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Principal Preparation Program

Information SessionFebruary 16, 2016

Principal Preparation Program (PPP)

2016 - 2017 What Is PPP?

The PPP Program is the third step into the BrowardLeadership Pipeline Continuum

LEAD First Year Assistant Principal

Principal Preparation Program

First Year Principal

2016 - 2017 Principal Preparation Program

What is PPP?

• A relevant, rigorous one-year program foraccomplished/high performing assistant principals anddistrict-level administrators (pay grade 27 and above)who want to become principals and attain Level 2certification

• Focuses on the development and application of skillsand knowledge in the Florida Principal LeadershipStandards and the Broward Assessment for SchoolAdministrators (BASA)

• One-Year Program with mid-year and exit criteria

Minimum Qualifications for the Principal Preparation Program

Assistant Principals may choose to submit an application if they have met the following minimum qualifications

as indicated in SBBC policy 4002.14:

• Master’s degree (or higher) and certification in EducationalLeadership

• Completed a minimum of 3 years as an Assistant Principalor an equivalent district level position as of June 30, 2016

• Received final “ Highly Effective ” or “ Effective ”performance evaluations from the past three consecutiveyears

• Can provide documentation of completion of the First YearAssistant Principal Program

Principal Preparation Program Highlights

• Professional readings and current research

• Monthly cohort sessions and activities with peers andmentors

• Mentoring of first year assistant principal

• Professional Learning Team meetings to include site-basedPrincipal, Instructional Cadre Director, and Mentor Principal(minimum of 4 per year)

• PLT meetings aligned with the BASA evaluation tool and theFlorida Principal Leadership Standards

• Mid-year feedback sessions

Principal Preparation Program Highlights

• Year-long Student Achievement Project to includeroot cause analysis, action plan implementation, andformative data collection

• Professional Learning Communities with experiencedprincipal mentors

• Specialized professional learning by District personnel

• Outside coursework to enhance skills in interactionmanagement, instructional practice and rigor,mentoring school leaders and other current Districtinitiatives

How do I Participate in PPP?The Application Process

² Phase I: Documentation, Resume, Essay, Principal Feedback

² Phase II: On-Demand Writing, Presentation/Interview Profile XT

² Phase III: Interview

² Phase IV: Notification of Cohort Selection

Phase I: Documentation

PPP Application

• Include all information requested. Packets will not bereturned for missing/inaccurate documentation.

• The application must be signed by the current OSPACadre Director, the mentor principal, and theapplicant.

• Mentor principals should understand theirresponsibility goes further than signing the form, theyare agreeing to allow you the opportunities requiredfor the program.

Phase I: Documentation

A copy of the applicant’s current Florida TeachingCertificate from the Department of Education showingEducational Leadership

• Professional Certificate must be in good standingwith the FLDOE

Last three evaluation documents showing an overall“Effective” or “Highly Effective” rating

• Must have completed three years as an assistantprincipal by June 2016

Phase I: Essay

PROMPT

Describe how you have worked to develop and monitor aframework that aligns curriculum, standards, effectiveinstruction, and assessment to impact student achievement(two page maximum, twelve-point font, double-spaced).

• Content and development• Organization and structure• Mechanics

Phase I: Resume

Experiential resume aligned to the current FloridaPrincipal Leadership Standards describing leadershiproles and experiences

• Experiences should reflect:• Implementation of current work/initiatives• Evidence of your impact on gains in student

achievement• Work in all four domains of the FPLS• Evidence of impact

Principal Rating Form

Principals of qualified candidates receive and complete arating form based on the current Florida PrincipalLeadership Standards and email it back to JenniferEscandell by an identified deadline

Resume score, writing prompt, and rating forms will beevaluated to determine advancement to Phase II

Phase II- ProcessThose who are qualified to enter the Phase II Process will:

•Complete an on-line leadership profile assessment(will be sent via email)

•Conduct an Instructional Leadership presentation alignedto Domain 2 of the FPLS (official prompt will be sent tophase II participants in advance)

•Participate in an interview aligned to the presentation witha panel including principals, teacher leaders, andrepresentatives of higher education

•Complete an “On Demand ” timed writing sampleproviding teacher feedback focused on an instructionalclassroom video

Phase III – Interview Process

Qualified candidates will be invited to a final interview with a panel consisting of:

• The Office of Talent Development Staff

• Principals• OSPA Cadre Directors

Phase IV – Program Selection

• Candidates will be notified of program status

• Schedule of 2016 - 2017 Principal PreparationProgram will be given by The Office of TalentDevelopment via email

• All program documents will be discussed at theinitial session (date: TBA)

• Your building principal and cadre director will alsoreceive notification of your placement into theprogram

2016 - 2017 Principal Preparation Program

Application documents deadline:

Wednesday, March 2nd, 2016 at 5:00 p.m.

QUESTIONS?

Making Your Resume Speak For

You

Chronological Resume – sequence of events in time showing jobs held from most recent to least recent

Experiential Resume – lists the experiences relevant to the job and related to a possible interview

Combination – Elements of both the Chronological and Skills Resumes are included (Experiential Resume required by Broward)

Types of Resumes

Resume BasicsAlways write it yourself so it will represent you

Remember you will have to speak to it in an interview

Be honest and do not exaggerate

Never include negative/judgmental information

Your school data cannot stand alone What did you specifically do?

Resume BasicsFirst Impression – use appropriate format, spacing, aesthetically pleasing

Align to the CURRENT Florida Principal Leadership Standards -

be sure each experience is listed under the correct standard

do not repeat experiences under multiple standards

Honesty Is The Best Policy

Make Every Word Count

Limit use of Professional Jargon and write out Acronyms –write as if the reader does not know your job

Resume TipsUse A Variety of Strong Verbs – be aware of verbs that shouldn’t stand alone

Have Someone Review Before SubmittingSpellingConsistent Font Style and SizeGrammarSpacingVerb tenseOmitted wordsEase of UnderstandingIn appropriate standard areaLink to results

Align resume to the ten leadership standards under each of the four Domains

Florida Principal Leadership Standards

• Provide the core expectations for effective school administrators

• Grouped into four Domain categories• Domain 1: Student Achievement

• Domain 2: Instructional Leadership

• Domain 3: Organizational Leadership• Domain 4: Professional and Ethical

Behavior

FPLS – 10 Standards

D1: Student AchievementStandard 1 - Student Learning ResultsStandard 2 - Student Learning As A Priority

D2: Instructional LeadershipStandard 3 – Instructional Plan ImplementationStandard 4 – Faculty DevelopmentStandard 5 – Learning Environment

D3: Organizational LeadershipStandard 6 – Decision-MakingStandard 7 – Leadership DevelopmentStandard 8 – School ManagementStandard 9 – Communication

D4: Professional and Ethical BehaviorStandard 10 – Professional and Ethical Behavior

Example

More Resume Tips

Include in each experiential bullet:What YOU specifically didWho it impacted Results or evidence of impact

Include Data, Data, Data! – tie your role to the results/impact

Examples of Experiences

Established a data collection system for RtI

Established and implemented aResponse to Intervention (RtI) datacollection system for ESE students ingrades 6-8 leading to 65% of the ESEsubgroup increasing in learning gains inReading on the 2014 FCAT

Established and implemented aResponse To Intervention (RtI) datacollection system for ESE students ingrades 6-8 leading to 65% of the ESEsubgroup increasing in learning gains inReading on the 2014 FCAT

Examples of Experiences

Created and monitored instructional focus calendars for all sixth grade Reading classes

Created and monitored instructionalfocus calendars for all fifth gradereading classes resulting in an increasefrom 67% to 72% of students scoringproficient on the 2015 - 2016 BrowardAssessment of Florida Standards

Created and monitored instructionalfocus calendars for all fifth gradereading classes resulting in an increasefrom 67% to 72% of students scoringproficient on the 2015 - 2016 BrowardAssessment of Florida Standards

Examples of Experiences

Analyzed FCAT Math data for strengths and weaknesses

Developed and monitored tenth gradeProfessional Learning Community(PLC) focusing on disaggregatingmath data to assist classroom teacherswith developing appropriateremediation and enrichment strategiesand differentiating instruction

Developed and monitored tenth gradeProfessional Learning Community(PLC) focusing on disaggregatingmath data to assist classroom teacherswith developing appropriateremediation and enrichment strategiesand differentiating instruction

Which is more effective?

Developed curriculum and scheduled sixththrough eighth grade students for FCAT camp,resulting in an increase of annual learninggains in Mathematics from 63% to 75% on the2013 – 2014 FCAT

OR

Assisted with organization and supervision ofafter school math tutoring for students ingrades six through eight

Which is more effective?

Active member of Data Analysis Teamdiscussing instructional strategies andcollaborating on lesson plan development

OR

Created and monitored school-wide SchoolImprovement Plan (SIP) initiatives and actionsteps resulting in the school meeting all annualSIP goals in the 2014 – 2015 school year

Scoring

Domain 2 - Instructional Leadership weighted most heavily

Do not repeat experiences in different standards

Include all parts to each experience including

• what you specifically did• who it impacted• results or evidence of impact

Include results when possible

Thank you and good luck with your resumes!

Office of Talent Development

**Deadline for Submission

Wednesday, March 2nd, 2016 @ 5:00 PM