2017 Preliminary California Administrative Services Credentialing Cont - PDF document

1 2017 Preliminary California Administrati
2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education AdministratorsIntroduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Data use: Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration. Candidates are expected to understand ways to lead a group of professionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, group dynamics, teambuilding, and/or stakeholder buyin. Communication skills: Candidates are expected to understand the importance of effectively and efficiently conveying information to another or between people for common benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly written newsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement: Candidates are expected to understand that meeting expectations for enhanced curriculum, instruction, assessment, and personal and professional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways to manage those transitions. This process includes identifying who or what needs to be addressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impact analysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals, documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching and learning. Effective educational leaders confront and alter institutional biases of student marginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child. Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language, religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. This inclusive definition of “all students” applies whenever and wherever the phrase “all students” is used. CPSEL Standard 1: DEVELOPMENT & IM PLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. CAPE 1A: Developing a Student - Centered Vision of Teaching and Learning New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to inform the school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the district The ways school plans, programs and activities are derived from the vision each student. Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community Commitment New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement. Performance Expectations Content Expectations 1B: During preliminary preparation, aspiring administrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. ㅂ㨀⁄畲i湧⁰relimi湡ry⁰re灡rati潮,⁡s灩ri湧 admi湩strat潲s⁤e癥l潰nowle摧e⁡湤 畮摥rsta湤in朠潦㨀Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decisionmaking, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations 1C:During preliminary preparation, aspiring administrators learn how to: Engage staff and other stakeholders in sharing data to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision. Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision. Facilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well - being. Foundational Content Expectations pr esent in all standards: Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 2 A: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the Teaching Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSEL Use resources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Strategies to set standardsbased expectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students school - level problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the stateadopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations 2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success. 2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of: • State standards and student assessment processes• The relationship among expectations for students, their learning and outcomes• Effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners• The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply researchbased principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facilitate, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students. 2C: Durin g preliminary preparation, aspiring administrators develop knowledge and understanding of: • Elements of adult learning theory for the purpose of supporting staff members to improve instructional practices• Features and models of a culture of continuous improvement• Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction New administrators know and understand TK – 12 student content standards and frameworks, TK12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content Expectations 2 D: During preliminary preparation, aspiring administrators learn how to: Use knowledge of TK 12 student academic content standards and appropriate instructional practices to observe classroom planning and instruction in accordance with LEA policy and practices. 2. Use the principles of reflective feedbackto guide instructionalmprovement. 3. Provide timely, constructive suggestions about instructional strategies and assessments, available resources, and technologies to refine and enhance instruction and assessment that supports student learning, safety, and well - being. 2D: During preliminary preparation, aspiring administrators develop knowledge and understanding of: • Multiple coaching strategies• Tools, strategies and skills necessary for effective feedback to improve instruction• Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that dayday and longterm management strategies are a foundation for staff and student health, safety, academic learning, and well - being Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 3A:During preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the network of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: instructional programs; student services; and material, fiscal,and human resources. Develop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibility of the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information, enhance collaboration, and support effective management of the school. Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles. The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learning School routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. Performance Expectations Content Expectations 3B:During preliminary preparation, aspiring administrators learn how to: Follow legal and ethical procedures for hiring, evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff. Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and e ffectiveness of 3B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is biasfree organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. Performance Expectations Content Expectations : During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior interventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturally responsive, positive and restorative strategies to address diverse student and school needs. 3C : During preliminary preparation, aspiring administrators develop knowledge and understanding of: Theory, research, and best practices related to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content Expectations During preliminary preparation, aspiring administrators learn how to: Observe classroom planning and instruction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions positive learning environments . Provide unbiased, evidencebased feedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeingApply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting. Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocations The value of collaboration and transparency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members in accomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation. Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals. 4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well - being. Performance Expectations Content Expectations 4B: During preliminary preparation, aspiring administrators learn how to: Build trust and work collaboratively with families and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. 2. Use strategies such as conflict resolution in facilitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. Access community programs and services hat assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. 4. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionmaking and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders ma

2 ke decisions, model, and behave in ways
ke decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals. Foundational Content Expectations present in all standards: Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their professional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the effect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, student s, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations 5B: During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional barriers to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination. Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success. 5B: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Strategies to identify and address institutional barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations 5C: During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both support student learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions. 5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Characteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations ContentExpectations Foundational Content Expectations present in all standards: Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice 6A: During preliminary preparation, aspiring administrators learn how to: Recognize that any school is part of a larger district, state, and federal contexts that is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all levels of the education system. 㙁㨀⁄畲i湧⁰relimi湡ry⁰re灡rati潮,⁡s灩ri湧 admi湩strat潲s⁤e癥l潰nowle摧e⁡湤 畮摥rsta湤in朠潦㨀The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations 6B: During preliminary preparation, aspiring administrators learn how to: Improve their public speaking, writing, electronic communication, presentation, and advocacy skills. Provide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand presentation strategies appropriate for various school stakeholder groups support for the school and its activities to promote student learning, safety, and wellbeing. Communicate how the school is doing in meeting its goals and identify where resource contributions from the public are needed and would be most helpful. Involve stakeholders in helping address the school’s challenges as well as sharing in its successes. Advocacy strategies for promoting the school to a variety of stakeholder groups The importance of leveraging relationships among community groups to support and improve educati support for the school and its activities to promote student learning, safety, and wellbeing. ommunicate how the school is doing in meeting its goals and identify where resource contributions from the public are needed and would be most helpful. nvolve stakeholders in helping address the school’s challenges as well as sharing in its successes. Advocacy strategies for promoting the school to a variety of stakeholder groupshe importance of leveraging relationships among community groups to support and improve educati New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards:tudentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice6A: During preliminary preparation, aspiring administrators learn how to: ecognize that any school is part of a larger district, state, and federal contexts that is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. erate within legal parameters at all levels of the education system. 㙁㨀⁄畲i湧⁰relimi湡ry⁰re灡rati潮,⁡s灩ri湧 dmi湩strat潲s⁤e癥l潰nowle摧e⁡湤 畮摥rsta湤in朠潦㨀The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B: During preliminary preparation, aspiring administrators learn how to: mprove their public speaking, writing, electronic communication, presentation, and advocacy skills. rovide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand presentation strategies appropriate for various school stakeholder groups respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations 5B: During preliminary preparation, aspiring administrators learn how to: ecognize any possible institutional barriers to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination. Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success. 5B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:trategies to identify and address institutional barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations 5C: During preliminary preparation, aspiring administrators learn how to: ply policies and practices that both support student learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions. 5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:haracteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals. Foundational Content Expectations present in all standards:tudentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their professional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: lfreflection as a means to consider the effect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, student s, and community to develop a climate of trust, mutual Performance Expectations Content Expectations 4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members in accomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation. Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals. 4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well - being. Performance Expectations Content Expectations4B: During preliminary preparation, aspiring administrators learn how to: uild trust and work collaboratively with families and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. 2. Use strategies such as conflict resolution in facilitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. ss community programs and services hat assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. 4. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionmaking and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals positive learning environments . Provide unbiased, evidencebased feedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting. Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationshe value of collaboration and transparency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. Performance Expectations Content Expectations : During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior interventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturally responsive, positive and restorative strategies to address diverse student and school needs. 3C : During preliminary preparation, aspiring administrators develop knowledge and understanding of:heory, research, and best practices related to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content Expectations During preliminary preparation, aspiring administrators learn how to: bserve classroom planning and instruction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions instructional programs; student services; and material, fiscal,and human resources. evelop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibility of the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information, enhance collaboration, and support effective management of the school.dle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles. The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. Performance Expectations Content Expectations 3B:During preliminary preparation, aspiring administrators learn how to: Follow legal and ethical procedures for hiring, evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff. Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. stems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and e ffectiveness of 3B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free New administrators know and understand TK – 12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content Expectations 2 D: During preliminary preparation, aspiring administrators learn how to:nowledge of TK 12 student academic content standards and appropriate instructional practices to observe classroom planning and instruction in accordance with LEA policy and practices. Use the principles of reflective feedbackto guide instructionalmprovement. Provide timely, constructive suggestions about instructional strategies and assessments, available resources, and technologies to refine and enhance instruction and assessment that supports student learning, safety, and well - being. 2D: During preliminary preparation, aspiring administrators develop knowledge and understanding of:• Multiple coaching strategies Tools, strategies and skills necessary for effective feedback to improve instruction• Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day

3 and long- term management strategies a
and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well - being Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 3A:During preliminary preparation, aspiring administrators learn how to: anage the interrelationships within the network of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: school - level problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:uring preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success. 2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:• State standards and student assessment rocesses• The relationship among expectations for students, their learning and outcomes• Effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners• The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations 2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facilitate, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students. 2C: Durin g preliminary preparation, aspiring administrators develop knowledge and understanding of:• Elements of adult learning theory for the pose of supporting staff members to improve instructional practices• Features and models of a culture of continuous improvement• Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.acilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well - being. Foundational Content Expectations pr esent in all standards:tudentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 2 A: During preliminary preparation, aspiring administrators learn how to: he California Standards for the Teaching Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELesources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:trategies to set standardsbased expectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students each student. Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community Commitment New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement. Performance Expectations Content Expectations1B: During preliminary preparation, aspiring administrators learn how to: ngage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. romote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. ㅂ㨀⁄畲i湧⁰relimi湡ry⁰re灡rati潮,⁡s灩ri湧 dmi湩strat潲s⁤e癥l潰nowle摧e⁡湤 畮摥rsta湤in朠潦㨀Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations 1C:During preliminary preparation, aspiring administrators learn how to: Engage staff and other stakeholders in sharing data to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision. Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language, religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. This inclusive definition of “all students” applies whenever and wherever the phrase “all students” is used. CPSEL Standard 1: DEVELOPMENT & IM PLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. CAPE 1A: Developing a Student - Centered Vision of Teaching and Learning New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations1A:uring preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to inform the school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. xplain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the district The ways school plans, programs and activities are derived from the vision Data use: Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration. Candidates are expected to understand ways to lead a group of professionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, group dynamics, teambuilding, and/or stakeholder buyin. Communication skills: Candidates are expected to understand the importance of effectively and efficiently conveying information to another or between people for common benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly written newsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement: Candidates are expected to understand that meeting expectations for enhanced curriculum, instruction, assessment, and personal and professional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways to manage those transitions. This process includes identifying who or what needs to be addressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impact analysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals, documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching and learning. Effective educational leaders confront and alter institutional biases of student marginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education AdministratorsIntroduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundational expectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California Administrator Content Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California Administrator Performance Expectations (CAPE) and measured by the California Administrator Performance Assessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion of the content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess cultural knowledge, value diversity, manage the dynamics of difference, adapt to diversity, institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. Data use: Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration. Candidates are expected to understand ways to lead a group of professionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, group dynamics, teambuilding, and/or stakeholder buyin. Communication skills: Candidates are expected to understand the importance of effectively and efficiently conveying information to another or between people for common benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly written newsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement: Candidates are expected to understand that meeting expectations for enhanced curriculum, instruction, assessment, and personal and professional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways to manage those transitions. This process includes identifying who or what needs to be addressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impact analysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals, documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching and learning. Effective educational leaders confront and alter institutional biases of student marginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language, religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. This inclusive definition of “all students” applies whenever and wherever the phrase “all students” is used. CPSEL Standard 1: DEVELOPMENT & IM PLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. CAPE 1A: Developing a Student - Centered Vision of Teaching and Learning New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations1A:uring preliminary preparation, aspiring ministrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to inform the school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. xplain how school plans, programs, and ctivities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the district The ways school plans, programs and activities are derived from the vision other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.acilitate and support school structures, stems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well - being. Foundational Content Expectations pr esent in all standards:tudentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 2 A: During preliminary preparation, aspiring administrators learn how to: he California Standards for the eaching Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELesources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to set standardsased expectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all s

4 tudents each student. Communicate the sc
tudents each student. Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community Commitment New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement. Performance Expectations Content Expectations1B:During preliminary preparation, aspiring ministrators learn how to: ngage staff and diverse community akeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. romote a community commitment and llective sense of responsibility for enacting the school’s vision, mission, and goals. : During preliminary preparation, aspiring ministrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations 1C:During preliminary preparation, aspiring administrators learn how to: Engage staff and other stakeholders in sharing data to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision. Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes school - level problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:uring preliminary preparation, aspiring ministrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success. 2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:• State standards and student assessment processes• The relationship among expectations for students, their learning and outcomes• Effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners• The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations 2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facilitate, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students. 2C: Durin g preliminary preparation, aspiring administrators develop knowledge and understanding of:• Elements of adult learning theory for the e of supporting staff members to improve instructional practices• Features and models of a culture of continuous improvement• Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction New administrators know and understand TK – 12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content Expectations 2 D: During preliminary preparation, aspiring administrators learn how to:nowledge of TK 12 student academic content standards and appropriate instructional practices to observe classroom planning and instruction in accordance with LEA policy and practices. Use the principles of reflective feedbackto guide instructionalmprovement. Provide timely, constructive suggestions about instructional strategies and assessments, available resources, and technologies to refine and enhance instruction and assessment that supports student learning, safety, and well - being. 2D: During preliminary preparation, aspiring administrators develop knowledge and understanding of:• Multiple coaching strategies• Tools, strategies and skills necessary for effective feedback to improve instruction• Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well - being Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 3A:During preliminary preparation, aspiring administrators learn how to: anage the interrelationships within the network of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. Performance Expectations Content Expectations : During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior interventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturally responsive, positive and restorative strategies to address diverse student and school needs. 3C : During preliminary preparation, aspiring administrators develop knowledge and understanding of:heory, research, and best ractices related to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content Expectations During preliminary preparation, aspiring administrators learn how to: bserve classroom planning and nstruction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions instructional programs; student services; and material, fiscal,and human resources. evelop a plan to engage staff and other takeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibility of the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information, enhance collaboration, and support effective management of the school.dle confidential matters relating to udents and staff in a manner consistent with legal practices and ethical principles. Th攠fund慭ent慬猠of⁲敳our捥⁡nd⁳y獴敭 m慮慧em敮t⁡nd⁷慹猠they⁡r攠c潯r摩湡te搠a湤e癥ra来搠t漠灲潭潴e l敡rningchool routines and procedures that sure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. Performance Expectations Content Expectations 3B:During preliminary preparation, aspiring administrators learn how to: Follow legal and ethical procedures for hiring, evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff. Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. ems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and e ffectiveness of 3B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free positive learning environments . Provide unbiased, evidencebased feedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting. 䘀潵湤atio湡l laws,⁲e杵lati潮s,⁡湤 acc潵湴i湧⁰r潣e摵res⁲elati湧⁴漠sc桯潬 fin慮捥,⁦e摥ral⁡湤⁳tate⁰r潧ram⁦畮摩湧 慮do捡l⁡llo捡tionshe value of collaboration and ransparency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members in accomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation. Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals. 4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well - being. Performance Expectations Content Expectations4B:During preliminary preparation, aspiring ministrators learn how to: uild trust and work collaboratively with amilies and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. 2. Use strategies such as conflict resolution in facilitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. ss community programs and services at assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. 4. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionmaking and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals. Foundational Content Expectations present in all standards:tudentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their professional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the effect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, student s, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations 5B: During preliminary preparation, aspiring administrators learn how to: ecognize any possible institutional rriers to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination. Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success. 5B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address stitutional barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations 5C: During preliminary preparation, aspiring administrators learn how to: ply policies and practices that both upport student learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions. 5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical ions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards:tudentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice6A: During preliminary preparation, aspiring administrators learn how to: ecognize that any school is part of a arger district, state, and federal contexts that is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. erate within legal parameters at all evels of the education system. 㙁㨀⁄畲i湧⁰relimi湡ry⁰re灡rati潮,⁡s灩ri湧 mi湩strat潲s⁤e癥l潰nowle摧e⁡湤 畮摥rsta湤in朠潦㨀The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B: During preliminary preparation, aspiring administrators learn how to: mprove their public speaking, writing, ectronic communication, presentation, and advocacy skills. rovide the public with a clear picture of hat the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand presentation strategies appropriate for various school stakeholder groups New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards:Studenttered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaboration Communication Skills Continuous ImprovementChange ProcessEvidencebased Practice6A:During preliminary preparation, spiring administrators learn how to: Recognize that any school is part of a ger district, state, and federal contexts that is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all els of the education system. : During preliminary preparation, aspiring adinistrators develop knowledge and understanding of:The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B:During preliminary preparation

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, aspiring ministrators learn how to: Improve their public speaking, writing, ronic communication, presentation, and advocacy skills. Provide the public with a clear picture of t the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand presentation strategies appropriate for various school stakeholder groups support for the school and its activities to promote student learning, safety, and wellbeing. ommunicate how the school is doing in eeting its goals and identify where resource contributions from the public are needed and would be most helpful. nvolve stakeholders in helping address he school’s challenges as well as sharing in its successes. 䄀摶潣acy⁳trate杩es⁦潲⁰r潭潴i湧 t桥⁳c桯潬⁴漠a⁶arietyf⁳ta步桯l摥r 杲潵灳The importance of leveraging elationships among community groups to support and improve educati 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administratorsntroduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundational expectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California Administrator Content Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California Administrator Performance Expectations (CAPE) and measured by the California Administrator Performance Assessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion of the content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess cultural knowledge, value diversity, manage the dynamics of difference, adapt to diversity, institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administrators Introduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundational expectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California Administrator Content Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California Administrator Performance Expectations (CAPE) and measured by the California Administrator Performance Assessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion of the content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess cultural knowledge, value diversity, manage the dynamics of difference, adapt to diversity, institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administrators Introduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess cultural knowledge, value diversity, manage the dynamics of difference, adapt to diversity, institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administrators Introduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California rofessional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement. Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess cultural knowledge, value diversity, manage the dynamics of difference, adapt to diversity, institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administrators Introduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement. Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items. Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess cultural knowledge, value diversity, manage the dynamics of difference, adapt to diversity, institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administrators Introduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement. Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items. Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes andbeliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess culturalknowledge, value diversity, manage the dynamics of difference, adapt to diversity,institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administrators Introduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement. Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items. Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts hat are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes andbeliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess culturalknowledge, value diversity, manage the dynamics of difference, adapt to diversity,institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge Candidates are expected to understand the com

6 plex nature of educational institutions
plex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. Data use Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration. Candidates are expected to understand ways to lead a group of professionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, group dynamics, teambuilding, and/or stakeholder buyin. Communication skills: Candidates are expected to understand the importance of effectively and efficiently conveying information to another or between people for common benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly written newsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement: Candidates are expected to understand that meeting expectations for enhanced curriculum, instruction, assessment, and personal and professional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways to manage those transitions. This process includes identifying who or what needs to be addressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impact analysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals, documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching and learning. Effective educational leaders confront and alter institutional biases of student marginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that Data use Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration Candidates are expected to understand ways to lead a group ofprofessionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, groupdynamics, teambuilding, and/or stakeholder buyin. Communication skills Candidates are expected to understand the importance ofeffectively and efficiently conveying information to another or between people forcommon benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly writtennewsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement: Candidates are expected to understand that meeting expectations for enhanced curriculum, instruction, assessment, and personal and professional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways to manage those transitions. This process includes identifying who or what needs to be addressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impact analysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals, documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching and learning. Effective educational leaders confront and alter institutional biases of student marginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that Data use Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration Candidates are expected to understand ways to lead a group ofprofessionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, groupdynamics, teambuilding, and/or stakeholder buyin. ommunication skills Candidates are expected to understand the importance ofeffectively and efficiently conveying information to another or between people forcommon benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly writtennewsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviews Continuous improvement Candidates are expected to understand that meetingexpectations for enhanced curriculum, instruction, assessment, and personal andprofessional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways tomanage those transitions. This process includes identifying who or what needs to beaddressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impactanalysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals,documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching andlearning. Effective educational leaders confront and alter institutional biases of studentmarginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.Facilitate and support school structures, stems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content ExpectationsA: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the eaching Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELUse resources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to set standardsbased expectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community Commitment New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement. Performance Expectations Content Expectations1B:During preliminary preparation, aspiringadministrators learn how to: 1. ngage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. fective strategies for communicating with all stakeholders about the shared vision and goals. 3. romote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. 1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of: ontextually appropriate communication strategies to use with diverse stakeholder groups kills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus building kills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content ExpectationsDuring preliminary preparation, aspiringadministrators learn how to: 1. ngage staff and other stakeholders in sharing data to assess program/instructional strengths and needs that lead to student, staff, and community goals. 2. se the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. 3. ollect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision. 4. hare results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. CAPE 1A: Developing a StudentCentered Vision of Teaching and Learning New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students Foundational Content Expectations present inall standards: tudentcentered learning and wellbeing ultural Proficiency ystems Knowledge a Use ollaboration ommunication Skills Continuous Improvement hange Process videncebased Practice Performance Expectations Content Expectations 1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. alyze available student and school data from multiple sources to develop a sitespecific vision and mission. 3. alyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. 4. alyze and align the school’s vision and mission to the district’s goals. 5. xplain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision instructional programs; student services;and material, fiscal,and human resources. Develop a plan to engage staff and other takeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to udents and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that sure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. Performance Expectations Content Expectations3B:During preliminary preparation, aspiring administrators learn how to:Follow legal and ethical procedures for hiring, evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of 3B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content ExpectationsD: During preliminary preparation, aspiring administrators learn how to:Use knowledge of TK12 studentacademic content standards andappropriate instructional practices toobserve classroom planning andinstruction in accordance with LEApolicy and practices. Use the principles of reflective feedbackto guide instructionalmprovement. Provide timely, constructivesuggestions about instructionalstrategies and assessments, availableresources, and technologies to refineand enhance instruction andassessment that supports studentlearning, safety, and wellbeing. 2D: Duringpreliminary preparation, aspiringadministrators develop knowledge andunderstanding of: Multiple coaching strategiesTools, strategies and skills necessary for effective feedback to improve instruction Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well-being Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations3A:During preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the network of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring ministrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment processes• The relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facilitate, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the purpose of supporting staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. Performance Expectations Content Expectations: During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior interventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturallyresponsive, positive and restorative strategies to address diverse student and school needs. During preliminary preparation, aspiring administrators develop knowledge and understanding of:Theory, research, and best ractices related to conflict r

7 esolution, restorative justice and posit
esolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Observe classroom planning and nstruction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions positive learning environmentsProvide unbiased, evidencebased feedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting. Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationsThe value of collaboration and ransparency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4:FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members in accomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation.Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals.4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being. Performance Expectations Content Expectations4B:During preliminary preparation, aspiring ministrators learn how to: Build trust and work collaboratively with amilies and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. Use strategies such as conflict resolution in facilitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. Access community programs and services at assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionmaking and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their professional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the effect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations5B:During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional rriers to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success.5B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address institutional barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations5C:During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both upport student learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions.5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards:Studenttered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange ProcessEvidencebased Practice6A:During preliminary preparation, spiring administrators learn how to: Recognize that any school is part of a larger district, state, and federal contextsthat is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all levels of the education system. 6A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B:During preliminary preparation, aspiring inistrators learn how to: Improve their public speaking, writing, electonic communication, presentation, and advocacy skills. Provide the public with a clear picture of wha the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand presentation strategies appropriate for various school stakeholder groups New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards: Studentcentered learning and wellbeing ultural Proficiency ystems Knowledge a Use ollaboration ommunication Skills Continuous Improvement hange Process videncebased Practice During preliminary preparation, aspiring administrators learn how to: ecognize that any school is part of a larger district, state, and federal contextsthat is influenced by political, social, economic, legal, and cultural factors. 2. derstand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. acilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. 4. erate within legal parameters at all levels of the education system. 6A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: he relationships that exists among political, social, and cultural factors and their influence on local school and district decisions ffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholders he relationships among various local, state, and federal agencies affecting schools in CA ssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B:During preliminary preparation, aspiring administrators learn how to: Improve their public speaking, writing, electronic communication, presentation,and advocacy skills.Provide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand presentation strategies appropriate for various school stakeholder groups support for the school and its activities to promote student learning, safety, and wellbeing.Communicate how the school is doing in eeting its goals and identify where resource contributions from the public are needed and would be most helpful. Involve stakeholders in helping address he school’s challenges as well as sharing in its successes. Advocacy strategies for promoting the school to a variety of stakeholder groupsThe importance of leveraging relationships among community groups to support and improve educati 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education AdministratorsIntroduction to the Standards and Expectationsf the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundationalpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations he updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations he 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiencyandidates are expected to know about the skills, attitudes andbeliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess culturalknowledge, value diversity, manage the dynamics of difference, adapt to diversity,institutionalize cultural knowledge, and address ideas of social justice and issues of equity. ystems knowledge Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. Data useandidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaborationandidates are expected to understand ways to lead a group ofprofessionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, groupdynamics, teambuilding, and/or stakeholder buyin. Communication skills Candidates are expected to understand the importance ofeffectively and efficiently conveying information to another or between people forcommon benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly writtennewsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsontinuous improvement Candidates are expected to understand that meetingexpectations for enhanced curriculum, instruction, assessment, and personal andprofessional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways tomanage those transitions. This process includes identifying who or what needs to beaddressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impactanalysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals,documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching andlearning. Effective educational leaders confront and alter institutional biases of studentmarginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. CAPE 1A: Developing a StudentCentered Vision of Teaching and Learning New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students Foundational Content Expectations present inall standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange ProcessEvidencebased Practice Performance Expectations Content Expectations 1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring dministrators develop knowledge and understanding of:The process of developing a ollaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community Commitment New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement. Performance Expectations Content Expectations1B:During preliminary preparation, aspiringadministrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating wit

8 h all stakeholders about the shared visi
h all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. 1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations1C:During preliminary preparation, aspiringadministrators learn how to: Engage staff and other stakeholders in aring data to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision.Share results with students, staff, and 1C: During preliminary preparation, aspiring dministrators develop knowledge and understanding of:Multiple sources of data used to inform he development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.Facilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. Foundational Content Expectations present in all standards:Studenttered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementhange ProcessEvidencebased Practice Performance Expectations Content ExpectationsA: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the Teaching Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELUse resources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:trategies to set standardsbased expectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment rocesses• The relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, acilitate, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent stem of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the pose of supporting staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content ExpectationsD: During preliminary preparation, aspiring administrators learn how to:Use knowledge of TKtudentacademic content standards andappropriate instructional practices toobserve classroom planning andinstruction in accordance with LEApolicy and practices. Use the principles of reflective eedbackto guide instructionalmprovement.Provide timely, constructiveuggestions about instructionalstrategies and assessments, availableresources, and technologies to refineand enhance instruction andassessment that supports studentlearning, safety, and wellbeing.2D:Duringpreliminary preparation, aspiringdministrators develop knowledge andunderstanding of:Multiple coaching strategiesTools, strategies and skills necessary for effective feedback to improve instruction Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well-being Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementhange ProcessEvidencebased Practice Performance Expectations Content Expectations3A:During preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the twork of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment ocesses• The relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, cilitate, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the e of supporting staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction instructional programs; student services;and material, fiscal,and human resources. evelop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. Performance Expectations Content Expectations3B:During preliminary preparation, aspiring administrators learn how to:Follow legal and ethical procedures for ring, evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of 3B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and emplyee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. Performance Expectations Content Expectations: During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior nterventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturallyresponsive, positive and restorative strategies to address diverse student and school needs. During preliminary preparation, aspiring administrators develop knowledge and understanding of:Theory, research, and best practices related to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Observe classroom planning and instruction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for nforming instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions positive learning environmentsProvide unbiased, evidencebased feedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting.Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationsThe value of collaboration and transparency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4:FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing ultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementhange ProcessEvidencebased Practice Performance Expectations Content Expectations4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members n accomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation.Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals.4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being. Performance Expectations Content Expectations4B:During preliminary preparation, aspiring administrators learn how to: Build trust and work collaboratively with families and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. Use strategies such as conflict resolution n facilitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. Access community programs and services hat assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionmaking and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals. Foundational Content Expectations present in all standards:Studenttered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementhange ProcessEvidencebased Practice Performance Expectations Content Expectations5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their rofessional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the effect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations5B:During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional barriers to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success.5B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address stitutional barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations5C:During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both support student learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions.5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical ions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange ProcessEvidencebased Practice6A:During preliminary preparation, aspiring administrators learn how to: Recognize that any school is part of a larger district, state, and federal contextsthat is influenced

9 by political, social, economic, legal, a
by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all levels of the education system. 6A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B:During preliminary preparation, aspiring administrators learn how to: Improve their public speaking, writing, electronic communication, presentation,and advocacy skills.Provide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationpresentation strategies appropriate for various school stakeholder groups support for the school and its activities to promote student learning, safety, and wellbeing.ommunicate how the school is doing in meeting its goals and identify where resource contributions from the public are needed and would be most helpful. Involve stakeholders in helping address the school’s challenges as well as sharing in its successes. Advocacy strategies for promoting the school to a variety of stakeholder groupsThe importance of leveraging elationships among community groups to support and improve educati support for the school and its activities to promote student learning, safety, and wellbeing.Communicate how the school is doing in ing its goals and identify where resource contributions from the public are needed and would be most helpful. Involve stakeholders in helping address the school’s challenges as well as sharing in its successes. Advocacy strategies for promoting the school to a variety of stakeholder groupsThe importance of leveraging relationships among community groups to support and improve educati New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards:Studenttered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChge ProcessEvidencebased Practice6A:During preliminary preparation, aspiring administrators learn how to: Recognize that any school is part of a larger district, state, and federal contextsthat is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all levels of the education system. 6A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B:During preliminary preparation, aspiring administrators learn how to: Improve their public speaking, writing, electronic communication, presentation,and advocacy skills.Provide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationresentation strategies appropriate for various school stakeholder groups respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations5B:During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional bariers to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success.5B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address titutional barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations5C:During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both suppor student learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions.5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementange ProcessEvidencebased Practice Performance Expectations Content Expectations5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their ofessional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfeflection as a means to consider the effect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual Performance Expectations Content Expectations4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members ccomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation.Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals.4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being. Performance Expectations Content Expectations4B:During preliminary preparation, aspiring administrators learn how to: Build trust and work collaboratively with families and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. Use strategies such as conflict resolution facilitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. Access community programs and services hat assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionaking and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals positive learning environmentsProvide unbiased, evidenceased feedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting.Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationsThe value of collaboration and trnsparency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4:FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. Foundational Content Expectations present in all standards:Studenttered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementange ProcessEvidencebased Practice organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. Performance Expectations Content Expectations: During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior erventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturallyresponsive, positive and restorative strategies to address diverse student and school needs. During preliminary preparation, aspiring administrators develop knowledge and understanding of:Theory, research, and best prices related to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Observe classroom planning and inruction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions instructional programs; student services;and material, fiscal,and human resources. Develop a plan to engage staff and other takeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. Performance Expectations Content Expectations3B:During preliminary preparation, aspiring administrators learn how to:Follow legal and ethical procedures for ing, evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of 3B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employevaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content ExpectationsD: During preliminary preparation, aspiring administrators learn how to:Use knowledge of TKudentacademic content standards andappropriate instructional practices toobserve classroom planning andinstruction in accordance with LEApolicy and practices. Use the principles of reflective backto guide instructionalmprovement.Provide timely, constructivestions about instructionalstrategies and assessments, availableresources, and technologies to refineand enhance instruction andassessment that supports studentlearning, safety, and wellbeing.2D:Duringpreliminary preparation, aspiringministrators develop knowledge andunderstanding of:ultiple coaching strategiesTools, strategies and skills necessary for effective feedback to improve instruction Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well-being Foundational Content Expectations present in all standards:Studenttered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementange ProcessEvidencebased Practice Performance Expectations Content Expectations3A:During preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the work of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment prcesses• The relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, failitate, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the purpos of supporting staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.Facilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous Improvementange ProcessEvidencebased Practice Performance Expectations Content ExpectationsA: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the Teachng Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELUse resources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:trategies to set standardsased expectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community Commitment New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individu

10 als and entities within the California e
als and entities within the California education system that shape staff and community involvement. Performance Expectations Content Expectations1B:During preliminary preparation, aspiringadministrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. 1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations1C:During preliminary preparation, aspiringadministrators learn how to: Engage staff and other stakeholders in sharng data to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision.Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. CAPE 1A: Developing a StudentCentered Vision of Teaching and Learning New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students Foundational Content Expectations present inall standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChangrocessEvidencebased Practice Performance Expectations Content Expectations1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring admnistrators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision Data use Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration Candidates are expected to understand ways to lead a group ofprofessionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, groupdynamics, teambuilding, and/or stakeholder buyin. Communication skills Candidates are expected to understand the importance ofeffectively and efficiently conveying information to another or between people forcommon benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly writtennewsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement Candidates are expected to understand that meetingexpectations for enhanced curriculum, instruction, assessment, and personal andprofessional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways tomanage those transitions. This process includes identifying who or what needs to beaddressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impactanalysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals,documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching andlearning. Effective educational leaders confront and alter institutional biases of studentmarginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education AdministratorsIntroduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: andidates are expected to know about the skills, attitudes andbeliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess culturalknowledge, value diversity, manage the dynamics of difference, adapt to diversity,institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISIONEducation leaders facilitate the development and implementation of a shared vision learning and growth of all students.CAPE 1A: Developing a Studententered Vision of Teaching and LearningNew administrators develop a collective vision that uses multiple easures of data and focuses on equitable access, opportunities, and outcomes for all studentsFoundational Content Expectations present inall standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange PocessEvidencebased Practice Performance Expectations Content Expectations1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring admistrators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community Commitment New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement. Performance Expectations Content Expectations1B:During preliminary preparation, aspiringadministrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. 1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations1C:During preliminary preparation, aspiringadministrators learn how to: Engage staff and other stakeholders in sharig data to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision.Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community CommitmentNew administrators apply their understanding of school governance and he roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement.Performance Expectations Content Expectations1B:During preliminary preparation, aspiringadministrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. 1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations1C:During preliminary preparation, aspiringadministrators learn how to: Engage staff and other stakeholders in sharin data to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision.Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community CommitmentNew administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement.Performance Expectations Content Expectations1B:During preliminary preparation, aspiringadministrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. 1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations1C:During preliminary preparation, aspiringadministrators learn how to: Engage staff and other stakeholders in sharingata to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision.Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes support for the school and its activities to promote student learning, safety, and wellbeing.Communicate how the school is doing in meeting its goals and identify where resource contributions from the public are needed and would be most helpful. Involve stakeholders in helping address the school’s challenges as well as sharing in its successes. Advocacy strategies for promoting the school to a variety of stakeholder groupsThe importance of leveraging relationships among community groups to support and improve educati New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Performance Expectations Content Expectations Foundational Content Expectations present in all standards:Studenttered learning and wellbeing ultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChane ProcessEvidencebased Practice6A:During preliminary preparation, aspiring administrators learn how to: Recognize that any school is part of a larger district, state, and federal contextsthat is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all levels of the education system. 6A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs. Performance Expectations Content Expectations6B:During preliminary preparation, aspiring administrators learn how to: Improve their public speaking, writing, electronic communication, presentation,and advocacy skills.Provide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand esentation strategies appropriate for various school stakeholder groups respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations5B:During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional barrers to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success.5B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and

11 address instional barriers (derived fro
address instional barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations5C:During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both supporttudent learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions.5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals. Foundational Content Expectations present in all standards:Studentcentered learning and welling Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChge ProcessEvidencebased Practice Performance Expectations Content Expectations5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their prfessional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfeflection as a means to consider the fect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual Performance Expectations Content Expectations4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members in acomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation.Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals.4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being. Performance Expectations Content Expectations4B:During preliminary preparation, aspiring administrators learn how to: Build trust and work collaboratively with families and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. Use strategies such as conflict resolution inacilitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. Access community programs and services hat assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionking and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals positive learning environmentsProvide unbiased, evidencefeedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting.Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationsThe value of collaboration and traparency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4:FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChge ProcessEvidencebased Practice organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. Performance Expectations Content Expectations: During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior intrventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturallyresponsive, positive and restorative strategies to address diverse student and school needs. During preliminary preparation, aspiring administrators develop knowledge and understanding of:Theory, research, and best practrelated to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Observe classroom planning and instuction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions instructional programs; student services;and material, fiscal,and human resources. Develop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. Performance Expectations Content Expectations3B:During preliminary preparation, aspiring administrators learn how to:Follow legal and ethical procedures for hirng, evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of 3B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee aluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content ExpectationsD: During preliminary preparation, aspiring administrators learn how to:Use knowledge of TK12 stdentacademic content standards andappropriate instructional practices toobserve classroom planning andinstruction in accordance with LEApolicy and practices. Use the principles of reflective to guide instructionalmprovement.Provide timely, constructivesuggetions about instructionalstrategies and assessments, availableresources, and technologies to refineand enhance instruction andassessment that supports studentlearning, safety, and wellbeing.2D:Duringpreliminary preparation, aspiringadinistrators develop knowledge andunderstanding of:Multiple coaching strategiesools, strategies and skills necessary for effective feedback to improve instruction Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well-being Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChge ProcessEvidencebased Practice Performance Expectations Content Expectations3A:During preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the netork of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment pro• The relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facte, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the purpose supporting staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.Facilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. Foundational Content Expectations present in all standards:Studentcentered learning and wellingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChge ProcessEvidencebased Practice Performance Expectations Content ExpectationsA: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the Teachig Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELUse resources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to set standardsexpectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community CommitmentNew administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement.Performance Expectations Content Expectations1B:During preliminary preparation, aspiringadministrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. 1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance Expectations Content Expectations1C:During preliminary preparation, aspiringadministrators learn how to: Engage staff and other stakeholders in sharing da to assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision.Share results with students, staff, and 1C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.Facilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. Foundational Content Expectations present in all standards:Studentcentered learning and wellbeiCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChane ProcessEvidencebased Practice Performance Expectations Content ExpectationsA: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the Teachin Profession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELUse resources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to set standardsbasedxpectations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.Facilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeingultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChangrocessEvidencebased Practice Performance Expectations Content ExpectationsA: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the Teachingrofession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on

12 stateadopted standards that identify di
stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELUse resources to support evidencebased practices that staff can apply to solve 2A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to set standardsbased ctations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment processe• The relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facilita, and implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the purpose ofupporting staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content ExpectationsD: During preliminary preparation, aspiring administrators learn how to:Use knowledge of TK12 stuacademic content standards andappropriate instructional practices toobserve classroom planning andinstruction in accordance with LEApolicy and practices. Use the principles of reflective eedbo guide instructionalmprovement.Provide timely, constructivesuggesions about instructionalstrategies and assessments, availableresources, and technologies to refineand enhance instruction andassessment that supports studentlearning, safety, and wellbeing.2D:Duringpreliminary preparation, aspiringadmnistrators develop knowledge andunderstanding of:Multiple coaching strategiesTools, strategies and skills necessary for effective feedback to improve instruction Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well-beingFoundational Content Expectations present in all standards:Studentcentered learning and welling Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChane ProcessEvidencebased Practice Performance Expectations Content Expectations3A:During preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the netwk of school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: instructional programs; student services;and material, fiscal,and human resources. Develop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career.Performance Expectations Content Expectations3B:During preliminary preparation, aspiring administrators learn how to:Follow legal and ethical procedures for hiri evaluating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of 3B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families.Performance Expectations Content Expectations: During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior inteventions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturallyresponsive, positive and restorative strategies to address diverse student and school needs. During preliminary preparation, aspiring administrators develop knowledge and understanding of:Theory, research, and best practielated to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responses elationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Observe classroom planning and instrction in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions positive learning environmentsProvide unbiased, evidencebasedeedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting.Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationsThe value of collaboration and transrency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4:FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement.Foundational Content Expectations present in all standards:Studentcentered learning and welling Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChane ProcessEvidencebased Practice Performance Expectations Content Expectations4A:During preliminary preparation, aspiring administrators learn how to: Engage family and community members in acomplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation.Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals.4A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being.Performance Expectations Content Expectations4B:During preliminary preparation, aspiring administrators learn how to: Build trust and work collaboratively with families and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. Use strategies such as conflict resolution in flitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. Access community programs and services hat assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. Explain to staff and other stakeholders the 4B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionmang and consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChane ProcessEvidencebased Practice Performance Expectations Content Expectations5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their proessional leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the ect of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations5B:During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional barrirs to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success.5B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address institunal barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations5C:During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both support sudent learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions.5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community.Performance Expectations Content Expectations Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing ltural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChangrocessEvidencebased Practice6A:During preliminary preparation, aspiring administrators learn how to: Recognize that any school is part of a larger district, state, and federal contextsthat is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all levels of the education system. 6A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs.Performance Expectations Content Expectations6B:During preliminary preparation, aspiring administrators learn how to: Improve their public speaking, writing, electronic communication, presentation,and advocacy skills.Provide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public 6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand prtation strategies appropriate for various school stakeholder groups schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment processes The relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facilitatend implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the purpose of spporting staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance Expectations Content Expectations2B:During preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success.2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment processes• relationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance Expectations Content Expectations2C:During preliminary preparation, aspiring administrators le

13 arn how to: Use adult learning theory to
arn how to: Use adult learning theory to design, facilitate, an implement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students.2C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the purpose of supporing staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction instructional programs; student services;and material, fiscal,and human resources. Develop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career.Performance Expectations Content Expectations3B:During preliminary preparation, aspiring administrators learn how to:Follow legal and ethical procedures for hiring,valuating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of 3B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families.Performance Expectations Content Expectations: During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior interntions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biases.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturallyresponsive, positive and restorative strategies to address diverse student and school needs. During preliminary preparation, aspiring administrators develop knowledge and understanding of:Theory, research, and best practices lated to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responses Relationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectations Content ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Observe classroom planning and instruion in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster : During preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informiinstructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions positive learning environmentsProvide unbiased, evidencebased edback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting.Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationsThe value of collaboration and transpaency in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4:FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChangrocessEvidencebased Practice support for the school and its activities to promote student learning, safety, and wellbeing.Communicate how the school is doing in meeting its goals and identify where resource contributions from the public are needed and would be most helpful. Involve stakeholders in helping address the school’s challenges as well as sharing in its successes. Advocacy strategies for promoting the school to a variety of stakeholder groupsThe importance of leveraging relationships among community groups to support and improve educati respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations5B:During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional barries to student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success.5B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address institutioal barriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations5C:During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both support stdent learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions.5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChangrocessEvidencebased Practice Performance Expectations Content Expectations5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their profonal leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the of personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations Content ExpectationsD: During preliminary preparation, aspiring administrators learn how to:Use knowledge of TK12 studeemic content standards andappropriate instructional practices toobserve classroom planning andinstruction in accordance with LEApolicy and practices. Use the principles of reflective eedbackde instructionalmprovement.Provide timely, constructivesuggestons about instructionalstrategies and assessments, availableresources, and technologies to refineand enhance instruction andassessment that supports studentlearning, safety, and wellbeing.2D:Duringpreliminary preparation, aspiringadmistrators develop knowledge andunderstanding of:Multiple coaching strategiesTools, strategies and skills necessary for effective feedback to improve instruction Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well-beingFoundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChangrocessEvidencebased Practice Performance Expectations Content Expectations3A:During preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the networ school operations; A: During preliminary preparation, aspiringadministrators develop knowledge and understanding of: references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISIONEducation leaders facilitate the development and implementation of a shared vision of learning and growth of all students.CAPE 1A: Developing a StudentCentered Vision of Teaching and LearningNew administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all studentsFoundational Content Expectations present inall standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange PrEvidencebased Practice Performance Expectations Content Expectations1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring adminitrators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISIONEducation leaders facilitate the development and implementation of a shared vision of learning and growth of all students.CAPE 1A: Developing a StudentCentered Vision of Teaching and LearningNew administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all studentsFoundational Content Expectations present inall standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange Processdencebased Practice Performance Expectations Content Expectations1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring administators develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision instructional programs; student services;and material, fiscal,and human resources. Develop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career.Performance Expectations Content Expectations3B: uring preliminary preparation, aspiring administrators learn how to: ollow legal and ethical procedures for hiring, eluating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of 3B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISIONEducation leaders facilitate the development and implementation of a shared vision of learning and growth of all students.CAPE 1A: Developing a StudentCentered Vision of Teaching and LearningNew administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all studentsFoundational Content Expectations present inall standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange ProcessEvincebased Practice Performance Expectations Content Expectations1A:During preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of 1A: During preliminary preparation, aspiring administrtors develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision Data use: Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration. Candidates are expected to understand ways to lead a group ofprofessionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, groupdynamics, teambuilding, and/or stakeholder buyin. Communication skills: Candidates are expected to understand the importance ofeffectively and efficiently conveying information to another or between people forcommon benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly writtennewsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement: Candidates are expected to understand that meetingexpectations for enhanced curriculum, instruction, assessment, and personal andprofessional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review

14 whether what is done is yielding the des
whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways tomanage those transitions. This process includes identifying who or what needs to beaddressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impactanalysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals,documenting what was implemented and evaluating results. he Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching andlearning. Effective educational leaders confront and alter institutional biases of studentmarginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education AdministratorsIntroduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes andbeliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess culturalknowledge, value diversity, manage the dynamics of difference, adapt to diversity,institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance Expectations Content Expectations5B:During preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional barrierso student and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success.5B:During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address institutionabarriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance Expectations Content Expectations5C:During preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both support stude learning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions.5C: During preliminary preparation, aspiring administrators develop knowledge and understanding of: haracteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange PrEvidencebased Practice Performance Expectations Content Expectations5A:During preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their professioal leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. 5A: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the effect o personal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners. Thisinclusive definition of “all students” applies whenever and wherever the phrase “all students” isused. CPSEL Standard 1: DEVELOPMENT & IMPLEMENTATION OF A SHARED VISIONEducation leaders facilitate the development and implementation of a shared vision of learning and growth of all students.CAPE 1A: Developing a StudentCentered Vision of Teaching and LearningNew administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all studentsFoundational Content Expectations present inall standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange ProcessEvidebased Practice Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Develop a studentcentered vision of teaching and learning based on the understanding that the school’s purpose is to increase student learning and wellbeing. Analyze available student and school data from multiple sources to develop a sitespecific vision and mission. Analyze and apply political, social, economic, and cultural contexts to informthe school’s vision and mission. Analyze and align the school’s vision and mission to the district’s goals. Explain how school plans, programs, and activities support the school’s vision to advance the academic, linguistic, cultural, aesthetic, socialemotional, behavioral, and physical development of Content Expectations: During preliminary preparation, aspiring administraors develop knowledge and understanding of:The process of developing a collaborative, evidencedbased, studentcentered vision that promotes equitable achievement and the linguistic, cultural, socialemotional, behavioral, mental health and physical development of each studentThe various social, economic, and cultural contexts within the schoolcommunity that can be used to inforthe school’s mission and visionThe alignment of the school’s mission, vision, and goals with those of the districtThe ways school plans, programs andactivities are derived from the vision Data use: Candidates are expected to understand the ways data can be used to make nformed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration. Candidates are expected to understand ways to lead a group ofrofessionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, groupdynamics, teambuilding, and/or stakeholder buyin. Communication skills Candidates are expected to understand the importance ofeffectively and efficiently conveying information to another or between people forcommon benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly writtennewsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement Candidates are expected to understand that meetingexpectations for enhanced curriculum, instruction, assessment, and personal andprofessional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often equires shifting from familiar practices to new ways of working and knowing ways tomanage those transitions. This process includes identifying who or what needs to beaddressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impactanalysis. Evidencebased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals,documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching andlearning. Effective educational leaders confront and alter institutional biases of studentmarginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that each student.Communicate the school’s vision of teaching and learning clearly to staff and stakeholders. CAPE 1BDeveloping a Shared Vision and Community CommitmentNew administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individuals and entities within the California education system that shape staff and community involvement.Performance ExpectationsDuring preliminary preparation, aspiringadministrators learn how to: Engage staff and diverse community stakeholders in a collaborative process, including consensus building and decision making, to develop a vision of teaching and learning that is shared and supported by all stakeholders. Use effective strategies for communicating with all stakeholders about the shared vision and goals. Promote a community commitment and collective sense of responsibility for enacting the school’s vision, mission, and goals. Content Expectations1B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Contextually appropriate communication strategies to use with diverse stakeholder groupsSkills, strategies, and practices critical to facilitating the development of a schoolwide vision through consensus buildingSkills and strategies for effectively communicating the shared vision CAPE 1C: Implementing the Vision New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning. Performance ExpectationsDuring preliminary preparation, aspiringadministrators learn how to: Engage staff and other stakeholders in sharing dato assess program/instructional strengths and needs that lead to student, staff, and community goals. Use the goals in developing and implementing a plan aligned with the school’s shared vision of equitable learning opportunities for all students. Collect, analyze, and use multiple sources of data for ongoing monitoring to determine whether the plan is helping staff and stakeholders move toward the school’s vision.Share results with students, staff, and Content Expectations: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple sources of data used to inform the development, implementation, and assessment of school improvement plans reflecting the school’s mission, vision and goals for equitable learning opportunitiesStrategies to engage staff and the school community in identifying barriers to implementing the vision and making decisions to guide continuous improvementStrategies for using data to continuously monitor and update progress of the hool’s growth plan and outcomes other stakeholders and use this informationto guide updates, revisions, and the allocation of resources to support the plan and advance the vision.Facilitate and support school structures, systems, and conditions that offer equal opportunities for all students to succeed. CPSEL Standard 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. CAPE 2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange PocessEvidencebased Practice Performance Expectations: During preliminary preparation, aspiring administrators learn how to: Use the California Standards for the Teaching Pofession (CSTP) for teachers and the CAPE and CPSEL for administrators to describe and set expectations for growth and performance for staff and for themselves. Involve staff in identifying areas of professional strength and development that link to accomplishing the school’s vision and goals to improve instruction and student learning. Assist staff in developing personalized professional growth plans, based on stateadopted standards that identify differentiated activities and outcomes for individual and collaborative learning based on the CSTP, CAPE, and CPSELUse resources to support evidencebased practices that staff can apply to solve Content Expectations During preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to set standardsbased expetations and build professional plans to promote growth in teachers, staff, and administratorsStrategies to facilitate collaboratively developed individual and collective professional development plansEvidencebased strategies and resources for addressing potential problems of practiceDiscriminatory practices, personal and institutional biases that hinder addressing the diverse needs of all students New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers. Performance Expectations: During preliminary preparation, aspiring administrators learn how to:Use knowledge of TK12 studentmic content standards andappropriate instructional practices toobserve classroom planning andinstruction in accordance with LEApolicy and practices. Use the principles of reflective eedbackto gui instructionalmprovement.Provide timely, constructivesuggesti about instructionalstrategies and assessments, availableresources, and technologies to refineand enhance instruction andassessment that supports studentlearning, safety, and wellbeing. Content ExpectationsDuringpreliminary preparation, aspiringadminitrators develop knowledge andunderstanding of:Multiple coaching strategiesTools, strategies and skills necessary for effective feedback to improve instruction Strategies to make databased decisions that guide equitable and effective instructional practices CPSEL Standard 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment. CAPE 3A: Operations and Resource Management New administrators know that day-day and long- term management strategies are a foundation for staff and student health, safety, academic learning, and well-beingFoundational Content Expectations present in all standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange PocessEvidencebased Practice Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Manage the interrelationships within the network ofchool operations; Content Expectations During preliminary preparation, aspiringadministrators develop knowledge and understanding of: schoollevel problems of practice. CAPE 2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Use a range of communication approaches to assist staff and stakeholders in understanding state standards, student assessment processes, and how these relate to accomplishing the school’s vision and goals. Establish and maintain high learning expectations for all students.Support and promote effective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all students. Identify and use multiple types of evidencebased assessment measures and processes to determine student academic growth and success. Content Expectations2B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:State standards and student assessment processes• Theelationship among expectations for students, their learning and outcomesEffective instruction and a range of instructional methods and supporting practices that address the diverse educational needs of all learners The use of multiple measures to determine academic growth and success CAPE 2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Use adult learning theory to design, facilitate, andplement various strategies that guide and support staff members in improving their practice. Use stateadopted professional standards (e.g., CAPE, CPSEL and CSTP) with staff and the community as a foundation to guide professional learning. Build a comprehensive and coherent system of professional learning focused on reaching the shared vision of equitable access to learning opportunities and resources and positive outcomes for all students. Content ExpectationsC: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Elements of adult learning theory for the purpose of supportng staff members to improve instructional practices Features and models of a culture of continuous improvement Use of California state and other professional standards that guide educator developmentEffective, researchbased, professional learning systems and strategies that lead to equitable learning opportunities CAPE 2D: Feedback on Instruction organizational processes to meet school goals and provide equitable access to opportunities for all students. CAPE 3C: School Climate New administrators understandthe leader’s role in establishing a positive, productive school climate, supportive of staff, students and families.Performance Expectations During preliminary preparation, aspiring administrators learn how to: Use principles of positive behavior interveions, conflict resolution, and restorative justice and explain to staff and community members how these approaches support academic achievement, safety, and wellbeing for all students.Recognize personal and institutional biases and inequities within the education system and the school site that can negatively impact staff and student safety and performance and address these biase

15 s.Recognize discriminatory practices, si
s.Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturallyresponsive, positive and restorative strategies to address diverse student and school needs. Content Expectationsuring preliminary preparation, aspiring administrators develop knowledge and understanding of:Theory, research, and best practices reted to conflict resolution, restorative justice and positive behavioral interventionsEquitablyapplied tiered disciplinary practices and studentcentered behavior management principles to create a sense of belonging that promotes a safe and productive learning environmentDiscriminatory practices, signs of trauma, manifestations of mental illness and culturally responsive, positive and restorative responsesRelationship and impact of socialemotional development, culture and climate on student achievement CAPE : Managing the School Budget and Personnel New administrators know how effective management of staff and the school’s budget supports student and site needs. Performance Expectationsuring preliminary preparation, aspiring administrators learn how to: Observe classroom planning and instructon in accordance with LEA policy and practices; analyze evidence of teacher effectiveness based on student work and learning outcomes; communicate evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices and foster Content ExpectationsDuring preliminary preparation, aspiring administrators develop knowledge and understanding of:The role of classroom observations for informing instructional effectiveness in accordance with LEA policyVariety of data used to determine instructional effectiveness and provide feedback on instructional decisions instructional programs; student services;and material, fiscal,and human resources. Develop a plan to engage staff and other stakeholders in establishing routines and procedures for monitoring facilities, operations, and resource acquisition and distribution that help maintain a focus on access to learning opportunities and resources and positive outcomes for all students. Follow regulations related to accessibilityof the physical plant, grounds, classes, materials, and equipment for staff and students. Use technology to facilitate communication, manage information,enhance collaboration, and support effective management of the school.Handle confidential matters relating to students and staff in a manner consistent with legal practices and ethical principles.The fundamentals of resource and system management and ways they are coordinated and leveraged to promote learningSchool routines and procedures that ensure access to learning opportunities and resourcesThe application of local policies, state laws, and federal requirements that address health, safety, wellbeing, and confidential informationTechnology to facilitate and enhance operations, communication, and collaboration CAPE 3B: Managing Organizational Systems and Human Resources New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career.Performance Expectations3B:During preliminary preparation, aspiring administrators learn how to:Follow legal and ethical procedures for hiring, evauating, supervising, disciplining, recommending for nonreelection, and dismissing staff.Apply labor relations processes and collective bargaining in California and their application to contract implementation and management at the local level. Use a systems thinking perspective to set priorities and manage organizational complexity; developschedules and assignments that coordinate human resources, physical space, and time to maximize staff collaboration and student learning; and to engage staff and other stakeholders in using data to help establish, monitor, and evaluate the alignment and effectiveness of Content ExpectationsDuring preliminary preparation, aspiring administrators develop knowledge and understanding of:Collective bargaining and employee evaluation processes Classroom structures, schedules, and grouping practices that impact teaching and learningManagement practices to ensure Individual and collective accountability is bias-free positive learning environmentsProvide unbiased, evidencebased fedback about observed teaching and learning to improve instructional practice. Provide staff with timely, constructive suggestions about strategies, available resources, and technologies that support student learning, safety, and wellbeing. Apply foundational laws and regulations pertaining to California school finance, federal and state program funding, and local allocations.Assess and analyze student and site needs and use this understanding as a base to support financial decisionmaking and efforts to prioritize expenditures that support the school’vision, goals, and improvement plans.Use various technologies related to financial management and business procedures. Collaborate with finance office staff and other stakeholders, as appropriate, to understand, monitor, and report in a clear and transparent manner the school’s budget and expenditures, including financial record keeping and accounting.Foundational laws, regulations, and accounting procedures relating to school finance, federal and state program funding and local allocationsThe value of collaboration and transparncy in the development and management of the school budget to support school’s vision, goals, and improvement plansStrategies to identify, analyze, and prioritize organizational needs and opportunities CPSEL Standard 4:FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. CAPE 4A: Parent and Family Engagement New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeingCultural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange PocessEvidencebased Practice respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Recognize any possible institutional barriers ttudent and staff learning and use strategies that overcome barriers that derive from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination.Guide staff in examining issues that may affect accomplishment of the school’s vision, mission, and goals, including issues that may be related to race, diversity, and access.Involve family and community stakeholders in reviewing aggregated and, where appropriate, disaggregated student data and evidencebased best practices to identify and address actual and anticipated challenges that can negatively affect student success. Content ExpectationsDuring preliminary preparation, aspiring administrators develop knowledge and understanding of:Strategies to identify and address institutional arriers (derived from economic, socialemotional, racial, linguistic, cultural, physical, gender, gender identity, sexual orientation, or other sources of educational disadvantage or discrimination) that prevent equitable outcomesWays to analyze equity gaps that affect school wide improvementThe value of informed stakeholder engagement in addressing critical school issues CAPE 5C: Ethical Action New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community. Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Apply policies and practices that both support studentearning and protect the rights and confidentiality of students, families, and staff. Act with integrity, fairness, and justice and intervene appropriately so that all members of the school community are treated equitably and with dignity and respect. Use personal and professional ethics as a foundation for communicating the rationale fortheir actions. Content Expectations5C:uring preliminary preparation, aspiring administrators develop knowledge and understanding of:Characteristics and examples of ethical actions and behaviors related to student learning and school improvement The relationship of leaderdispositions and behavior on the entire school community CPSEL Standard 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. CAPE 6A: Understanding and Communicating Policy importance of ongoing community understanding and support by mobilizing and sustaining resources directed toward achieving school goals. CPSEL Standard 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.CAPE 5A: Reflective Practice New administrators regularly review and reflect on theirperformance and consider how their actions affect others and influence progress toward school goals.Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cultural ProficiencySystems KnowledgeData UseCollaborationCommunication Skills Continuous ImprovementChange Providencebased Practice Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Take responsibility for developing their profession leadership capacity and assess personal and professional challenges as a way to identify areas for selfimprovement. Use a professional learning plan to focus personal and professional growth in order to achieve the school’s vision and goals. Seek opportunities for professional learning that address the range of students’ academic, linguistic, cultural, aesthetic, socialemotional, physical, and economic needs. Maintain a high standard of professionalism, ethics, integrity, justice, and equity and expect the same behavior of others. Content Expectations: During preliminary preparation, aspiring administrators develop knowledge and understanding of: Selfreflection as a means to consider the effect ofersonal actions on others Theories and concepts related to selfreflection, personal responsibility and professional growthMultiple sources of information used to guide reflective practice for continuous improvementTools and instruments used to identify areas of personal bias that undermine culturally competent leadership CAPE 5B: Ethical DecisionMaking New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Engage family and community members in accmplishing the school’s vision of equitable schooling and continuous improvement that includes the academic, linguistic, cultural, socialemotional, mental and physical health, and/or other supports needed to succeed in school. Create and promote a welcoming environment for family and community participation.Recognize and respect family goals and aspirations for students. Work with staff to develop a range of communication strategies to inform families about student assessments and achievement, teacher professional learning activities, school climate, and progress toward achieving school goals. Content Expectations: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The value of collaborating with and engaging families and community in discussions and decisions to improve learning for all studentsCommunication and collaboration skills and strategies to involve families in decisionmaking about their child’s education and wellbeiStrategies to identify and address the diverse expectations, needs, goals, and aspirations of family and community groups CAPE 4B: Community Involvement New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being.Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Build trust and work collaboratively with families and the community to promote a sense of shared responsibility and accountability for achieving the goal of graduating every student ready for college and careers. Use strategies such as conflict resolution in faciitating communication between different community groups to reach consensus on key issues that can be incorporated into the school’s vision, plans, and decisions. Access community programs and services hat assist all students, including those who require extra academic, mental health, linguistic, cultural, socialemotional, physical, or other needs to succeed in school. Explain to staff and other stakeholders the Content Expectations During preliminary preparation, aspiring administrators develop knowledge and understanding of:Collaborative decisionmakind consensusbuildingto develop shared commitments and responsibilitiesBroad community, family, agency, and organization outreach to promote and provide for the health, safety, and wellbeing of all studentsThe range of community resources and ways in which to connect families to appropriate agencies to help address difficult or complex problems and issues that may ariseFacilitation of a strong network of support of all school staff including physical and mental health professionals New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community.Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Recognize that any school is part of a larger district, state, and federal contextsthat is influenced by political, social, economic, legal, and cultural factors. Understand and analyze governance and policy systems and use this knowledge to explain roles and relationships of school and district administrators, local and state boards of education, and the legislature to staff and the school community. Facilitate discussions among staff and the community about aligning mandates and policies with staff and student goals for continuously improving instruction, learning, and wellbeing. Operate within legal parameters at all levels of the education system. Content Expectations Foundational Content Expectations present in all standards:Studentcentered learning and wellbeing Cural ProficiencySystems KnowledgeData UseCollaborationCommunication SkillsContinuous ImprovementChange PocessEvidencebased Practice6A: During preliminary preparation, aspiring administrators develop knowledge and understanding of:The relationships that exists among political, social, and cultural factors and their influence on local school and district decisionsEffective strategies for communicating education governance and policy and their impact on schools to a wide range of stakeholdersThe relationships among various local, state, and federal agencies affecting schools in CAIssues, trends and potential changes that could affect education CAPE 6B: Representing and Promoting the School New administrators understand that hey are a spokesperson for the school’s accomplishments and needs.Performance ExpectationsDuring preliminary preparation, aspiring administrators learn how to: Improve their public speaking, writing, electronic communication, presentation,and advocacy skills.Provide the public with a clear picture of what the school’s mission, vision, and goals are in order to garner public Content Expectations6B: During preliminary preparation, aspiring administrators develop knowledge and understanding of:Multiple communicationand presenation strategies appropriate for various school stakeholder groups 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education AdministratorsIntroduction to the Standards and Expectationsof the California Administrative Services Credential California's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. ontent Expectations Organization in Relation to the Performance Expectations he updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items.Universal Concepts found in the Content Expectations The 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studentcentered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency Candidates are expected to know about the skills, attitudes andbeliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess culturalknowledge, value diversity, manage the dynamics of difference, adapt to diversity,institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of ducational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the system. Data use: Candidates are expected to understand the ways data can be used to make informed decisions in a variety of contexts. Data use includes the collection, selection, analysis, and application of data. Collaboration. Candidates are expected to understand ways to lead a group ofprofessionals who are cooperatively working together, sharing responsibility for problemsolving and making decisions to formulate and carry out plans for student outcomes. Collaboration might include shared decisionmaking, engagement, inclusion, groupdynamics, teambuilding, and/or stakeholder buyin. Communication skills: Candidates are expected to understand the importance ofeffectively and efficiently conveying information to another or between people forcommon benefit, using verbal and written communication skills in a varietyof situations (face to face, mediarelated). Communication skills might include a clearly writtennewsletter, a comprehensible data presentation to parents, meeting facilitation to ensure participation by many members in the group or skill in providing feedback to teachers based on observations or lesson plan reviewsContinuous improvement: Candidates are expected to understand that meetingexpectations for enhanced curriculum, instruction, assessment, and personal andprofessional learning requires ongoing efforts to improve the products, services, and processes of schooling. This includesusing a process such as a recurring cycle of analysis, planning, and action to consistently review whether what is done is yielding the desired results. Change process: Candidates are expected to understand that making improvements often requires shifting from familiar practices to new ways of working and knowing ways tomanage those transitions. This process includes identifying who or what needs to beaddressed for the change to be successful and considers the impact on the full organization. Strategiesfor change management might include revising goals and outcomes, stakeholder engagement, planning and piloting, implementation support, communication, and impactanalysis. Evidenceased practice: Candidates are expected to understand education strategies and materials that are developed from or informed by objective data, such as research or measures of school, teacher, and student performance. This includes reviewing effective programs, identifying and selecting specific practices that address identified goals,documenting what was implemented and evaluating results. The Content and Performance Expectations for Preliminary Administrative Services Credential Programs (2017)Preamble to the Content Expectations and Performance ExpectationsEffective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and wellbeing. California leaders recognize, respect, and employ each student’s strengths, experiences, and culture as assets for teaching andlearning. Effective educational leaders confront and alter institutional biases of studentmarginalization, deficitbased schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status to support the learning of every child.Throughout the Content Expectations and CAPEPerformance Expectations, reference is made to “all students” or “all P12 students.” This phrase is intended as a widely inclusive term that 2017 Preliminary California Administrative Services Credentialing Content Expectations and Performance Expectations with their Alignment to the California Professional Standards for Education Administrators ntroduction to the Standards and Expectationsof the California Administrative Services Credential alifornia's two tier credentialing system for education administrators is built around the California Professional Standards for the Teaching Profession (CPSEL). Introduced during credential's second tier, when administrators begin practicing their craft, these six standards define what an education administrator should be able to do from their initial day on the job through retirement.Previous to the CPSEL, during the first tier of credentialing, California employs foundationalexpectations that are based upon the CPSEL, but take into account the majority of candidates are learning how to become an administrator, instead of being one.The California AdministratorContent Expectations (CACE) describe what preliminary candidates need to know and understand in order to meet the performance expectations established in the California AdministratorPerformance Expectations (CAPE) and measured by the California Administrator PerformanceAssessment (CalAPA). The CPSEL provide the framework for the expectations and are presented with them to reinforce their alignment. Preliminary programs are responsible for the inclusion ofthe content and performance expectations within the coursework and fieldwork for the Preliminary Administrative Services Credential. Content Expectations Organization in Relation to the Performance Expectations The updated Content Expectation statements are presented sideside with the approved Performance Expectations. The Content Expectations are organized to align with the Performance Expectations Elements (e.g., 1A, 1B, 1C), but do not reflect a oneone match with the Performance Expectations indicators. For this reason, the Content Expectations have not been numbered at the indicator level but instead are presented as bulleted items. niversal Concepts found in the Content Expectations he 2017 update of the Content Expectations identifies several overarching and recurring concepts that are embedded in the knowledge and understanding statements in the content expectations. These concepts appear throughout the content expectations, and assume a general knowledge and understanding as well as specific applications described in the statements. They include: Studenttered learning and wellbeing: Candidates are expected to understand that school success includes both evidence of students' academic achievement and wellbeing. This includes knowing about instructional practices as well as nondiscriminatory, restorative and nonpunitive practices and practices that support all students’ academic, linguistic, cultural, socialemotional, behavioral, mental and physical development. Cultural proficiency: Candidates are expected to know about the skills, attitudes andbeliefs that enable people to work well with, respond effectively to, and be supportive of people in crosscultural settings. This includes understanding ways to assess culturalknowledge, value diversity, manage the dynamics of difference, adapt to diversity,institutionalize cultural knowledge, and address ideas of social justice and issues of equity. Systems knowledge. Candidates are expected to understand the complex nature of educational institutions and options for coordinating various components of that system/organization in order to reach individual goals. Knowledge of systems might include thinking about the relationship between a district and its schools, the alignment between state and local policies, or how a single decision not only affects the identified problem, but also other parts of the syst