Professional Documents
Culture Documents
2018-19
These materials are developed and produced by the Association of California School Administrators
(ACSA) for the training and support of ACSA leadership coaches and Local Programs in the California
Network of School Leadership Coaches and their candidates.
We encourage the duplication and use of these materials by coaches and candidates, provided that the
credit is attributed to ACSA. Please do not post any of the documents in this packet on public websites,
distribute copies outside of the candidate’s school, district or program or use any of these materials for
commercial professional development training.
For further information about use of this material, and other tools to support new administrator practice,
please contact ACSA Education Services office at 916-329-3839 or credentialing@acsa.org.
Copyright 2018 Association of California School Administrators (ACSA) unless otherwise noted. All rights reserved. Do not
reproduce without permission.
Program Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
California Professional Standards for Education Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Individual Induction Plan Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Section I: Coaching Agreement & Professional Experience and Work Context . . . . . . . . . . . . . . 11
Section II: System of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Section III: Leadership Learning Goal .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Section IV: Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Section V: Progress Monitoring and Program Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Appendices
Appendix A: California Professional Standards for Education Leaders. . . . . . . . . . . . . . . . . . . . . 36
Appendix B: Coaching Agreement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Appendix C: Professional Experience and Work Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Appendix D: Supervisor Input Meeting Protocol and Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . 39
Appendix E: CPSEL Self-Assessment and Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Appendix F: Collaborative Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Appendix G: Leadership Learning Goal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Appendix H: Professional Development Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Appendix I: End of Year One Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Appendix J: Verification of Program Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Appendix K: Candidate Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Appendix L: Sample Letter of Verification Two Years Administrative Service . . . . . . . . . . . . . . . 54
Welcome to the Association of California School Administrators’ (ACSA) Clear Administrative Credential
Program (CACP), the largest provider in California of coaching, professional development and assessment
for attaining the Clear Administrative Services Credential.
In order to be eligible to enter an Administrative Services Credential Clear Induction Program, candidates
must possess a valid California Preliminary Administrative Services Credential (Ed Code section 44270.1
(a) (1) and have verification of an offer of employment in a full or part-time administrative position in an
employing agency as defined by Title 5 of the California Code of Regulations section 80054 (g) (1).
Our Clear Administrative Credential Program is designed to identify and address the needs of all
administrators in the program while developing their administrative leadership skills. The program is
grounded in California Commission on Teacher Credentialing (CCTC) Clear Induction Program Standards
and California Professional Standards for Education Leaders (CPSEL). The six CPSEL are:
1. Development of a Shared Vision
2. Instructional Leadership
3. Management and Learning Environment
4. Family and Community Engagement
5. Ethics and Integrity
6. External Context and Policy
The two-year Clear Administrative Credential Program (CACP) includes three professional learning
components required for administrator induction programs that serve candidates seeking to clear their
Administrative Services Credential. Candidates extend their leadership knowledge, skills and attitudes
through coaching, professional development and assessment. These three components are organized into
an Individual Induction Plan (IIP). The CACP components and outcomes are job embedded and not just
another thing to do.
Coaching
All ACSA Clear Administrative Credential Program (CACP) leadership coaches are well trained, certified
and informed about current research, trends and policy issues. These skilled practitioners are carefully
matched with a credential candidate and committed to supporting the candidate’s development and
leadership capacity for long-term success. Leadership coaches work with candidates side-by-side, at the
school site, on-the-job and are available via email and phone. Over the span of two years, collaborative
coaching activities are embedded in the candidate’s day-to-day work. Leadership coaches are required to
spend approximately 4-6 hours coaching per month each year or 40 hours during each of the two years.
Coaching, professional development and assessment are essential components in the credential
candidate’s two-year induction program that focuses on professional learning. This growth-oriented
approach assesses the needs of each candidate and responds to their needs.
Two-Year Growth Oriented Induction Program
The California Commission on Teacher Credentialing (CCTC) sets program standards for all approved
Administrative Services Clear Induction Programs. The CCTC program standards require Clear
Administrative Service Credential candidates to demonstrate competency in each of the six California
Professional Standards for Education Leaders (CPSEL). West Ed’s Descriptions of Practice (DOP)
describe the standards as, “The six CPSEL identify what an administrator must know and be able to do
to demonstrate effective and sustained leadership” (Kearney, 2015). The CPSEL are organized into six
broad leadership areas that address expectations for effective practice. Each standard is further
delineated by specific elements and indicators. The elements reflect administrator responsibilities and
provide examples of the action or indicators of practice (CDE, 2015; Kearney, 2015). A complete list of
the standards, elements and indicators is found in Appendix A. The six CPSEL are:
California Professional Standards for Education Leaders
● Standard 1: Development of a Shared Vision
● Standard 2: Instructional Leadership
● Standard 3: Management and Learning Environment
● Standard 4: Family and Community Engagement
● Standard 5: Ethics and Integrity
● Standard 6: External Context and Policy
Program Completion
Candidates must demonstrate competency in each of the six California Professional Standards for
Education Leaders (CPSEL). Candidates will engage in all standard elements; however, they must
select at least one element from each standard to document competency for program completion.
Documentation for program completion is collected and recorded throughout the two-year program
and housed in a candidate digital portfolio. The candidate program portfolio is shared at the end of
the program during an exit presentation or interview. Section V provides more information about
program completion, portfolio requirements and recommendation for a Clear Administrative Services
Credential.
The two-year induction program focuses on professional learning through a composite of three key
overlapping components: coaching, professional development and candidate assessment as
documented in an Individual Induction Plan (IIP). After gathering baseline data, candidates develop
and maintain a plan to track their personalized goals, induction experiences and progress toward
leadership competency and expected performance. Specific goals and details for each candidate
depend on what he or she needs to be successful in his or her current administrative position. The
Individual Induction Plan (IIP) is collaboratively developed by the candidate and leadership coach and
serves as an organizational and monitoring tool throughout the program. The Individual Induction Plan
(IIP) is grounded in the California Professional Standards for Education Leaders (CPSEL) and considers
employer's priorities, individual job responsibilities and prior professional experience.
The Individual Induction Plan (IIP) connects the three components of coaching, professional
development and assessment into a learning plan for the candidate. It is a working document that is
revisited to check on progress and revised when needed. The candidate and leadership coach may
choose to revise an Individual Induction Plan (IIP) at any time. The Individual Induction Plan (IIP) is
used to determine completion of the Clear Administrative Credential Program (CACP) and to
recommend candidates for a Clear Administrative Services Credential.
Together with the leadership coach, the candidate discusses, reviews and signs a Coaching Agreement and
then reviews his or her educational background, professional experiences as well as needed skills and
knowledge to identify specific performance outcomes. In addition, data relative to the candidate's
placement, job requirements and employer expectations are documented. This initial activity,
documented in the Professional Experience and Work Context, is intended to be a “snapshot” and offers
the leadership coach a perspective of other experiences, opportunities and guidance the candidate may
require.
The Clear Administrative Credential Program (CACP) incorporates a system of assessment to measure
candidate competence and takes into consideration the highly variable nature of administrative
responsibilities. Our assessment tools are both quantitative and qualitative and use both traditional
paper-and-pencil instruments as well as alternative forms of assessment.
Throughout the two-year program, assessment of candidate knowledge and skills is conducted. An initial
self-assessment is the first activity in the induction program and is used to form a baseline profile of the
new administrator. Formative assessment occurs throughout the program through self-reflection,
coaching activities and individualized professional development. A benchmark self-assessment at the
midpoint of a candidate's experience allows the candidate, coach and local program coordinator to track
progress toward completion and identify additional support that might be needed. A final self-assessment,
a summative review of the candidate's work, occurs at the end of the two-year induction program,
verifying that the candidate has demonstrated competency for a clear credential recommendation.
Our program utilizes a continuum of leadership development, West Ed's, Moving Leadership Standards
Into Everyday Work: Descriptions of Practice (DOP) (Kearney, 2015) along with other forms of assessment
to determine growth, knowledge, skills and application of CPSEL competency. ACSA’s assessment system
provides flexibility for candidates to incorporate participating school, district or program assessments
already in use.
Goal development is a process that requires the best thinking of the candidate and the leadership coach
to determine growth areas to focus on in a Leadership Learning Goal (LLG) for the year. The Leadership
Learning Goal (LLG) outlines the actions a candidate engages in as he or she works toward attainment of
CPSEL competencies. Goals and activities are collaboratively set and agreed to by both leadership coach
and candidate. The action steps are continually revised to reflect added activities and related professional
development. The Leadership Learning Goal (LLG) incorporates the CPSEL to be addressed to document
progress. During the beginning of the second year, it is expected that the leadership coach and candidate
review Leadership Learning Goal(s) and activities to make appropriate adjustments.
Professional development is another component of the induction experience and provides an avenue to
build leadership competencies. Professional development supports the development of professional
networks to share best practices, challenges and build collegial support.
ACSA’s Clear Administrative Credential Program (CACP) professional development offerings address the
needs common to new administrators and they are also differentiated and flexible. The professional
development learning opportunities are outlined in the candidate's Individual Induction Plan (IIP). A
minimum of 20 professional development hours for each of the two years of the program are required.
Professional development options may include:
This list is not exclusive to other professional development needs. Additional professional development
opportunities are available within Schoology and are organized by the California Professional Standards
for Education Leaders (CPSEL). Credential candidates record professional learning on the Professional
Development Reflection Form and document hours on the Professional Development Reflection Log.
Section V: Progress Monitoring and Program Completion and Credential Recommendation
The summative assessment for program completion and credential recommendation is a review of the
observed and documented Individual Induction Plan (IIP) progress and evidence of CPSEL competency. It
is collaboratively assembled by the candidate and leadership coach, and includes the candidate’s
reflection on the induction experience and leadership practice. Candidate assessments, self-reflections
and documentation of required coaching and professional development hours are kept in the candidate’s
digital portfolio. In addition, the candidate must include, on letterhead from his or her employer, a letter
verifying successful completion of two years in a full-time administrative position. Upon completion of the
portfolio, candidates participate in an exit presentation or interview to review the portfolio with his or her
leadership coach and local program coordinator. The final recommendation is sent to the ACSA program
director.
Coaching Agreement IA
The Coaching Agreement is a signed commitment of expectations and responsibilities between the
candidate and the leadership coach. It should be completed within 30 days of the candidate’s
enrollment in the program and at the first meeting with a leadership coach and candidate. A copy of
the signed Coaching Agreement is placed in the candidate portfolio. A sample of the Coaching
Agreement is found in Appendix B.
Professional Experience and Work Context IB
The Professional Experience and Work Context assessment is an overview of the candidate’s prior
professional experience, skills, knowledge and areas for growth. A sample of this assessment is in
Appendix C. The Professional Experience and Work Context assessment provides an opportunity to
learn about the candidate’s preparation route for the preliminary administrative credential, areas of
strength and areas for growth. This assessment is completed at the initial meeting with the candidate
and the leadership coach. It is the foundation for building a relationship of trust and provides an
opportunity to listen to the candidate’s story.
There are three parts to the Professional Experience and Work Context assessment. The first section
contains a place to review the candidate’s prior professional experience, skills, knowledge and areas
for growth. The second section is to document the school, district or program data and the final section
provides an opportunity to enter school, district or program priorities and supervisor input.
Section IB-1: Candidate’s prior professional experiences, skills, knowledge and area(s) for
growth
o Describe the candidate’s experiences, preparation route for a preliminary administrative
credential and areas of strength and growth.
Section IB-2: School, District or Program Data
o Review and document school, district or program data relevant to the candidate’s assigned
work. Create a shared understanding of the candidates work context. A review of the data
may help develop the rationale for a Leadership Learning Goal (LLG).
The Clear Administrative Credential Program (CACP) candidate participates in a system of assessment
designed to support and guide his or her Leadership Learning Goal (LLG), professional development
choices and coaching conversations. The flowchart below illustrates how the system is incorporated into
the candidate’s Individual Induction Plan (IIP) and is followed by a brief description of the assessment
purpose.
The completion of the CPSEL Self-Assessment and Reflection facilitates collaborative conversations
between the candidate and the leadership coach to develop a common understanding of CPSEL
For each coaching session, the credential candidate and the leadership coach complete a Collaborative
Summary to document the coaching conversation, discuss successes and obstacles and determine the
focus for the next meeting. At these meetings, leadership coaches and candidates discuss the candidate’s
issues of urgency or concerns, focus on the Leadership Learning Goal (LLG), review professional
development needs and examine progress towards California Professional Standards for Education
Leaders (CPSEL) attainment. The Collaborative Summary also includes a place to record the coaching time.
Candidates keep all collaborative summaries in their learning management digital folder as a record of
their induction experience. Candidates must include a minimum of three samples in their portfolio at the
end of year two to demonstrate growth and CPSEL competency. A sample of the Collaborative Summary
is found in Appendix F.
Goal Setting
The candidate CPSEL initial Self-Assessment and Reflection should be completed within 90-days of the
start of the program to provide a clear idea of priority areas for goal setting. Other data sources for goal
setting can come from school, district or program priorities; student or climate data; or feedback from
colleagues and supervisors. The Leadership Learning Goal (LLG) should have clear and measurable
outcomes and be achievable to provide opportunities for a candidate to demonstrate growth and
attainment of CPSEL skills, knowledge and dispositions. Candidates are encouraged to focus on
Appreciative Inquiry design concepts of valuing the best of what is, envisioning what might be, dialoguing
about what should be and innovating what will be. What one focuses on becomes reality (Whitney, D. &
Trosten-Bloom, 2010).
It is advised that the candidate use SMARTER goal criteria to develop his or her Leadership Learning Goal
(LLG). The criteria for a SMARTER goal are outlined below:
Goal Components
A Leadership Learning Goal (LLG) can focus directly on a school, district or program effort, or on a specific
leadership practice or competency. Regardless of the goal focus, the candidate and coach will need to
consider:
At the end of the two-year program the candidate must 1) review each standard and select at least one
element per standard to be addressed; 2) clarify the types and the sources of artifacts or evidence to
support performance and; 3) review the professional development guidelines and criteria for action steps.
In the Clear Administrative Credential Program (CACP) the candidate and the leadership coach have the
opportunity to choose the professional development that will best support the candidate. In addition,
they can determine how the candidate will engage in the new learning through a menu of choices
including, but not limited to, selections listed below.
Professional Development Opportunities and Choices
Within Schoology, there are optional, free professional development opportunities and units of study
aligned to the California Professional Standards for Education Leaders (CPSEL) for your convenience and
use. In addition, the following activities provide a variety of choices that may satisfy the professional
development requirements:
● Reflection on current practice
● Research-based instructional best practices
● Modeling, problem-based practice
● Planning and adaptation to current leadership responsibilities
● Attendance at trainings, workshops, webinars, district professional development, seminars
or conferences
● Visitations to other schools, districts or programs
● Participation in a book study group
● Enrollment in graduate courses
UPDATE
Throughout the program, the leadership coach and local program coordinator work closely with
candidates to monitor attainment of the required number of professional development and coaching
hours as well as progress toward mastery of CPSEL elements. Formative assessments include the planning,
implementation and assessment of Leadership Learning Goal(s), Collaborative Summary reflections and
feedback on candidates’ CPSEL Self-Assessment and Reflections.
Candidate Portfolio
The portfolio is designed to have a candidate present his or her leadership experiences and to reflect in a
manner that represents his or her thinking and professional learning. A completed portfolio is required
for each candidate and is used to verify CPSEL growth and competency. It is also used to validate that
candidates have completed all required program components for the Clear Administrative Services
Credential recommendation. The chart below lists the documents to be included in the candidate
portfolio.
These prompts are found on the Verification of Program Completion exit form in Appendix J which is to
be completed by the candidate prior to the exit presentation or interview.
The Candidate Data Sheet (Appendix K) is completed by the candidate and returned to the Local Program
Coordinator at the exit interview or presentation. The information on the Candidate Data Sheet is
required by the California Commission on Teacher Credentialing (CCTC) and used to process the
recommendation for a Clear Administrative Services Credential. A recommendation for the Clear
Administrative Services Credential is determined by the candidate’s successful demonstration of meeting
the Clear Administrative Credential Program (CACP) outcomes. The information on the Candidate Data
Sheet is submitted to the California Commission on Teacher Credentialing (CCTC) database in July by the
ACSA credentialing office. Candidates must hold a valid Preliminary Credential with CCTC to be
recommended for a Clear Administrative Services Credential.
Candidates and leadership coaches complete an End of Program Survey to provide feedback about their
experiences in the Clear Administrative Credential Program (CACP). The survey is a valuable tool and is
used to make program enhancements. Candidates must include verification that they have completed the
survey in their portfolio. This may be accomplished by printing or capturing a screen shot of the message
indicating they have completed the survey and include it in the portfolio.
• Fulfillment of coaching agreement commitment (40 hours for each of the two years = 80 total)
• Regularly attend scheduled coaching sessions and participate in documentation
• Timely completion and collaboration of:
o Professional Experience and Work Context
o Initial, Benchmark and Final CPSEL Self-Assessment and Reflection
o Development and Implementation of Leadership Learning Goal and action steps
o Documentation of Professional Development
▪ (20 hours for each of the two years = 40 hours)
• Development of candidate portfolio and participation in exit interview or presentation
If, at any time, it is discovered that a candidate is not making adequate progress toward program
completion, a meeting with the leadership coach and the local program coordinator will be held to
determine mutually agreed upon support.
In the event the candidate continues to not make adequate progress toward program completion, the
candidate will be provided up to one additional year to fulfill program requirements. This will result in the
candidate’s placement on administrative probation, their progress towards adequate completion will be
monitored and additional coaching and program fees may apply. While on administrative probation, if a
candidate is not demonstrating adequate progress toward completion, he or she can be dismissed from
the Clear Administrative Credential Program (CACP).
Administrative Experience
Two years of successful experience in a full-time administrative position on a California public school, non-
public school, or private school of equivalent status, while holding the Preliminary Administrative Services
Credential. Verification of experience must be on the district or employing agency letterhead and signed
by the superintendent, assistant superintendent, director of personnel, or director of human resources.
School or district personnel other that the applicant must verify all experience.
Business Procedures
Refunds will be given to individuals who are formally dis-enrolled in the program. Attendance and
participation in the program for more than 50% will disallow a candidate for a refund. Participants who
are not able to participate in a required activity due to personal or family illness, maternity or paternity
leave, death in the immediate family, relocation, relocation due to job transfer, or other family or personal
crisis that prevents them from successfully participating in and completing the program, may receive
credit for participation in a future program activity with a different cohort. It is the responsibility of the
participant to communicate all challenges, issues and concerns that might prevent them from completing
the program to the coach and local program coordinator. The local program coordinator and the ACSA
Clear Administrative Credential Program (CACP) office are responsible for documenting issues and
concerns upon notification by the candidate.
Certificate of Eligibility
An individual who has completed the requirements for a Preliminary Administrative Services Credential
but does not have an offer of employment in an administrative position may apply for a Certificate of
Eligibility which verifies the completion of the requirements and authorizes the holder to seek
employment as an administrator. The Certificate of Eligibility has no expiration date. Once securing an
offer of employment, the holder of a Certificate of Eligibility may apply for the preliminary credential by
submitting an application (form 41-4) and processing fee to CCTC.
Coach Change Request
Every attempt is made to make an appropriate and successful match between the candidate and a
leadership coach. However, it may be necessary to request a coach reassignment. In this event, the
candidate or coach contacts the local program coordinator to inform him/her of their request for a coach
reassignment. The local program coordinator may assign a new coach. The Request for a Change in
Coaching Assignment form may be filled out by the candidate or the coach.
Complaint Procedure
All attempts will be made to resolve complaints. Complaints may be submitted to the local program
coordinator first. If an attempt to resolve issues and concerns is unsuccessful, then the local program
coordinator will arrange to meet with all parties to resolve issues and concerns. A formal complaint will
be investigated by ACSA’s Clear Administrative Credential Program (CACP) Director (or designee) and the
local program coordinator. To resolve the complaint, a meeting may be scheduled to develop a mutually
agreed upon plan of action. Submit complaints in writing to:
Association of California School Administrators (ACSA)
Attention: Educational Services/CACP
1029 J Street, Suite 500
Sacramento, CA 95814
Program participants are expected to fulfill the requirements of the Clear Administrative Credential
Program (CACP) in a timely and professional manner. All requirements outlined in the program will be
subject to review by assigned leadership coaches and local program coordinators. Evaluations, surveys
and questionnaires may be requested electronically and documentation will be considered as part of
program completion. The Clear Administrative Credential Program is a two-year, job-embedded induction
program and there is not an option for early completion.
Disability
Candidates who are unable to perform the essential functions of their job because of a disability or
qualified medical condition should notify the local program coordinator and ACSA program director of the
need for an accommodation. The candidate may be required to provide medical certification regarding
the disability or medical condition and need for accommodation. All medical information is kept in a
confidential file and shared only on a need-to-know basis. While ACSA welcomes candidate suggestions
for accommodations to complete the program, ACSA will make the final decision as to what, if any,
accommodations will be provided.
Employer Support
Employers are expected to provide support to all candidates accepted into the Clear Administrative
Credential Program (CACP). Opportunities for support include guidance, providing opportunities for
candidates to demonstrate California Professional Standards for Education Leaders (CPSEL) competencies
and arranging time and locations for coach meetings. Local program coordinators are expected to
facilitate all meetings and activities with assigned leadership coaches and candidates.
Full-Time Service
Full-time service means service for a minimum of four hours per day for at least three-fourths of the total
days in the school year. Substitute or part-time service does not apply.
Candidates who wish to have access to their records may request in writing from the ACSA office for a
copy of verification of program completion or attendance. The Candidate Record Sheet is used to verify
program components should a candidate request to withdraw, transfer or leave the program prior to
completion of the two years. Student records maintained in the learning management system will be
accessible to the candidate for up to six months upon program completion. Candidates are encouraged to
download all completed work from their digital folders and portfolio.
Term of the Preliminary Credential
The Preliminary Administrative Services Credential is valid for five years from the date of issuance. The
valid period of the Preliminary Administrative Services Credential is limited by the expiration date of the
prerequisite credential. The preliminary credential may be renewed for any time remaining up to the five
full years allowed at the same time of renewing the prerequisite credential by submitting an application
(form 41-4) and processing fee to CCTC. By the end of the five-year preliminary period, the holder must
meet the requirements for the Clear Administrative Services Credential.
Appreciative Inquiry
Appreciative Inquiry is a way of thinking, seeing and acting for powerful and purposeful change in
organizations. The Appreciative Inquiry process (discover, dream, design, destiny) works on the
assumption that whatever you want more of already exists and can be amplified.
Assessment
A system of assessment is utilized to provide the candidate information on the skills and knowledge
throughout the two-year program. Initial assessments provide baseline information. Formative
assessments occur throughout the program through self-reflection, coaching and individual professional
development. A benchmark assessment takes place at the midpoint of the program to track progress and
a summative assessment occurs at the end of year two. Assessments are a collaborative measurement of
a candidate’s competence and impact on student achievement and are aligned to outcomes described in
the California Professional Standards for Education Leaders (CPSEL) (CTC, 2014; CTC, 2016).
Credential Candidates
Credential candidates are novice administrators in an initial administrative assignment seeking a clear
administrative services credential (ASC) and licensure as an administrator by completing a two-year
individualized, job-embedded, coaching-based program that provides opportunities for the candidate to
demonstrate growth and competence as a leader. The administrator may be employed in a variety of roles
such as assistant principal, principal, director, coordinator or superintendent (CCTC, 2014).
Coaching
Coaching is a formal professional relationship between a credential candidate and a coach. The
relationship is directed toward the attainment of professional goals and focused on leadership to
positively impact learning and teaching. Coaching can lead to change in practice of thinking and transform
dispositions, behavior and communication (CTC, 2014). ACSA leadership coaching focuses on the
candidate’s understanding and application of CPSEL-based outcomes.
The program requires 40 hours per year at a minimum of job-embedded coaching activities including: site
visits, face-to-face meetings and electronic conversations to support the development of leadership
competencies and the Leadership Learning Goals. Coaching is regular, consistent and takes place ongoing
throughout two years. Coaching is confidential, non-evaluative and focused on action planning and
attainment of goals (CTC, 2014).
Induction
Induction is comprised of individualized coaching, professional learning opportunities, and assessment of
CPSEL application and competency. The induction experience is informed by assessment and includes an
initial assessment, goal setting, a place to incorporate coaching and learning experiences, ongoing
formative assessments and reflection as well as benchmark and summative assessments. A minimum of
60 hours and a maximum of 90 hours are to be completed annually, which includes 40 hours of
individualized coaching plus 20 hours of professional development (CTC, 2014).
Leadership Coach
ACSA leadership coaches are trained in one of two foundational, researched-based coaching models: the
ACSA Leadership Coaching Model, grounded in Evocative Coaching/Appreciated Inquiry, or the Blended
Coaching Model. Requirements to be a leadership coach include: 1) successful service as an administrator
for 4 or more years, 2) training in either ACSA Leadership Coaching or Blended Coaching, 3) training in a
New Coach Orientation, 4) participation in CNET, ongoing coach training, and 5) completion of a portfolio
for certification.
Professional Development
A minimum of 20 hours annually of professional development offerings are required and made available
to candidates. Professional development can address the common needs for beginning administrators,
provide individualized learning opportunities, and provide opportunities to network and share best
practices and challenges.
Professional Learning
Professional learning is a required component of the two-year induction process for candidates seeking
their Clear Administrative Services Credential. Professional learning provides opportunities to learn and
grow and is individualized and responsive to the needs of each candidate. The opportunity to practice
pertinent skills while working alongside other candidates increases collaboration (CTC, 2014). Professional
Backor, K. & Gordon, S. (2015). Preparing principals as instructional leaders: Perceptions of university
faculty, expert principals, and expert teacher leaders. NASSP Bulletin, 99(2), 105-126.
Burkhauser, S., Gates, S., Hamilton, L., & Ikemoto, G. (2012). First year principals in urban school
districts: How actions and working conditions relate to outcomes. Santa Monica, CA: RAND
Corporation.
California Department of Education (2015). California State Plan to Ensure equitable access to excellent
educators. Professional Learning Support Branch.
Connelly, G. (2013, November/December). School leadership matters: In an interview with NAESP’s Gail
Connelly, U.S. Secretary of Education Arne Duncan shares his vision for pre-K-8 education.
Principal. Retrieved from
http://www.naesp.org/sites/default/files/School_Leadership_Matters_ND13.pdf
Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing school
leaders for a changing world: Lessons from exemplary leadership development programs.
Stanford, CA Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School
leadership study: Developing successful principals (Review of research). Stanford, CA: Stanford
University, Stanford Educational Leadership Institute.
Gray, C., Fry, B., Bottoms, G., & O’Neill, K. (2007). Good principals aren’t born –they’re mentored: Are we
investing enough to get the school leaders we need? Atlanta, GA: Southern Regional Education
Board.
Kearney, K. (Ed.). (2015). Moving Leadership Standards into Everyday Work; Description of Practice
(Second Edition). San Francisco, CA: WestEd
Learning Forward. (2011). Standards for professional learning. Oxford, OH: Author.
Lochmiller, C. (2014). Leadership coaching in an induction program for novice principals: A 3-year study.
Journal of Research on Leadership Education, 9(1), 59-84. doi: 10.1177/942775113502020
Mizell, H. (2010). Why professional development matters. Oxford, OH. Learning Forward.
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep
getting better. London, England: McKinsey & Company.
Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching and
learning. New York, NY: Author. Retrieved from: http://www.wallacefoundation.org/knowledge-
center/school-leadership/effective-principal-leadership/Documents/The-School-Principal-as-
Leader-Guiding-Schools-to-Better-Teaching-and-Learning.pdf
Whitney, D., & Trosten-Bloom, A. (2010). The Power of Appreciative Inquiry, a Practical guide to Positive
Change. San Francisco, CA: Berrett-Koehler Publishers, Inc.
Element 1B: Developing Shared Vision Element 2B: Curriculum and Instruction
Element 1C: Vision Planning and Implementation Element 2C: Assessment and Accountability
Standard 3 Standard 4
Standard 5 Standard 6
Education leaders make decisions, model, and behave Education leaders influence political, social,
in ways that demonstrate professionalism, ethics, economic, legal and cultural contexts affecting
integrity, justice, and equity and hold staff to the same education to improve education policies and
practices.
standard.
Element 6A: Understanding and
Element 5A: Reflective Practice
Communicating Policy
Element 5B: Ethical Decision-Making
Element 6B: Professional Influence
Element 5C: Ethical Action Element 6C: Policy Engagement
Section I:
Coaching Agreement
Candidate Agrees:
• To take advantage of and be open to the support offered by the coach;
• To be honest and open in the coaching relationship;
• To be accessible and on time for the coaching sessions;
• To participate fully in the coaching sessions,
• To arrange for observations of real work situations agreed upon with coach to would allow for targeted
coaching, including;
o Classroom observations of teaching and learning;
o Facilitation of staff and/or parent meeting as appropriate;
o Other as determined between coach and candidate.
• To keep time commitments and protect the coaching time;
• Maintain confidentiality within and after coaching sessions;
• To fully participate and be responsible in completing all assignments and activities as outlined;
• To develop, implement and assess meaningful goals and action plans;
• To provide honest feedback to the coach and to the CACP for continuous improvement; and
• To participate in coach facilitated off-site meetings as mutually agreed upon.
• To reflect on the Individual Induction Plan (IIP) - coaching, professional development & assessments
Coach Agrees:
• To maintain confidentiality of his or her work with the candidate.
• To provide a minimum of 40 hours per year of one-to-one, job-embedded support (3-6 hours per month);
• To be available via phone and email;
• To be accessible and on time for the coaching sessions;
• To support the candidate by providing information and/or linking them to resources as appropriate;
• To use the CPSEL as a central guide in leadership coaching and impact on school improvement and student
learning;
• To model a reflective and ethical practitioner who is open to feedback and engages in a two-way learning
relationship;
• To ask questions that encourages the candidate to examine and reflect on his or her assumptions, actions,
learning and innovative solutions to problems;
• To disclose any situation with safety or ethical implications to the candidate, or district representative (if
legally required);
• To monitor and maintain required documentation and required program hours that lead to candidate
recommendation for Clear Administrative Services Credential;
• To collaborate with candidate on professional development needs and choices and approve professional
development hours;
• To follow up on commitments from the coaching sessions;
• To engage the school, district or program representative in CACP outcomes and requirements that lead to the
success of the candidate; and
• To approve candidate’s professional development requests, records and hours.
______________________________ ______________________________ ____________________
Candidate Signature Coach Signature Date
Section I:
Professional Experience and Work Context
The purpose of the supervisor input meeting is to establish a partnership, communicate program
outcomes and establish coach, candidate and supervisor roles. This conversation includes school, district
or program goals, candidate job expectations and CACP outcomes and alignment to the Leadership
Learning Goal (LLG). Meetings should be scheduled in advance and last about 30-40 minutes. A minimum
of two partnership meetings will take place: one within the first 60 days of the program and the second at
the end of the first year to review the candidate’s progress. The following is a sample agenda and may
vary based on the candidate's assigned duties.
AGENDA ITEM PURPOSE
Introductions
• To understand partner roles and to begin
• Explain that you are a certified CACP coach and participate in ongoing coach
dialogue regarding mutual support for the
training
candidate.
• Learn about supervisor's role in the school, district or program and his or
her responsibility to the candidate
• Clarify school, district or program priorities and goals • To emphasize a partnership in supporting
• Review candidate’s job responsibilities and duties the candidate success.
Purpose and Elements of the CACP and Coaching Support
• A CTC approved two-year program to obtain a Clear Administrative Services • To describe what the candidate will be
Credential responsible for and define support a coach
• Based on CTC and CPSEL (California Professional Standards for Education provides in the areas of problem solving,
Leaders) guidance and non-judgment feedback to
• Professional Learning Component: build leadership capacity.
o 40 hours coaching (annually)
o 20 hours PD (annually)
• Use of formative and self-assessment assessment tools • To field questions that the supervisor may
• Leadership Learning Goal(s) have about the Clear Administrative
• Coaching support (3-6 hours per month) Credential Program.
Partnership and Communication
• How can the Leadership Learning Goals be aligned with the school, district • To connect the school, district and program
and program goals? initiatives/expectations with CACP goals and
• What leadership experiences or skills would you like to see emphasized to candidate growth.
build the candidate’s capacity?
• Maintain communication with the supervisor while maintaining
confidentiality with the candidate (Provide the supervisor with a copy of the • To emphasize the desire for a partnership
Coaching Agreement). and the confidentiality in the agreement.
Input and Other Helpful Information from the Supervisor
• To learn more about the school, district or
• Ask about school, district/program professional development.
program context from the supervisor’s point
• What information is important to know about the school, district/program
of view.
context in relation to the candidate’s work?
• Candidate’s view of what they are looking forward to in the year and in
• Appreciation
their role.
** Thank the supervisor for his or her time and
• Explain that, at the end of the program, the candidate will need a letter
input**
indicating two years of successful, full-time work as an administrator
Section II:
Collaborative Summary
Check In (professional/personal):
Section IV:
Professional Development Reflection
Next Steps:
This letter is to request a formal letter of verification of two years of successful experience in a full-time
administrative position for a credential candidate enrolled in the Association of California School
Administrators (ACSA)’s Clear Administrative Credential Program (CACP). The two-year induction program
is a California Commission on Teacher Credentialing (CCTC) approved program and upon successful
completion the credential candidate may be recommended for a Clear Administrative Services Credential.
Program components included professional learning opportunities in the form of individualized coaching,
professional learning and assessment. At the end of the two-year program, candidates participate in an
exit presentation or interview to present work completed as evidence of competency in the six California
Professional Standards for Education Leaders (CPSEL). In addition to the requirements completed in an
individualized induction plan, the candidate must have verification of two years of successful experience
in a full-time administrative position in a California public school, nonpublic school, or private school of
equivalent status, while holding the Preliminary Administrative Services Credential. The formal letter of
verification of experience must be on the district or employing agency letterhead and signed by the
superintendent, assistant superintendent, director of personnel, or director of human resources. School
or district personnel other than the candidate must verify all experience.
A letter indicating successful completion of two years may be returned directly to the credential candidate
or to the ACSA local program coordinator for the credential candidate.
Thank you in advance for your support. Please do not hesitate to contact our credential office at the
Association of California School Administrators should you have any further questions.
Sincerely,
2018-2019
Leadership Coach Guide
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These materials are developed and produced by the Association of California School
Administrators (ACSA) for the training and support of ACSA leadership coaches and Local
Programs in the California Network of School Leadership Coaches and their candidates.
We encourage the duplication and use of these materials by coaches and candidates,
provided that the credit is attributed to ACSA. Please do not post any of the documents in
this packet on public websites, distribute copies outside of the candidate’s school, district or
program or use any of these materials for commercial professional development training.
For further information about use of this material, and other tools to support new
administrator practice, please contact ACSA Education Services office at 916-329-3839 or
credentialing@acsa.org.
Association of California School Administrators
Educational Services Department
1029 J Street, Suite 500,
Sacramento, CA 95814
Phone 916-329-3839
Copyright © 2018 Association of California School Administrators (ACSA) unless otherwise noted. All rights reserved. Do not reproduce without permission.
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TABLE OF CONTENTS
Program Personnel ..................................................................................................................................... 6
Non-Discrimination ................................................................................................................................... 10
Confidentiality ............................................................................................................................................. 12
Collaboration ............................................................................................................................................... 12
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References ..................................................................................................................................................... 37
APPENDICES ................................................................................................................................................. 39
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PROGRAM PERSONNEL
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Responsibilities:
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QUALIFICATIONS
NON-DISCRIMINATION
ACSA Administrative Credential Program considers all applicants for leadership
coaching without regard to race, color, religion, sex, national origin, age, marital or
veteran status, the presence of non-job-related medical conditions or disabilities
or any other legally protected status. The ACSA Administrative Credential Program
employee charged with coordinating the efforts to comply with this practice and
investigate complaints regarding non-compliance is the program director.
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*Local programs may have additional criteria based on their Local Program
requirements.
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CONFIDENTIALITY
Confidentiality and collaboration are essential elements to develop a positive
relationship between the leadership coach and credential candidate. In order to
maintain confidentiality, foster open and honest relationships between leadership
coach and candidate, and avoid conflicts of interest, it is ACSA’s practice to match
candidates with a leadership coach who does not directly supervise or evaluate
their candidate. Coaches and Candidates sign a Coaching Agreement.
COLLABORATION
Ongoing collaboration between the leadership coach and credential candidate on
the work of self-assessment, data gathering of progress, goal setting and
application of CPSEL elements is expected and essential to candidate success in the
program. The focus is on reflection and evidence-based growth of leadership in the
job context utilizing the CPSEL-related action steps and results defined in the
Leadership Learning Goal. Coaches and Candidates record conversations on a
Collaborative Summary.
A list of Local Programs and Local Program Coordinators is found on the ACSA Website
at www.acsa.org
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COACH RE ASSIGNMENTS
Coaches and candidates may request a reassignment if the coaching match is not a
good fit. The coach and candidate may first try to resolve the coaching issues
between them, however, the candidate or coach may contact their local program
coordinator or ACSA at any time to request a change in coaching assignment.
COACH COMMUNICATION
The leadership coach serves as the primary liaison for communication between the
credential candidate, local program coordinator, employer and ACSA office. As
such, it is the responsibility of a leadership coach to maintain regular
communication about changes to a candidate’s employment circumstance or
program status. Candidates are expected to complete appropriate forms regarding
a change to their status and submit them to the ACSA office. Leadership coaches
must also notify the local program coordinator if any of the following situations
arise so that proactive measures to support the candidate can occur:
● Change of a candidate’s job or role
● Candidate needs to take a leave of absence from job, program or both
● Candidate wishes to drop the program
● Candidate wishes to transfer to another program
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ACSA staff review portfolios for completeness and notify applicants if any
documents are missing. Portfolios are scored by team of local program
coordinators and upon successful completion the applicant will receive a letter of
recognition, a certificate and a copy of the scoring rubric mailed to their home
address. The notification will take place four to six weeks after the submission
window.
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Megan Tschannen-Moran
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A Ask Appreciative •What would you like to pay more attention to in your school?
Questions •What possibilities do you see for yourself in the next few months?
•What changes do you think your staff would really appreciate?
(Inquiry)....
•What variables do you think matter most?
•How could your needs and the needs of your school be more fully met?
• Discover strengths
•What kind of environment would you like to create for your school?
• Observe vitalities
•What things are most important to you right now in life? In work?
• Frame aspirations
•What changes would excite you and make you feel great?
• Invite possibilities •How would you describe your intentions over the next few months?
• How would your life be like if you realized those intentions?
• What are the best things that could happen in your school in the near future?
• What do you think are the best possible outcomes of our work together?
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The four-part continuum of practice describes actions for each element of the six
California Professional Standards for Educational Leaders (CPSEL). The continuum
describes increasing levels of a candidate’s knowledge, skills and application and
moves from fundamental skills to highly accomplished skills. The chart on the next
page provides a brief summary.
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• Mindfully
• Calmly
• Openly
• Attentively
• Quietly
• Reflectively
• Imaginatively
E – Emphasize…
• Discover Strengths
• Observe Vitalities
• Frame Aspirations
• Invite Possibilities
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Leadership coaches self-assess their growth through dialogue and discussion with
colleagues during CNET workshops and local program meetings. Every CNET
workshop provides an opportunity to receive feedback from colleagues in a role
play coaching session and a time for reflection on coaching skills.
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As one of many ways to encourage coaching proficiency, please give your coach feedback using this form after a
coaching session. On a five-point scale, to what extent do you agree or disagree with the following statements?
1 = Totally Disagree, 2 = Somewhat Disagree, 3 = Partly Agree, 4 = Mostly Agree, 5 = Totally Agree
Story Listening 1 2 3 4 5
Expressing Empathy 1 2 3 4 5
Appreciative Inquiry 1 2 3 4 5
Design Thinking 1 2 3 4 5
9. Something new came out of this conversation that I am confident I will follow through
on.
10. We talked about ways to make the environment in which I work more supportive.
Coaching Presence 1 2 3 4 5
11. My coach worked with me as a curious collaborator rather than as an expert advisor.
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15. What was your biggest take-away from this coaching session?
16. How has your thinking or plans changed as a result of this coaching session?
17. How could your coach be even more helpful to you in the future?
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The CPSEL are organized into six broad leadership areas to address expectations for
effective practice. West Ed’s Moving Leadership Standards into Everyday Work:
Descriptions of Practice (DOP) (Kearney, 2015) further delineates the CPSEL by
specific elements and indicators. Used in conjunction with the program elements,
the Descriptions of Practice assist the leadership coach and candidate to develop
candidate competency in the CPSEL during the course of the program.
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Incorporate each element in development of a SMARTER goal following the suggested prompts.
S
• What do you want to accomplish?
Make it Specific • Who will be involved? Where will this take place?
Identify and target • Why do I want to accomplish the goal?
M
• How will you know when you have accomplished your
Make it Measurable goal?
Quantify or provide a • How will I know I am successful?
tangible indicator of • How much change needs to come?
results that can be • How many accomplishments or actions will it take?
tracked.
A
• How can the goal be accomplished?
Make it Achievable • Do I have or can I get the resources needed to achieve
Define a purpose or an the goal?
impact that is feasible and • IS the goal a reasonable stretch for me?
within scope • Are the actions I plan to take Likely to bring Success?
Make it Realistic
R
• Is the goal worth working hard to accomplish it?
State results which can • Explain
realistically be achieved
given time and resources
Make it Timely
T
• By when will the goal be accomplished?
Specifies when results will
be attained
Evaluate
E
• How will progress towards the goal and final outcomes
Include a process to be evaluated?
monitor progress during
implementation and
analysis of results
Refine
R
• Are there mechanisms in place to accommodate
Provide for revision to changes, revisions, or adjustments along the way?
actions measures or
outcomes based on
progress monitoring
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Crafting S.M.A.R.T. Goals are designed to help you identify if what you want to achieve is
realistic and determine a deadline. When writing S.M.A.R.T. Goals use concise language but
include relevant information. These are designed to help you succeed, so be positive when
answering the questions.
_________________________________________________________________________________________________
1. Specific (What do you want to accomplish? Who needs to be included? When do you want
to do this? Why is this a goal?)
2. Measurable (How can you measure progress and know if you’ve successfully met your
goal?):
3. Achievable (Do you have the skills required to achieve the goal? If not, can you obtain
them? What is the motivation for this goal? Is the amount of effort required on par with what
the goal will achieve?):
4. Relevant (Why am I setting this goal now? Is it aligned with overall objectives?)
S.M.A.R.T. Goal (Review what you have written, and craft a new goal statement based on
what the answers to the questions above have revealed)
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If a candidate moves district mid-program, they need to submit a new Verification of Employment
from their new district to the Local Program Coordinator and ACSA.
The program is designed to span two years and the candidate is required to participate in
reflections, goal setting, self-assessment and leadership coaching for the full two years.
Candidates take the CPSEL Self-Assessment three times during the program and participate in an
exit interview or presentation at the end of year two. California Commission on Techer
Credentialing program standards require all Clear Administrative Credential Programs to be two-
year induction programs.
3. What happens if a candidate does not have an administrative position for year two of the
program?
Candidates may apply for a leave of absence from the clear administrative credential program.
Candidates have five years to clear their preliminary services credential once it has been
activated. During their leave of absence candidates should keep a copy of the work completed
during their program enrollment should they reenter a Clear Administrative Credential Program
within the five-year period. Candidates may request a letter from the ACSA office verifying
completion of course work.
4. If a candidate only works part time, what is the percent they need to work in order to
qualify for the program?
Full-time service means service for a minimum of four hours per day for at least three-fourths of
the total days in the school year. Substitute or part-time service does not apply. Candidates must
work 75% of a school year in a position that requires an administrative services credential to
participate in the CACP program.
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5. What if a candidate changes positions between year one and year two?
If a candidate changes positions during the program they need to participate in another
supervisors meeting and add the information to the Professional Experience and Work Context
section of their Individual induction Plan. The Leadership Learning Goal will also be revised to
ensure it is relevant to the new position or rewritten with the new role in mind.
6. Must the leadership coach review candidate portfolios before they are sent to the LPC?
Yes, the coach reviews each candidate exit portfolio to be sure all components are present and
the candidate has included evidence of meeting the program outcomes of demonstrating
competency in all of the six of the California Professional Standards for Educational Leaders.
7. Does ACSA need the original Verification of Program Completion and Candidate Data Sheet
or are digitally signed copies acceptable?
Digitally signed copies are acceptable; however, the Candidate Data Sheet should not be
uploaded to the digital portfolio, but rather handed in hard copy during the exit interview for
confidentiality reasons.
8. How do candidates show their coaching hours and PD hours as evidence for the portfolio?
A screenshot of the grades page in the learning management system may be taken show the
completion of required coaching and PD hours and then uploaded into the candidate portfolio.
9. Can a candidate enter ACSA’s program for year two after completing year one in another
program?
Yes, candidates may transfer to the ACSA program and acceptance may be granted initially
through the local program coordinator and finally by the ACSA program director upon verification
of program components which may include: 40 hours of coaching for year one, 20 hours of
professional development for year one, goals and action steps from year one, CPSEL Assessment
and any other work completed that demonstrates growth in shills, knowledge and application of
CPSEL competency. Candidates are enrolled in the learning management system in the cohort
indicating their anticipated completion date.
Contact your Local Program Coordinator ASAP and the ACSA office. You may request a change of
location. If an unforeseen circumstance occurs an alternative assignment may be provided by
your local program coordinator. Coaches contact their local program coordinator to discuss.
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REFERENCES
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Gray, C., Fry, B., Bottoms, G., & O’Neill, K. (2007). Good principals aren’t born –they’re
mentored: Are we investing enough to get the school leaders we need? Atlanta, GA:
Southern Regional Education Board.
Kearney, K. (2010). Effective principals for California schools: Building a coherent leadership
development system. San Francisco, CA: WestEd.
Kearney, K. (Ed.). (2015). Moving Leadership Standards into Everyday Work; Description of
Practice (Second Edition). San Francisco, CA: WestEd
Learning Forward. (2011). Standards for professional learning. Oxford, OH: Author.
Lochmiller, C. (2014). Leadership coaching in an induction program for novice principals: A 3
year study. Journal of Research on Leadership Education, 9(1), 59-84. doi:
10.1177/942775113502020
Mizell, H. (2010). Why professional development matters. Oxford, OH. Learning Forward.
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems
keep getting better. London, England: McKinsey & Company.
Tschannen-Mooran, M., & Tschannen-Moran, B. (2018). Evoking Greatness: Coaching to bring
out the best in educational leaders. Thousand Oaks, CA: Corwin
Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching
and learning. New York, NY: Author. Retrieved from:
http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-
principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-
Better-Teaching-and-Learning.pdf
Whitney, D., & Trosten-Bloom, A. (2010). The Power of Appreciative Inquiry, a Practical guide
to Positive Change. San Francisco, CA: Berrett-Koehler Publishers, Inc.
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APPENDICES
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Evoking Greatness, authored by Megan and Bob Tschannen-Moran, is the text that is used in the
ACSA Coaching Training and the model of coaching that ACSA supports. Their first book,
Evocative Coaching, reflects the same model; Evoking Greatness is focused on bringing out the
best in our educational leaders through inspiring coaching conversations that contribute to the
improvement of the leadership practice of our candidates.
The Appendix brings together lists of coaching questions from each phase of the coaching model
to serve as a resource for coaches as they plan their coaching sessions.
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How Do I Become an ACSA Certified Leadership Coach?
Prerequisites
o Four years of experience as a successful school administrator
o Valid Clear Administrative Services Credential
o Commitment to ongoing professional Learning
Process
o Attend the two - day ACSA leadership coach training
o Contact a local program coordinator in your area and let them know you are
interest in coaching
Address:
Email to trobinson@acsa.org
Submission Guidelines
U. S. Mail Email
Email to Tracy Robinson, Ed. D.
ACSA Leadership Coach Certification
c/o Educational Services at trobinson@acsa.org
1029 J Street, Suite 500
Sacramento, CA 95814 Subject Line: ACSA Leadership
Coach Certification
Submission Window
8/21/2017 1
ACSA Leadership Coach Portfolio Check List
8/21/2017 2
ACSA Leadership Coach Certification
Application
Name: Date:
Current Position: District:
Work Address: Home Address:
Please list attendance locations and dates for required coach training sessions
Location Date
ACSA Leadership Coaching*
CLASS training*
Program Orientation
CNET (Fall)
CNET (Spring)
*Must attend either ACSA Leadership Coaching or CLASS training, Program Orientation and two CNET
References: Please submit two letters of recommendation from individuals who are familiar with your
leadership and coaching skills, knowledge and ability. It is suggested that one letter come from an
individual you have coached.
Reference Reference
Name
Position
Organization
Phone
Date Date:
8/21/2017 3
ACSA Leadership Coach Requirements
Actively coach a new school leader using ACSA Leadership Coaching tools
and protocols.
8/21/2017 4
Code of Ethics for ACSA Leadership Coaches
I will support the goals for school leaders shared with me by their
supervisors, guarding confidentiality and fostering collaboration.
I will ensure school leaders I coach understand all aspects of the coaching
agreement.
8/21/2017 5
Coaching Hours Log for ACSA Leadership Coach Certification
Coach Name ____________________________________
Face-to-Face Coaching
Number of Hours
Dates
Total Hours:
8/21/2017 6
Initial Leadership Coach Reflection
Coach Name ____________________________________
Directions: Complete this after the initial meeting. Use the Professional Experience and Work Context
(Section 1B) to respond to the first two questions.
1. Description of School Leader and Work Context. Provide a summary of the 1) School Leader’s
professional background and current position, and 2) his or her school, district or program data
including; student demographics, enrollment, grade spans, socio-economic data, and any current
issues.
2. What coaching challenges do you foresee in working with this School Leader? Be specific.
Explain challenges the school leader is facing as well as those you might anticipate in coaching
him/her.
3. What coaching skills do you plan to practice and develop to be effective when working
with this school leader? Identify the specific coaching strategies in the ACSA Leadership Coaching
model which you intend to apply.
8/21/2017 7
Audio or Video Reflection or
Peer Observation Reflection
Coach Name ____________________________________
Directions: Reflect on your coaching by recording a 60 minute session, choose either audio or video.
Replay the recording and respond to the following questions. An alternative is to invite a peer coach to
observe a 60 minute coaching session and debrief using the same questions.
1. Provide a brief description of your coaching conversation to provide context to the reviewer.
2. Describe coaching skills and strategies that were effective for you. How do you know they
were effective? Provide an example.
3. What observations or insights do you have about your coaching? What areas you would like
to grow or develop further?
8/21/2017 8
Leadership Learning Goal
Directions: Include one Candidate Leadership Learning Goal (LLG) in your Leadership Coach
portfolio. The Leadership Learning Goal must include one SMARTER goal and include the action steps
or strategies related to the goal. The Leadership Learning Goal form is located in Schoology in Section
III a sample of the form is also found in the participant manual.
8/21/2017 9
Collaborative Summary
Directions: Include ten (10) Collaborative Summaries. Seven (7) of the Collaborative
Summaries must be directly linked to the candidate Leadership Learning Goals or action steps
and strategies. The Collaborative Summary form is located in Section II in Schoology. A sample
Collaborative Summary is below. It is important to address the California Professional
Standards for Education Leaders (CPSEL), connection to the candidate goals, professional
development needs and opportunities as well as future actions.
o Include Ten Collaborative Summaries in the ACSA Leadership Coach Certification Portfolio
8/21/2017 10
CNET Coaching Observations
Directions: Include two (2) CNET Coaching Observations. These are provided at CNET trainings
and part of the professional learning practice for coaches.
8/21/2017 11
Final Leadership Coach Reflections
Coach Name ____________________________________
1. Reflect on the professional learning you attended and the tools which you used while
coaching your School Leader. Professional learning experiences include ACSA Leadership Coach
two day training, Program Orientation and CNET. Coaching tools include: the CPSEL Self-
Assessment, Collaborative Summaries and Leadership Learning Goal. Which had the
greatest impact on you as a Coach? Describe the impact? Be specific and detailed in your
response.
2. Reflect on your development as a Leadership Coach and describe the challenges you
encountered. How did you approach the challenges and what progress did you make? Tell
about the insights you gained around effective coaching practices as a result of those
challenges. Your response should include references to specific ACSA Leadership Coaching
skills, strategies, and tools.
3. Identify specific ACSA Leadership Coaching skills and strategies you feel competent using,
and skills and strategies you are still working to master. What are your next steps to develop
these skills and strategies?
8/21/2017 12
ACSA Leadership Coach Portfolio
Review and Certification
1. Course Overview
a. Login and Profile
b. Course Navigation
2. Shared Folders
3. Collaborative Summary: Creating and Sharing
4. Coaching Hours: Logging and Viewing
5. Professional Development
a. Resources
b. Creating Reflections and Logging Hours
6. Program Completion: Portfolios
7. Messaging and Help Center
Login
1. In your web browser (Safari, Firefox, Chrome) URL field, navigate to acsa.schoology.com.
2. Enter your Username and Password. If you have not received this information, contact the ACSA office.
3. Click “Login”
4. INSIDER’S TIP: Bookmark the Schoology URL in your web browser or add it to your “Favorites”.
5. REAL INSIDER’S TIP: If your computer is not accessible to others (for security purposes), set your
computer to save your username and password for your Schoology account.
Course Navigation
The following tabs and features will be used most often for the credential program.
Home Page (top menu bar): On this page you can view course updates. Coaches can access the “Advisee” tab
to see their candidate’s (or “Advisee’s”) progress toward completion of the coaching and professional
development hours.
Courses (top menu bar): This page hosts the main content of the course and all necessary documents. Clicking
on this tab will display all courses for which you are enrolled.
1) Select the course you want to access. Within a course, click on any folder/icon in the menu
to open/access the content. Double click on the arrow to the left of the folder to preview
contents in a list format.
Resources (top menu bar): There are four types of Resources in Schoology:
• Personal: these are your personal documents to which only you have access
• Public: these resources are public on the web for anyone to access
• Group: these resources may include forms, handouts or any other materials that all members of the
group need access to and only members may access
• Apps: these resources allow you to link external apps such as Google Drive to your Schoology account
for seamless integration between resources.
Grades (left hand navigation bar): For the CACP purposes, “grades” are the candidate’s progress toward the
required number of coaching hours (40 per year) and the required number of professional development hours
(20 per year). In order to keep track of this, Coaches log all coaching hours using a Coaching Log Form.
Candidates are responsible for logging professional development hours using a Professional Development Log
Form. Candidates, coaches and local program coordinators can view these hours at any time.
Viewing hours as a Candidate:
• From the Home Page, click on the “Grades/Attendance” tab on the left navigation bar
• Next, click on the course or local program in which you are enrolled
Shared Folders
Shared Folders enable members such as coach and candidate to upload documents that can be viewed, edited
and downloaded by both parties. These shared folders are stored under the Resources tab. For this program,
you will be using the “Personal Resources” and “Group Resources”. All candidates will create a folder in Personal
Resources to share with his or her coach. This is where they can keep all documents until uploaded to the
portfolio. The folder is private and only the candidate and coach can view and access documents unless the
candidate chooses to share the folder with the local program coordinator as well.
Creating a Shared Folder: Shared folders must be created by either the candidate or the coach to establish a
share point for all CACP work. The shared folder should be set up right away so that the candidate may begin
storing and organizing all of the documents needed to verify program completion. To set up a shared folder,
follow these steps:
1. From the “Resources” drop down menu, select “Personal”
2. Click on the file cabinet icon to the right of HOME and “add a collection”
3. Title your shared folder with both the coach and candidate name
Collaborative Summary
For each coaching session, the candidate and coach will work together to complete a Collaborative Summary
to document goals and progress.
Creating and Sharing your Collaborative Summary: To access the Collaborative Summary:
1. Open the Section II: Assessments folder
2. Click on the Collaborative Summary document
3. Scroll to the bottom of the page and Download the Collaborative Summary Template to your computer
4. The template need only be downloaded once and can be stored on your computer and used over again
5. Once you have filled out the Collaborative Summary, go to Personal Resources in Schoology and select
the Shared Folder created between coach and candidate.
7. Navigate to the Collaborative Summary on your computer, select it and click “Attach Files” and “Add”
8. Once the file has attached, you will see that the file has been “Successfully Added” and it will be
available for both coach and candidate to view, download and edit.
Professional Development Resources: As part of the requirements for certification, each candidate must
complete at least 20 hours of professional development per year. This is decided upon collaboratively between
the candidate and leadership coach, and linked to the goals and CPSEL the candidate is working on for the
year. For your convenience, ACSA has compiled a resource bank of Professional Development units aligned to
the CPSEL. To access these units:
a. Click on the Section IV: Professional
Development folder
b. Open the CPSEL Professional Development and
Resources folder
c. Review the options to select resources by
learning style (book, webinar or web articles
and short videos).
d. Click on the CPSEL Folder to access content by
standard.
Professional Development Reflections: For each professional development activity completed, the candidate
will complete a Professional Development Reflection form. To access the Professional Development
Reflections form:
1. Open the Section IV: Professional Development folder in Schoology
2. Click on the Professional Development Reflections Form document
3. Scroll to the bottom of the page and Download the Professional Development Reflections to your
computer
4. The template need only be downloaded once and can be stored on your computer and used over again
5. Once you have filled out the Professional Development Reflections, upload the completed form to
your Shared Folder in Personal Resources (see instructions above in Creating the Collaborative
Summary)
Creating Your Portfolio: To create a new portfolio, click on the “New Portfolio” button. Add a picture of
yourself, a title and description, and documents to your portfolio by clicking on the “Portfolio Items” button.
You may also drag documents into the portfolio to upload them more quickly.
Messaging
Within Schoology, members can message individual “members” (candidates and coaches) or members and
admin” (all members of the course including the local program coordinator and all leadership coaches and
candidates). There are several places to access messages:
1. Click on the “envelope” on the Top Navigation Bar from any screen
2. Click on “Messages” on the Left Navigation Bar while in the “Home Screen”
3. Click on the arrow next to “Course Options” directly under the “Credential” logo in the upper
left hand corner
1. Click on your name in the upper right-hand corner to access your portfolios
2. Click “Portfolios” in the left hand navigation menu
3. Click on the three dots located in the lower right hand corner of your portfolio and select “Export to
ZIP”
4. Once the ZIP file has been generated, click the download arrow and download your portfolio.
Help Center
If you encounter difficulties while working with Schoology, click on the “?” in the upper right hand corner.
You can access the “Help Center” which will take you to a Schoology help page. On the help page you can
search various topics and you will be directed to video tutorials to help you solve your problem. In addition,
you can click on the “Credential Support” email button to direct you to support specific to the Credential
Program. If your question is technical in nature, you may also click on the “Technical Support” email button.