Educational Leadership Department

CalAPA

CalAPA “non-consequential” Pilot Testing

During the 2019 academic year, all colleges, universities, agencies, individual school districts, etc., are being asked to pilot test the new CalAPA assessment instruments that will be required for anyone seeking a Preliminary ASC beginning in Fall, 2019. The CalAPA consists of three cycles focusing on instructional and school improvement leadership with specific candidate assessment rubrics for each cycle (data use for instructional improvement, coaching for instructional improvement and personnel evaluation). These are subjects included in the fieldwork sequence, capstone assignments, SWCI culminating project and to a lesser extent, the two learning-to-lead content modules so candidate preparation for the pilot CalAPA will take place within those courses. Cal Poly Pomona staff will be working closely with districts, Site Supervisors and others to facilitate the piloting of CalAPA during 2018/19. The three full leadership cycles of CalAPA are structured to utilize the four steps of investigate, plan, act, and reflect. Each of these four steps will be addressed by each cycle, with candidates providing evidence of leadership practice for each step. Acceptable evidence may be in a variety of forms, including video recordings and written narrative.

This cycle focuses on analyzing multiple sources of school site/district data for the purpose of identifying equity gaps to inform an initial draft plan for equitable improvement in line with the school's vision and mission.  Within the cycle of investigate, plan, act, and reflect, you will collect and analyze multiple sources of longitudinal quantitative and qualitative data.  In addition, you will conduct an equity gap analysis to identify potential causal factors, all culminating in a problem statement defining a specific educational need related to equity.  Based on your investigation and data analysis, you will develop strategies for equitable school improvement and identify resources needed to implement these strategies aligned with the school's shared vision of equitable learning opportunities for all students.  At the conclusion of this leadership cycle, you will reflect on your capacity to analyze data to inform school improvement and promote equity for all students.

This cycle focuses on facilitating collaborative professional learning within a community of practice for the purpose of improving teaching and student learning.  Within the cycle of investigate, plan, act, and reflect, you will identify and work with a small group of educators to identify a problem of practice and select an approach for working together.  Additionally, the group will identify an evidence-based strategy to address the problem of practice that will strengthen and increase equitable learning opportunities for all students.  As part of the cycle, you will reflect on how your facilitation supports the group to address the problem of practice, and how you responded to the group's feedback on your facilitation and on your ability to support the professional learning of the community of practice.

This cycle focuses on coaching an individual teacher to improve teaching and learning. Within the cycle of investigate, plan, act, and reflect, you will familiarize yourself with coaching and observation practices at the school; identify a volunteer teacher whom you will coach; and conduct a full coaching cycle, including a pre-observation meeting, a focused classroom observation, and a post-observation meeting.  Throughout this leadership cycle, you will reflect on your strengths and areas for professional growth as a coach and leader.