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Pages 1974-1977.
(35) School Administrator (Common Administrator Standards)
The advanced provisional administrator meets the standards listed in this section and continues to develop professional knowledge, skill and ability during the clinical experience.
(a) Standard I: Specific Field of Knowledge Standard
The effective advanced provisional administrator demonstrates competence in the field of knowledge, as described below under each administrative certificate.
(b) Standard II: Educational Leadership Standard
The effective advanced provisional school administrator acquires knowledge, skill and ability in educational leadership. To meet this standard, the candidate demonstrates that he or she:
understands principles and strategies of effective leadership, including organizational characteristics of schools, school climate and techniques for facilitating institutional change;
communicates the school's vision, goals, needs, and accomplishments to students, school personnel, families and the community;
communicates and interacts with parents and community agencies and effectively involves them in the education of children;
understands the process of policy formation at the local, state and federal levels;
understands the impact of demographic trends on educational policy and practice;
understands theories and methods of program evaluation.
(c) Standard III: School Management Standard
The effective advanced provisional school administrator acquires knowledge. skill and ability in school management. To meet this standard, the candidate demonstrates that he or she:
understands principles and strategies of effective management, including team building, consensus building and group decision-making skills;
understands principles and techniques of effective human resource management, including selection, assignment, supervision, evaluation, retention and termination of personnel;
understands fiscal management and budget administration;
understands administration of school facilities and services, including student safety and security;
understands information technology and systems and integrates these systems into the working environment;
understands methods and approaches to organizational change, including processes for school-based management and school restructuring;
understands federal, state, municipal and school laws and regulations, including the implications of liability and requirements of due process;
personnel management and labor relations including conflict resolution, mediation and negotiation.
(d) Standard IV- Professional Development Standard
The effective advanced provisional school administrator acquires knowledge, skill and ability in professional development. To meet this standard, the candidate demonstrates that he or she:
understands theories of human development, adult learning and motivation and applies this knowledge to conduct effective staff development and inservice education;
provides resources and opportunities to enhance staff performance;
understands methods and provides resources for staff orientation and induction;
participates in professional development activities, including research to enhance the professional knowledge base;
develops a personal plan for professional development based upon self and external evaluation:
pursues further study in his or her discipline or field.
(e) Standard V: Equity Standard
The effective advanced provisional school administrator acquires knowledge, skill and ability in addressing equity issues. To meet this standard, the candidate demonstrates that he or she:
understands the importance of education in a democratic society, including the need to provide equal education opportunities;
accepts and respects individual and group differences with regard to gender, language, race, religion, socioeconomic background, and values;
understands the historical and political backgrounds of the major gender, racial, ethnic, and cultural groups in the school district;
identifies and uses educational resources and agencies which provide support and expertise for education of students from diverse racial, socioeconomic, linguistic, and cultural backgrounds;
fosters a school climate that addresses the individual needs of students in a diverse society;
recognizes and addresses bias in teaching materials, assessment instruments, school practices and school organization;
acts in accordance with the ethical principles of the profession;
understands the legal aspects involving students with special needs as well as understanding and implementing results of contemporary research as it relates to the delivery of effective services for students with special needs;
understands intercultural relations and communication, and uses this knowledge to create a positive environment for individual students in a diverse society.
(36) School Principal/Assistant School Principal (N-6) (5-9) (9-12)
(a) Provisional with Advanced Standing
Requirements
a. Completion of a program (master's degree or equivalent district or other equivalent).
AND
b. Possession of at least a provisional certificate with advanced standing.
c. Completion of three years of school-based employment in a role in which the candidate holds a certificate or three years of equivalent employment in an alternative instructional setting.
d. Completion of a pre-practicum [603 CMR 7.02 (6)], including 24 semester hours of course work at the graduate level or other experiences directly related to Standard I [603 CMR 7.10 (36) (a) (2)], and the Common Administrator Standards II-V required for provisional certification [603 CMR 7.10 (35)].
e. Completion of a practicum [603 CMR 7.02 (7)] or an internship [603 CMR 7.02 (9)] or equivalent experience, judged successful by the supervisor on the basis of demonstrated ability to perform in the area of the certificate, Standard I [603 CMR 7.10 (36) (a) (2)], and the Common Administrator Standards II-V required for provisional certification [603 CMR 7.10 (35)].
0R
f. Requirements b. through e. may be waived at the discretion of the Commissioner for candidates with significant managerial experience who meet the standards through both their experience and their formal education.
2. Standard I: Specific Field of Knowledge Standard
The effective advanced provisional principal/assistant principal:
a. uses resources within the community to enhance curriculum and instruction;
b. integrates curriculum concepts and adapts instructional materials into the school program h ways which are meaningful to various cultural groups and ethnic minorities;
c. monitors and implements school curriculum to ensure that content, scope and sequence are appropriate to student learning at different grade levels;
d. understands the philosophical underpinnings of vocational, business, home economics and technology education and integrates these areas into the school curriculum;
e. implements comprehensive student support services and activities geared to the needs and interests of all students;
f. understands and uses various methods for managing and organizing students and school personnel and accepts and encourages individual differences in teaching style;
g. implements and supervises the evaluation of instructional programs and interprets data to improve teaching and learning;
h. understands and uses principles, practices and recent research for effective teaching, learning and curriculum development;
i. integrates theories and applies current research and practices related to the effective principalship to accomplish school and district goals;
j. applies and adapts school district or state guidelines to meet needs of diverse student populations in compliance with constitutional and statutory laws, state regulations and Board policies as applicable;
k. understands human development and learning of children and adults throughout all stages of the life cycle; and develops policies and programs which appropriately reflect these stages.
(b) Standard
1. Requirements
a. Completion of a clinical experience [603 CMR 7.02 (8)] judged successful by the supervisor on the basis of advanced understanding of, and demonstrated professional expertise in, the competencies identified in Standard I 1603 CMR 7.10 (36) (a, (2)] and the Common Administrator Standards II-V required for advanced provisional certification [603 CMR 7.10 (35)].
Pages 1980-1981.
(38) Supervisor/Director (All Levels) [See also 603 CMR 7.03 (5)]
(a) Provisional with Advanced Standing
1. Requirements
a. Completion of a program (master's degree or equivalent district or other equivalent).
AND
b. Possession of at least a provisional certificate with advanced standing.
c. Completion of three years of school-based employment in a role in which the candidate holds a certificate or three years of equivalent employment in an alternative instructional setting.
d. Completion of a pre-practicum [603 CMR 7.02 (6)], including 24 semester hours of course work at the graduate level or other experiences directly related to Standard I 1603 CMR 7.10 (38) (a) (2)1 and the Common Administrator Standards II-V required for advanced provisional certification [603 CMR 7.10 (35)].
e. Completion of a half practicum [603 CMR 7.02 (7)1 or an internship [603 CMR 7.02 (9)1 or equivalent experience, or equivalent experience judged successful by the supervisor on the basis of demonstrated ability to perform in the area of the certificate. Standard I [603 CMR 7.10 (38) (a) (2)]. and the Common Administrator Standards II-V required for advanced provisional certification [603 CMR 7.10 (35)].
OR
f. Requirements b. through e. may be waived at the discretion of the Commissioner for candidates with significant managerial experience who meet the standards through both their experience and their formal education.
2. Standard I: Specific Field of Knowledge Standard
The effective advanced provisional supervisor/director:
a. understands theories and applies effective methods of curriculum design. implementation and evaluation;
b. coordinates curriculum to ensure that content, scope and sequence are appropriate to student learning at different grade levels;
c. adapts curriculum and instructional methods to address the characteristics of different cultural groups and ethnic minorities;
d. uses community resources to enhance curriculum and instruction;
e. conducts evaluations of instructional programs and uses the outcomes to improve teaching and learning;
f. understands and utilizes effective models of staff development and inservice education;
g. accepts and encourages individual differences in teaching style;
h. understands human development and learning of children and adults throughout all stages of the life cycle; and develops policies and programs which appropriately reflect these stages;
i. understands and models effective teaching methods;
j. integrates theories and applies current research and practices related to the effective supervisor/director to accomplish the school and district goals.
(b) Standard
1. Requirements
a. Completion of a clinical experience [603 CMR 7.02 (8)] judged successful by the supervisor on the basis of advanced understanding of, and demonstrated professional expertise in, the competencies identified in Standard 11603 CMR 7.10 (38) (a) (2)] and the Common Administrator Standards II-V required for advanced provisional certification [603 CMR 7.10 (35)].