they may deepen their understanding of the diverse needs of students and families across our state. PLCs explore scenarios and engage in problem solving activities, and candidates with unique perspectives will gain invaluable experience through their collaboration and dialogue with each other. Additionally, course activities and projects demand that candidates leave their own school community and interview administrators working in other communities in order to gain a more diverse understanding of leadership across environments.	PASC Handbook - Fieldwork Projects , Course Sequence/Schedule Course Syllabus - EDA 637 Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities
Candidates must complete a range of activities in educational settings. The settings must:
1) support the candidate’s ability to complete the CalAPA;	The online and in-person sessions for Course 637 are spread throughout the program and provide ongoing support and guidance for candidates to successfully complete the CalAPA. Coursework in all seven courses prepares candidates for the CalAPA. From the very start of the program and during the initial orientation, candidates are introduced to the CalAPA and the various components required to complete all three Cycles. Five Friday night sessions of Course EDA 637 are dedicated to supporting candidates through their CalAPA submission. These sesssions are interspersed throughout the program to ensure students stay on track for Cycle completion. Additionally, courses are aligned to support the actions candidates must take in order to meet the CalAPA requirements. For example, Course EDA 631 requires students to do a deep data dive including an analysis of multiple data sources from what they will identify as a "profile school". They then identify an equity gap and analyze additional data sources to determine a "problem of practice". This sets candidates up well for successful completion of CalAPA Cycle 1. Course 632 focuses on instructional leadership and involves candidates leading within professional learning communities, which supports their preparation for Cycle 2. Candidates also learn about supervision strategies, coaching, and observation cycles in Course EDA 632, which prepares them for completion of Cycle 3. Throughout the program, course instructors bring additional knowledge and skills to their courses that support the three CalAPA Cycles so that canddates are well prepared with the skills needed to successfully pass all three Cycles. In the beginning of the program, during Courses 631 and 632, candidates begin working on the CalAPA cycles. Faculty advisors work with candidates to ensure a variety of practical experiences to support acquisition of program outcomes and passing scores for CalAPA, as well. Advisors work with candidates to ensure that their Fieldwork and course experiences are diverse.	Course Syllabi EDA 631, EDA 632, EDA 637 Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities
2) demonstrate commitment to collaborative student-centered practices and continuous program improvement;	Improvement science is at the core of the CCCOE PASC program, and candidates participate in hands-on experiences that lead them through the investigate, plan, act, reflect process. As candidates launch into our first two courses focused on shared vision and instructional leadership, they become well versed in best practices that are collaborative and focused on equitable and inclusive outcomes for all students. In Course EDA 631, candidates use multiple data sources to participate in the plan, do, reflect/study, act investigate, plan, act, reflect process of continuous improvement as one of the focal activities. Candidates examine multiple data sources in order to understand the strengths and needs of the school community. They then use the cycle of improvement to plan and execute professional development based on needs determined through their data dive. These experiences also prepare candidates for the CalAPA. During Course EDA 632, candidates deepen their understanding of the California Multi-Tiered Systems of Support model and specifically dive into MTSS Inclusive Practices, looking at capacity and implementation data to inform student-centered practices that support all students. Additionally, each course has both Saturday classes and virtual PLC sessions. Each candidate is assigned a PLC which provides an opportunity to collaborate with colleagues during each course. PLCs are assigned by PASC faculty in order to ensure that candidates collaborate with colleagues working in different communities so that the PLC experiences reflect a diverse range of experiences, backgrounds, and perspectives.	Course Syllabi - EDA 631, EDA 632
3) have partnerships with appropriate other educational, social, and community entities that support teaching and learning for all students;	Candidates have a variety of opportunities throughout the program to interview and shadow experienced leaders from various school communities in order to achieve a diverse experience . The outcome is to grow their understanding of effective practices that support teaching and learning for all students through practical experiences in the field. One example is the Signature Project for Course EDA 633 where candidates interview other professionals from different school/district communities. Through their work with their faculty advisor, candidates participate in the field experiences that are outside of their own school/work site. Additionally, students participate in virtual Professional Learning Communities during the 11-month program, which creates greater partnerships and networking opportunities outside of their district.	Program Handbook Online Learning and Program Overview Course Syllabus - EDA 633 Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities Site/District Fieldwork Supervisor Roles and Responsibilities
4) create a learning culture that supports all students;	After collecting and analyzing multiple data sources, candidates identify a problem of practice in their Signature Project for Course 631. They then participate in ~~fieldwork~~ experiences that allow them to design and lead professional learning opportunities focused on strategies that support effective instruction that addresses the needs identified by their data dive and problem of practice. Both of these experiences prepare candidates for completion of CalAPA Cycles 1 and 2. ~~This is also practiced through preparation for Cycle 2 of the CalAPA and supported in Course 637.~~ Additionally, activities that candidates experience with their Professional Learning Communities model a professional learning culture that focuses on equitable and inclusive outcomes for all students.	Program Handbook Online Learning and PASC Program Overview Course Syllabi - EDA 631, EDA 637
5) understand and reflect socioeconomic and cultural diversity;	Through their work with their faculty advisor, candidates participate in field experiences that are outside of their own school/work site, as is identified in the candidate's responsibilities in the Fieldwork Experience Roles and Responsibilities document. Courses EDA 633 and EDA 636 require candidates to interview site/district administrators from schools with diverse student populations and achievement gaps, as well as attend district level meetings, in order to provide opportunities to better understand leadership in diverse communities. Additionally, students participate in six different virtual Professional Learning Communities during the 11 month-program, which creates greater partnerships outside of their district and participation in activities from a diverse range of communities.	Program Handbook Online Learning and PASC Program Overview Course Syllabi - EDA 633 EDA 636 EDA 637 Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities Site/District Fieldwork Supervisor Roles and Responsibilities
6) support the candidate to access data, work with other educators, and observe teaching practice;	Candidates will work with their district and program advisors to obtain multiple sources of data that will lead to the identification of a problem of practice. In Course EDA 631, candidates identify a Profile School, the school they will collect and analyze data around. This supports their preparation for Cycle 1 of the CalAPA. Faculty advisors work with candidates and the profile school's leadership to ensure that a wide variety of data is provided for analysis. This practice will then support candidates as they collaborate with educators to design and lead professional development around the problem of practice, ~~leading to participation in preparing them for completion of~~ Cycle 2 of the CalAPA. During courses EDA 632 and EDA 635, candidates learn to gather data and evidence through multiple classroom observations. They also participate in a cycle of coaching and observation during EDA 632, which prepares them for Cycle 3 of the CalAPA. ~~and 635, along with completion of Cycle 3 of the CalAPA, require candidates to observe multiple classrooms in various environments.~~ Throughout the program candidates interview administrators both in their district and in other district, helping them to see multiple leadership styles in diverse school populations. During each course, candidates participate in PLCs that allow many opportunties to collaborate with colleagues.	Program Handbook - Online Learning Course Syllabi -EDA 6 31, EDA 632 EDA 635, EDA 637 Site/District Fieldwork Supervisor Roles and Responsibilities
7) permit video capture, where designated, for candidate reflection and CalAPA task completion.	Program faculty advisors work with candidates to support the completion of all the components of the CalAPA, including capturing videos and reflecting upon experiences. Candidates sign a statement within the Fiedwork Experience Log stating that "all Contra Costa County Office of Education and school district video policies have been followed throughout any fieldwork activity requiring videotaping, including CalAPA tasks."	Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities
Program Standard Eight: Guidance, Assistance, and Feedback
The administrative services preparation program sponsor has an effective system by which the candidate’s performance is guided, assisted, and evaluated in each field experience.	Each candidate is provided a faculty advisor who supports them throughout the program. Candidates work closely with their advisors around every aspect of the CCCOE PASC program, including their fieldwork experiences. Candidates consult with advisors and must be given approval for participation in field work activities, documented on the Fieldwork Experience Log. This ensures that candidates have a wide breadth of experiences, in terms of participation within diverse settings as well as a diverse range of experiences that encompass the components of the CAPEs. Faculty advisors evaluate the depth of experiences, ensuring that candidates complete the program with a wide range of "in the field" experiences.	Program Handbook CalAPA Course Syllabus EDA 637 Fieldwork Experience Roles and Responsibilities Site/District Fieldwork Supervisor Roles and Responsibilities
In this system, at least one field/clinical supervisor and at least one program supervisor provide complete, accurate, and timely feedback to the candidate, including constructive suggestions for improvement.	Each candidate is provided a faculty advisor who supports them throughout the program. Candidates work closely with their advisors around every aspect of the CCCOE PASC program, including their field work experiences. In addition to a program faculty advisor, candidates work with their school site supervisors to streamline their field work experiences. Course 637 spans the 11-month program and is one of the vehicles for providing ongoing advisement and feedback. Additionally, one on one meetings amongst candidates and advisors, both site and faculty advisors, are utilized to give feedback that is timely, constructive, and accurate.	Course Sequence/Schedule Course Syllabus EDA 637 Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities
The institution identifies individual program staff responsible for: 1) implementing the CalAPA, and 2) documenting the administration processes for all CalAPA activities/cycles.	The instructor of Course 637 oversees support for completion of the CalAPA. Although faculty advisors work closely with their candidates to provided the necessary guidance and feedback for successful completion, the instructor of Course 637 oversees the guidelines that include preparation activities, completion dates, and completion oversight.	Course Sequence/Schedule EDA 637 Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities
The program requires all faculty and staff providing instructional and/or supervisory services to candidates within the program to become knowledgeable about: 1) the CalAPA cycles, rubrics, and scoring, and 2) how the CalAPA is implemented within the program, so that they can appropriately prepare candidates for the assessment and also use CalAPA data for program improvement purposes.	1) Prior to the Program Orientation, all PASC staff engage in a CalAPA training module. This module includes information about the three CalAPA cycles and how the work is incorporated into the PASC program. PASC staff also study the Assessment Guides and are acquainted with the rubrics. This training is repeated during the Candidate Orientation, ensuring that faculty are presented the same information as the candidates. During faculty meetings, staff looks at the alignment of course content with CalAPA cycles, an area of focus which is revisited and reviewed after each course. Additional training modules are provided for all staff and coincide with the EDA 637 Fieldwork Course, which supports the CalAPA requirements. The instructor of Course EDA 637 holds office hours every two weeks as a support for the CalAPA, and faculty members are encouraged to attend these office hours in their beginning months as faculty members so they deepen their understanding of the CalAPA. Twice a year program faculty attend meetings that include course alignment as an agenda topic. Additionally, information around the CalAPA cycles, including rubrics, scoring, and data, are addressed so that faculty can effectively support candidates throughout the process. The Program Course Sequence and Schedules are reviewed at faculty meetings so that all staff is aware of the timelines and requirements related to the CalAPA and can support candidates in their successful submissions. Faculty advisors work closely with candidates to give them the support needed to meet timelines. 2) The Course Sequence and Schedule, found in the PASC Handbook, clearly lays out the schedule for CalAPA support through Course EDA 637, as well as the schedule for each cycle submission. Our Course Schedule provides Friday night class meetings specifically to support CalAPA almost monthly. Every other week, PASC faculty members hold a CalAPA Office Hour where students can with come and ask for clarification on CalAPA submissions, as well as have questions answered. Additionally, Signature Projects of Courses EDA 631 and 632 are directly aligned to the cycles and involve candidates in activities that ensure a depth of understanding of the CalAPA requirements for successful submissions. The PASC faculty are available to support all students throughout their CalAPA process, whether during office hours, advisory meetings, or throughout the program during EDA 637 sessions. CalAPA data will be used as a data point for course and program improvement.	Stakeholder Involvment Program Plan - Showing Faculty Meetings and Topics Course Sequence/Schedule Fieldwork Experience Roles and Responsibilities PASC Program Handbook - Page 14. CalAPA
Program Standard Eight A: Administration of the California Administrator Performance Assessment (CalAPA)
Video
1) For purposes of implementing any video requirement, candidates must be able to record interactions with faculty, staff, and PK-12 students.	PASC program staff work closely with candidates to ensure successful implementation of the CalAPA Cycles, including use of video to record interactions. This occurs through Course 637's online and in-person sessions as well as through individualized work with faculty advisors.	PASC Program Handbook - Page 14. CalAPA EDA 637 Fieldwork Experience Log Fieldwork Experience Roles and Responsibilities
2) The program assures that each school or district where the candidate is completing fieldwork has a media release for all who are videotaped on file.	Candidates are required to work with their school or district leadership to ensure that all those participating in the videotaping have a media release on file, and they are required to attest to this in their Fieldwork Experience Log.	Fieldwork Experience Log
3) The program requires candidates to affirm that the candidate has followed all applicable video policies for any CalAPA task requiring a video, and maintains records of this affirmation for a full Accreditation cycle.	Each candidate signs a confirmation that is a part of the Fieldwork Experience Log stating the following: "This signature confirms that all Contra Costa County Office of Education and school district video policies have been followed throughout any fieldwork activity requiring videotaping, including CalAPA tasks." Our CCCOE Program Coordinator keeps all completed Fieldwork Experience Logs for each Accreditation cycle.	Fieldwork Experience Log Program Coordinator Roles and Responsibilities
Materials and Data
4) The program assures that candidates understand the appropriate use of materials submitted as part of their CalAPA responses, the appropriate use of their individual performance data, and privacy considerations relating to the use of candidate data.	Candidates are supported through each of the CalAPA Cycle submissions during Course EDA 637 in order to assure that candidates are well aware of how to appropriately use materials and data. This does not occur just once but is repeated throughout Course EDA 637, and it is reinforced during CalAPA Office Hours. Privacy issues are reiterated frequently throughout the program, during Course EDA 637, as well as through work with Faculty Advisors. A final check with PASC faculty before submission entails a candidate review of privacy considerations. Each candidate signs a confirmation on the Fieldwork Experience Log stating the following: "All materials submitted as part of the CalAPA responses will be handled appropriately and with privacy considerations, including the appropriate use of individual performance data."	Fieldwork Experience Log
5) The program maintains program level and candidate level CalAPA data, including individual and aggregate results of candidate performance over time, and retains the data for one Accreditation cycle. The program documents the use of these data for Commission reporting, accreditation, and program improvement purposes.	Contra Costa County Office of Education's PASC program will maintain all program and candidate CalAPA data for at least one Accreditation cycle. This information will be kept in the CCCOE credentialing department office for reporting, accreditation, and program improvement purposes. Documents will be overseen by the program coordinator and credential analyst.	Program Coordinator Roles and Responsibilities Program Completion Monitoring Process
Retake Appeal Process
6) All programs have a clearly defined written appeal policy regarding CalAPA retakes and informs candidates about the policy prior to enrollment in the program.	CalAPA cycles are scored according to standardized procedures. Assessors with relevant professional backgrounds are oriented to these procedures and are carefully monitored during scoring. However, if a candidate does not agree with their "per cycle" scores and feels that their scores do not accurately represent their response, they may request a score verification. The score verification process takes place within 60 calendar days of receipt of the request, and results are mailed to the candidates. The fees to have a score verified range from $80 - $100. In the event that the score verification process results in a score alteration, the candidate will be issued a corrected Assessment Results Report, the score verification fee will be refunded, and their records will be updated. If the original result is confirmed, the candidate will be sent a letter indicating that the result has been confirmed. In this case, the score verification fee will not be refunded. Information regarding verification and payment can be found on the CTC website under CalAPA.	PASC Program Handbook - Page 14. CalAPA Verification/Appeal Process
Local Scoring Option
7) The program may choose to have their candidate’s submission scored by their own calibrated faculty through the CalAPA centralized scoring structure.	Contra Costa County Office of Education has the option to train and calibrate faculty members to score CalAPA submissions, based on the CTC scoring structure. In the future, this may be an option in which the CCCOE participates.	N/A
8) lf the program participates in the CalAPA local scoring option, the program coordinates with the assessment developer to identify the local assessors who train and calibrate, who may then score CalAPA submissions from the program’s candidates.	If Contra Costa County Office of Education determines that they will participate in the CalAPA local scoring option then the PASC program leadership team will coordinate with the assessment developer to identify qualified local assessors who will be trained and calibrated in order to score CalAPA submissions from program candidates.	N/A
Program Standard Eight B: Candidate Preparation and Support
The administrator preparation program assures that each candidate receives clear and accurate information about the nature of the tasks within the CalAPA and the passing score standard for the assessment.	Throughout the program, candidates receive support and guidance in regards to the CalAPA. During the program orientation in February, candidates receive preliminary information about what the CalAPA is and what the tasks entail, including videotaping and annotating documents. Throughout Course 637, candidates work with faculty and colleagues to develop an in-depth understanding of the requirements, timeline, and the scores needed to pass the assessment. Additionally, faculty advisors check in frequently with their advisees to ensure checks and balances for successful completion of the three cycles.	Program Handbook CalAPA EDA 637 Fieldwork Experience Roles and Responsibilities Site/District Fieldwork Supervisor Roles and Responsibilities
The program provides multiple formative opportunities for candidates to prepare for the CalAPA activities/cycles.	The CCCOE PASC program provides multiple experiences that lay the groundwork for the knowledge and skills needed by candidates to be well prepared for the CalAPA cycles. Throughout the coursework, candidates participate in a variety of activities and projects that are then used as formative assessments to identify areas of strength and need. Staff members adapt instruction to meet the learning needs of candidates to ensure their understanding. Through observation, grading of projects, and the candidates' participation in various activities, faculty members are able to assess candidate success and adjust their instruction. During our very first course on visionary leadership, Course 631, candidates learn how to gather, examine, and analyze multiple sources of multi-year data in order to gain a wide perspective of the strengths and needs of student supports. The Signature Project for that course requires candidates to use multiple data sources to identify a problem of practice and develop of a plan to close the equity gaps they have identified. During the second course which focuses on instructional leadership, Course 632, candidates learn strategies employed by strong lead learners and participate in a variety of activities that allow them to lead learning for their colleagues around practices that have been proven to close achievement gaps. The activities from this course provide opportunities for candidates to prepare for Cycle 2. Additionally, students study the observation/evaluation cycle and practice collecting data and giving feedback through role playing and other strategies, preparing them for Cycle 3. The Signature Project entails going through two observation cycles with colleagues. Throughout the program's online Professional Learning Communities, candidates become well versed in the PLC model, which impacts their ability to successfully complete portions of the CalAPA. They experience setting agendas, developing norms, and learning practices that support team development and collaboration.	CCCOE PASC Graphic Depiction of Unit Assessment Timelines EDA 631, EDA 632
The program assures that candidates understand that all responses to the CalAPA submitted for scoring must represent the candidate’s own work.	Candidates and program faculty understand that the responses submitted to the CalAPA represent candidates' own work. Faculty facilitate learning that supports candidates' abilities to independently and successfully complete all requirements of the CalAPA.	Faculty Advisor Roles and Responsibilities
For candidates who are not successful on the assessment, the program provides appropriate remediation support and guidance on resubmitting cycle components to the assessment developer.	PASC faculty advisors work with candidates who do not receive passing scores on the CalAPA, coaching them around the feedback provided and supporting their next steps towards resubmission.	Faculty Advisor Roles and Responsibilities
1)The program implements as indicated below the following support activities for candidates. These activities constitute required forms of support for candidates within the CalAPA process:
Providing candidates with access to assessment guides and other explanatory materials about the CalAPA and expectations for candidate performance on the assessment.	One aspect of Course 637 is to guide and prepare candidates in the successful completion of the CalAPA cycles. During this course, candidates are led to online resources and materials to support their preparation and submissions. These are reviewed as a cohort, and faculty members work individually to ensure candidate understanding. The CCCOE PASC program has high standards for our candidates, and faculty members are clear in these high expectations, which includes standards for performance on the CalAPA.	EDA 637
Explaining CalAPA cycles and scoring rubrics.	As mentioned above, Course 637 includes in-depth guidance of materials, resources, and expectations on the CalAPA. Candidates develop an understanding of the cycles and scoring rubrics.	EDA 637
Engaging candidates in formative experiences aligned with the CalAPA (e.g., analyzing data, facilitating collaborative professional learning, and coaching for improved instruction).	The CCCOE PASC program provides multiple experiences that lay the groundwork for the knowledge and skills needed by candidates to be well prepared for the CalAPA cycles. Course activities and projects follow a developmentally progressive pathway that leads candidates through an understanding of leadership practices that result in success for all students. Within the first course on visionary leadership, Course 631,candidates learn how to gather, examine, and analyze multiple sources of multi-year data to gain a broad perspective of the strengths and needs of student supports. The Signature Project (formative assessment) for that course requires candidates to identify a problem of practice and develop of a plan to close the equity gaps, based on strengths and gaps. This is aligned to CalAPA Cycle 1. During the second course which focuses on instructional leadership, Course 632, candidates learn strategies employed by strong lead learners and participate in a variety of activities that allow them to lead learning for their colleagues. This leads candidates towards successful preparation for Cycle 2. Additionally, students study the observation/evaluation cycle and practice collecting data and giving feedback through role playing and other strategies. This is the beginning of preparation for completion of Cycle 3. Finally, candidates study formative assessment practices throughout the program's online Professional Learning Communities, through a study of the program text, Learning By Doing. Candidates become well versed in the PLC model which impacts their ability to successfully complete portions of the CalAPA. They experience setting agendas, developing norms, and learning practices that support team development and collaboration. These skills are necessary for all three Cycles.	Course Syllabi -EDA 631 EDA 632, EDA 637
Providing candidates who are not successful on the assessment with additional support focusing on understanding the cycle(s) and rubric(s) on which the candidate was not successful as well as on understanding what needs to be resubmitted for scoring and the process for resubmitting responses for scoring.	PASC faculty advisors work with candidates who do not receive passing scores on the CalAPA, coaching them around the feedback provided and supporting their next steps towards resubmission. Candidates obtain an understanding of the gaps that prevented them from receiving a passing score. Faculty collaborate with candidates to help deepen their understanding around identified areas of growth.	Faculty Advisor Roles and Responsibilities
These activities constitute acceptable, but not required forms of support for candidates within the CalAPA process:
Guiding discussions about the CalAPA cycles and scoring rubrics.	Course 637 includes in-depth guidance of materials, resources, and expectations on the CalAPA. Candidates develop an understanding of the cycles and scoring rubrics. During the Program Orientation, all PASC candidates go through an introductory module on the CalAPA. This module includes information about the three CalAPA cycles and how the work is incorporated into the PASC program. Then candidates participate in Course EDA 637 throughout the program. Each session focuses on the CalAPA, supporting candidates with the activities and providing guidance around each cycle and the rubrics. The CalAPA Assessment Guides and Rubrics are required texts for EDA 637 and are utilized during each session. Candidates are walked through what each cycle entails, reviewing and discussing details such as how to edit video clips, in order to achieve Cycle requirements. Not only do these discussions occur during Course EDA 637, but candidates can also participate in bi-weekly CalAPA office hours, where guidance and clarification is provided. Candidates also work with their Faculty Advisors who monitor their progress to ensure timely and successful submissions.	Program Handbook CalAPA Scoring Verification and Appeal Program Overview CalAPA EDA 637
Providing support documents such as advice on making good choices about what to use within the assessment responses.	One aspect of Course 637 is to guide and prepare candidates in the successful completion of the CalAPA cycles. During this course, candidates are led to online resources and materials to support their preparation and submissions. These are reviewed as a cohort, and faculty members work individually to ensure candidate understanding. The CCCOE PASC program has high standards for our candidates, and faculty members are clear in these high expectations, which includes standards for performance on the CalAPA.	EDA 637 Faculty Advisor Roles and Responsibilities
Using CalAPA scoring rubrics on assignments outside of the ones the candidate will submit for scoring.	The CalAPA scoring rubrics will be utilized, as appropriate, for some of the course assignments. Course EDA 631 requires a Signature Project that is closely aligned to Cycle 1 of the CalAPA. Candidates participate in a data dive around their school site and look at multiple data sources from varying perspectives. This is very similar to Cycle 1, and the instructor uses the rubrics that align with the Investigate, Plan, Act, Reflect cycle of inquiry in order to provide clarification for candidates to prepare them for their submission of Cycle 1. Much of the work that students do in this course prepares them for Cycle 1, including this signature project. Similarly, this occurs during Course EDA 632, where candidates review data, identify an equity gap, and determine a problem of practice. Candidates work in a PLC to facilitate learning opportunities. The Cycle 2 rubrics are used in this course as well. Additionally, candidates participate in a teacher observation cycle, and the rubrics from Cycle 3 are utilized throughout this experience. Attention is drawn to the content and timing of videos in order to ensure successful preparation for Cycle 3 submission. PASC program staff support candidates throughout the CalAPA process, providing clarification along the way.	Course Syllabi - Example: EDA 631 Course Grading Section PASC Program Handbook, Page 14 - Cal APA
Asking probing questions about the candidate’s draft CalAPA responses, without providing direct edits or specific suggestions about the candidate’s work.	CalAPA processes and procedures are reviewed with the cohort, and faculty members work individually to ensure candidate understanding. Probing questions and opportunities to organize thoughts and responses are some of the strategies faculty use to support and guide our candidates. This occurs both during Course 637 and during Faculty Advisor/Candidate meetings. The CCCOE PASC program has high standards for our candidates, and faculty members are clear in these high expectations; however, boundaries are set as far as appropriate faculty support and guidance to ensure authentic and candidate developed responses.	EDA 637 Faculty Advisor Responsibilities
Assisting the candidate in understanding how to use the program’s electronic platform in connection with the assessment platform.	Course 637 includes in-depth guidance of materials, resources, and expectations on the CalAPA. Candidates develop an understanding of the cycles and scoring rubrics. Additionally, candidates become versed in how to utilize the electronic platform of the assessments.	EDA 637 Faculty Advisor Responsibilities Fieldwork Experience Roles and Responsibilities Program Courses Overview
Arranging technical assistance for any video portion of the assessment.	Candidates who need technical assistance can approach faculty members or their advisor if in need of technical assistance in the video portion of submission.	EDA 637 Faculty Advisor Responsibilities Fieldwork Experience Roles and Responsibilities
2) The program provides candidates with timely feedback on formative assessments and experiences in preparation for the CalAPA.	The CCCOE PASC program provides multiple experiences that lay the groundwork for the knowledge and skills needed by candidates to be well prepared for the CalAPA cycles. Course activities and projects follow a developmentally progressive pathway that leads candidates through an understanding of leadership practices that result in success for all students. During Course 631, candidates practice analyzing multiple data sources and identify a problem of practice, experiences that will prepare them for Cycle 1 of the CalAPA. During Course 632, candidates engage in instructional leadership activities, as well as supervisory experiences, in preparation for Cycles 2 and 3. Throughout the program, candidates submit Signature Projects that are formative assessments that guide their preparation for successful submission of the CalAPA. Additionally, faculty members provide feedback on the formative assessments of their course, which includes written feedback as well as in person feedback. This timely and ongoing feedback assists candidates in their preparation for the CalAPA.	Course Syllabi - EDA 631 EDA 632, EDA 637 Graphic Depiction of Assessment Timeline
The feedback includes information relative to the candidate’s demonstration of competency on the domains of the California Administrator Performance Expectations (CAPE).	Our PASC faculty meetings provide opportunities to ensure in-depth understanding of the CAPEs in order for faculty and advisors to support candidates successful completion of the program. Our courses are designed to directly address candidate understanding and development of the knowledge and skills outlined in the CAPEs. In developing coursework activities, faculty members understand the necessity of CAPEs acquisition for program completion. Feedback is provided relative to many aspects of our program, including program outcomes and course outcomes, all of which are grounded in the CAPEs.	Course Syllabi - EDA 631 EDA 632, EDA 637 Graphic Depiction of Assessment Timeline CAPES Course Alignment CCCOE PASC Assessment Cycle Roles and Responsibilities
(3) The program provides opportunities for candidates who are not successful on the assessment to receive remedial assistance, to prepare them to retake the assessment.	PASC faculty advisors work with candidates who do not receive passing scores on the CalAPA, coaching them around the feedback provided and supporting their next steps towards resubmission, as is identified in the Faculty Responsibilities document. Candidates obtain an understanding of the gaps that occurred which prevented them from receiving a passing score. Faculty collaborate with candidates to help deepen their understanding around areas of growth.	Faculty Advisor Responsibilities
The program recommends only candidates who have met the passing score on the CalAPA for a preliminary administrative services credential and have met all credential requirements.	Contra Costa County Office of Education's PASC program only recommends candidates for a preliminary administrative services credential if they have passed the CalAPA and successfully completed all program coursework.	Program HandbookProgram Completion Program Completion Monitoring
Program Standard Eight C: Assessor Qualifications, Training, and Scoring Reliability
The preliminary programs identify potential assessors for the CalAPA centralized scoring option who are then trained, and when calibrated, selected by the Commission’s assessment developer to participate in scoring the CalAPA.	The preliminary programs identify potential assessors for the CalAPA centralized scoring option who are then trained, and when calibrated, selected by the Commission’s assessment developer to participate in scoring the CalAPA.	Faculty Advisor Responsibilities
For programs electing to use the CalAPA local scoring option, the program identifies potential assessors based on selection criteria established by the assessment developer. The assessment developer is responsible for training, calibration and scoring reliability for all assessors in both local and centralized scoring options.	The selected criteria of the assessment developer will be used to identify potential assessors for the CalAPA local scoring option. This assessment developer will be responsible for training, calibrating, and ensuring scoring reliability for the local and centralized scorers.	To Be Determined
All potential assessors must pass the assessment developer’s initial training and calibration prior to scoring and must remain calibrated throughout the scoring process.	CCCOE PASC program leaders will ensure that all potential assessors pass the assessment developer’s initial training and calibration prior to scoring the CalAPA. They will also ensure that these potential assessors will remain calibrated throughout the scoring process through ongoing communications and meetings, if necessary.	Faculty Advisor Responsibilities
Category IV: Candidate Competence and Performance
Program Standard Nine: Assessment of Candidate Performance
Prior to recommending each candidate for a Preliminary Administrative Services Credential, the program determines on the basis of thoroughly documented evidence that each candidate has demonstrated a satisfactory knowledge and understanding of the California Administrator Content Expectations and satisfactory performance on the full range of California Administrator Performance Expectations below.	Each of our courses is directly aligned to acquisition of the CACEs and CAPEs. Our program is created to ensure a developmental sequence so that each course builds on the previous courses. Our CAPEs Course Alignment document is evidence of the robust content that encompasses the CAPEs and illustrates how courses continue to cycle back to the content of the CAPEs so that candidates are well positioned to demonstrate an understanding of the content and performance expectations. Faculty members communicate amongst themselves, 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 all graded, and candidates are only given a grade of "meets standards" when this is accomplished. By the time candidates go through the PASC program, they have a deep understanding of the CAPEs and CACEs. This accomplishment, coupled with passing scores on the CalAPA, are the only ways that candidates will then be recommended to recieve the Preliminary Administrative Services Credential.	Program Completion Monitoring Progress Document CAPEs Course Alignment
A representative of the program sponsor and at least one field/clinical supervisor provides the verification of candidate competence and performance.	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.	Program Completion Monitoring Progress Document Faculty Advisor Responsibilities
The candidate must meet all program requirements for coursework and fieldwork and also pass the CalAPA prior to recommendation for a credential.	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.	Program Completion Monitoring Progress Document

No items

Contra Costa County Office of Education

Program Standards

Contra Costa County Office of Education