CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL ...

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CONTENT SPECIFICATIONS

Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program Standards for preliminary administrative services certification. In December 2013 the Commission on Teacher Credentialing adopted updated Content Expectations and Performance Expectations for the Preliminary Administrative Services Credential. The CPACE Content Specifications are aligned with these updated Content and Performance Expectations.

Prior to reviewing the CPACE Content Specifications, which describe the range of content eligible for inclusion in the examination, candidates should carefully consider the following qualities needed to effectively meet the rigors, challenges, and complexities of the school leadership position.

Educational leaders in California are dedicated to promoting the success of all students. They nurture and sustain a collaborative educational culture that fosters and supports both student learning and staff professional growth, with equity and fairness toward all individuals and groups. They maintain a consistent focus on the district's and school's educational vision and goals, while promoting collaborative relationships with parents, the community, and other educational partners to help achieve those goals. Educational leaders effectively guide and support school improvement efforts, actively seeking out material, human, and fiscal resources to advance student learning, while continuing to grow as an educational leader. Educational leaders model and demonstrate professional and ethical conduct, show good judgment, and are guided in their interactions and decision making by a strong core of values and ethics. They are responsive to the views and goals of the local community and work to develop mutually beneficial school-community relationships.

Educational leaders help create and support a safe and welcoming school environment that provides access and equal opportunity for all students. They collaborate with and support staff in identifying and applying research-based practices that help students with diverse backgrounds, strengths, and needs to master the knowledge and skills they will need to meet the challenges of life and career in the twenty-first century. They use data as well as current educational research and policy to evaluate organizational effectiveness, identify problems, generate solutions, monitor results, validate accomplishments, and evaluate outcomes. They hold themselves and others accountable for student achievement and work to create a culture of commitment, professionalism, collegiality, inquiry, and shared goals for improvement. They build organizational capacity based on trust, support, shared responsibility, reflective practice, and continuous learning.

Copyright ? 2014 by the Commission on Teacher Credentialing

This document may not be reproduced for commercial use but may be copied for educational purposes.

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CONTENT SPECIFICATIONS

Domain I. Visionary Leadership II. Instructional Leadership

III. School Improvement Leadership IV. Professional Learning and Growth Leadership V. Organizational and Systems Leadership VI. Community Leadership

Range of Competencies

01?04 05?08

09?12 13?15 16?18 19?20

"All students" and "all student groups" are referenced throughout the content specifications. These groups include students with diverse linguistic backgrounds, including English learners; students with diverse ethnic, racial, socioeconomic, cultural, academic, and family backgrounds; male and female students; students with different gender identities and/or sexual orientations; students with disabilities; students who are advanced learners; and students with a combination of special instructional needs.

Copyright ? 2014 by the Commission on Teacher Credentialing

This document may not be reproduced for commercial use but may be copied for educational purposes.

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CONTENT SPECIFICATIONS

Visionary Leadership Instructional Leadership School Improvement Leadership Professional Learning and Growth Leadership Organizational and Systems Leadership Community Leadership

DOMAIN I--VISIONARY LEADERSHIP

0001

Developing and Articulating a Vision of Teaching and Learning for the School Consistent with the Overall Vision and Goals of the Local Education Agency (LEA)

The principal is able to facilitate the development of a vision of teaching and learning specific to the school and its political, social, economic, and cultural context that is consistent with the LEA's vision and goals. The vision is student-centered and based in data from multiple sources. The principal facilitates the development of a mission statement to help guide the school community toward implementation of the vision. School programs, plans, and activities are integrated, articulated through the grades, and consistent with the vision.

For example, includes knowledge of:

? components and characteristics of a sound and sustainable school vision, including applying data from multiple measures of student learning to developing a vision of teaching and learning for all students

? skills and strategies for facilitating the alignment of the school's vision with the LEA's vision and goals

? how to shape school programs, plans, and activities to ensure that they are integrated, articulated through the grades, and consistent with the vision

0002

Developing a Shared Commitment to the Vision Among All Members of the School Community

The principal works collaboratively with all members of the school community to develop a shared commitment to the achievement of the school's vision. The principal understands the nature of school governance in California, including the roles, responsibilities, and relationships of the individual and organizational entities within the California educational system. The principal communicates effectively with various audiences and for various educational purposes, including consensus building and decision making, to help promote a shared sense of responsibility for the school's mission and vision.

Copyright ? 2014 by the Commission on Teacher Credentialing

This document may not be reproduced for commercial use but may be copied for educational purposes.

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CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CONTENT SPECIFICATIONS

For example, includes knowledge of:

? skills and strategies for facilitating the development of a shared, student-centered vision with and across multiple constituencies

? how to identify and understand the political, social, economic, and cultural contexts of education at the local, regional, state, and federal levels that affect California public schools and how to respond to and influence these contexts

? public school governance in California, including the structure and organization of public schooling and the roles and responsibilities of various individuals and system components

? the relationships between federal, state, and local educational policies and practices and the role of specified policies and practices in ensuring equitable, democratic public education for all students

? how to examine and respond to equity issues related to race, diversity, and access, using inclusive practices

? how to identify potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers

0003

Leading by Example to Promote Implementation of the Vision

The principal examines and responds to equity issues related to race, diversity, and access in order to help the school achieve the mission and vision. The principal identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers. The principal holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.

For example, includes knowledge of:

? major theories and concepts in educational leadership

? the relationships between leadership theory and practice in the context of contemporary educational issues in California

? how to facilitate the comprehensive integration of technology to support achievement of the vision

? how to communicate about, model, and hold oneself and others accountable for the exhibition of personal and professional ethics, integrity, justice, and fairness

? skills and strategies for leveraging and marshaling sufficient resources to implement and attain the vision for all student groups

? the importance of communicating information about the school on a regular and predictable basis to all families through a variety of media, and ensuring that all constituents have ample access to information sources

Copyright ? 2014 by the Commission on Teacher Credentialing

This document may not be reproduced for commercial use but may be copied for educational purposes.

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CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CONTENT SPECIFICATIONS

? how to facilitate a strong network of support for all school staff, including physical and mental health professionals

? how to identify and access resources to help address difficult or complex problems and issues that may arise

0004

Sharing Leadership with Others in the School Community

The principal builds trust, provides opportunities for shared and distributed leadership among all members of the school community, and promotes opportunities for all members of the school community to engage in shared decision making and problem solving in support of the school's vision and student learning.

For example, includes knowledge of:

? how to conduct effective, professional, and interactive communication with various audiences and for various educational purposes, including consensus building and decision making

? how to network with other professionals to improve personal knowledge and skills necessary for the job of a school administrator

? the roles of a broad range of support staff and mental health professionals

DOMAIN II--INSTRUCTIONAL LEADERSHIP

0005

Promoting Implementation of K?12 Standards, Pedagogical Skills, Effective Instructional Practices, and Student Assessments for Content Instruction

The principal is knowledgeable about all of the K?12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K?12 students. As the instructional leader of the school, the principal promotes the use of the state-adopted K?12 standards as the primary basis for classroom instruction and for student assessments. The principal helps teachers, students, parents, and community members understand the K?12 standards and their relationship to accomplishing the school's vision and goals. The principal understands and can articulate principles of effective instruction and appropriate student assessment processes. The principal is also knowledgeable about the state's student assessment program and can explain the assessment program and its intended outcomes to staff, students, parents, and the community. The principal identifies and takes action to mitigate potential and actual barriers to student learning.

For example, includes knowledge of:

? how to advocate, nurture, and sustain a positive culture of learning that emphasizes high expectations and an instructional program that promotes success for all student groups

? how to recognize and identify mental health conditions that support or hinder student achievement

Copyright ? 2014 by the Commission on Teacher Credentialing

This document may not be reproduced for commercial use but may be copied for educational purposes.

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