I. Inputs:
I A. Responsibility
for leader preparation programs vested in a collaborative of education, arts
and sciences, business, other academic units (as appropriate), and school
partners (2001).
I B. Active practitioner-based
advisory committee in place to provide ongoing feedback as to the success
of graduates in meeting the outcomes of the guarantee and to suggest strategies
for continuous improvement (2001).
I C. Field experiences—at
least 150 contact hours—well integrated into courses (2001).
I D. Admission requirements
comparable to those of other graduate programs in the institution.
II. Performance
(institutions and individual educational leadership candidate):
A.
Institutions:
IIA (1). Guarantee that
graduates meet all expectations listed under performance and results, and
provide additional training for any graduate identified by a school system
as not meeting expectations (2001).
IIA (2). Increase
the number of high quality applicants from majority and minority groups (2001).
IIA (3). In cooperation
with the schools, institutions mentor graduates on all dimensions of the guarantee
during their first two years of practice as newly certified educational leaders
in Georgia (2001).
IIA (4). Focus partner
schools (or approved alternative) on increasing P-12 student learning and
achievement, mentoring beginning leaders, seeking nominations of potential
leaders for admission into preparation programs, providing field-placements
for leader candidates to demonstrate outcomes of guarantee, collaborating
in the preparation and development of leaders, encouraging practitioner research
by providing appropriate training in research on school improvement, and increasing
the amount of school-based research on improvement of schools and on leader
preparation and development programs (2001).
IIA (5). Have at least
an 80% annual pass rate on certification exam(s) for each reportable demographic
group of leader candidates by 2006, while maintaining or increasing the number
of minority leaders prepared; and set annual goals toward the 80% threshold
between 2002-2006 (2001).
IIA (6). Support and recognize
faculty for participation in leader preparation and in school improvement
efforts through decisions in such areas as promotion and tenure, salary increases,
workload, and allocation of resources (2001).
B. Leader candidates:
IIB (1). Set high
expectations for all students in the school or system and organize curriculum,
instruction, and assessment around the high expectations (2001).
IIB (2). Use data
on student learning and achievement to set benchmarks and to monitor student
progress toward continuous improvement (2001).
IIB (3). Use technology
to meet the individual learning needs of students, teachers, and administrators
(2001).
IIB (4). Lead schools
using standards-based objectives, results-based performance management, and
continuous improvement (2001).
IIB (5). Raise perceptions
of all parties that the school or system can do better (2001).
IIB (6). Develop a
school or system plan for improvement (2001).
IIB (7). Help teachers
customize instruction for individual students or groups of students that reflect
students’ own experiences, learning styles, interests, cultures, and special
needs (2001).
IIB (8). Provide students
with the resources they need to achieve high learning standards through a
comprehensive program of student support services (2001).
11B (9). Increase
student learning-time as needed, using flexible schedules, structures, and
technology (2001).
11B (10).Establish a safe and orderly environment
that supports reaching the goals of the improvement plan (2001).
11B (11).Lead the school or system in accordance
with school law and professional ethics (2001).
11B (12).Use state-of-the-art technology practices
from business and industry to effectively and efficiently manage resources,
planning, record keeping, and evaluation of schools or systems (2001).
III. Results:
III A. Graduates from
educational leadership programs who move immediately into educational leadership
positions improve schools by increasing student learning and achievement within
two years of practice as educational leaders (2001).
III B. Through partner
schools (or approved alternative) P-12 students from diverse groups are learning
and achieving at high levels (2001).