Sacramento

Office of Education

County

LEADERSHIP INSTITUTE

Participant
Handbook
for the

Clear Administrative Services

Credential Program
Our guiding principle is that high-quality leadership
is key to success for students, teachers, schools, and districts.
www.scoeleadership.net
Dr. L. Steven Winlock
Executive Director, Leadership Institute
(916) 228-2612
swinlock@scoe.net

Kristen Coyle
Director, Program Support
(916) 228-2538
kcoyle@scoe.net

Sacramento
Office of Education

County

LEADERSHIP INSTITUTE
Curriculum and Intervention Annex
10461 Old Placerville Road, Suite 130
Sacramento, CA 95827

Sacramento
Office of Education

County

LEADERSHIP
INSTITUTE

Table of Contents
Participant Handbook for the

Clear Administrative Services Credential Program

Welcome Letter from Superintendent Dave Gordon

p. 5

Staff Directory

p. 6

California Professional Standards for Educational Leaders (CPSELs)

p. 7

Program Overview

p. 10

CPSEL-Related Workshops

p. 15

Two-Year Program Schedule

p. 16

Leadership Development

p. 17

Applied Practicum Action Plan

p. 18

Applied Practicum Progress Meetings

p. 19

Reflective Record ~ Participant

p. 20

Reflective Record ~ Coach

p. 21

Request for Reassignment Policy

p. 22

Policies and Procedures

p. 23

Requirements for the Clear Credential

p. 25

Clear Administrative Services Credential Program Sacramento County Office of Education

Clear Administrative Services Credential Program Sacramento County Office of Education

Sacramento
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Welcome Letter
Superintendent Dave Gordon
More than ever, strong school leadership is key to school
improvement. School administrators are responsible
for providing a high-quality education for all students
in our local schools. We need strong leaders to set high
standards, promote excellent teaching and motivate
students and teachers.
Research shows that the Sacramento region faces a
critical shortage of trained and talented school leaders.
A new WestEd study found that by 2017, due to
retirements and other factors, Sacramento County will
need nearly 300 new school site administrators while
the Sacramento region will need close to 500. For that
reason, the Sacramento County Office of Education
(SCOE) is taking an innovative approach to preparing administrators by establishing
our Leadership Institute.
The purpose of the Leadership Institute is to provide cutting edge training, on all
levels, to meet the needs of our local schools and districts. This includes those who
are currently holding district office leadership positions, as well as newly appointed
and aspiring administrators. For example, our program will provide aspiring
administrators with professional development and preparation and licensing upon
successful completion of their training.
We have developed our Institute in collaboration with the thirteen school districts
that we serve, along with the other nine county offices in our Capital region. This
cooperation will support success for all leaders involved in our program.
We are proud that our Leadership Institute is coordinated by Dr. L. Steven Winlock.
Dr. Winlock has a long and distinguished track record of designing and delivering
leadership training in the State of California.
Thank you for your interest in preparing the people who will lead our schools
and dedicate themselves to improving the quality of education in our local
communities.

David W. Gordon
Sacramento County Superintendent of Schools

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Staff Directory
Clear Administrative Services Credential Program
Institute Staff

Email

Phone

Dr. L. Steven Winlock

Executive Director,
Leadership Institute

swinlock@scoe.net

(916) 228-2612 - work

(916) 718-8664 - cell

Kristen Coyle
Director, Program Support
Leadership Institute

kcoyle@scoe.net

(916) 228-2538 - work

(916) 878-0247 - cell

Michelle Carlson
Coordinator, Recruitment,
Masters Program

micarlson@scoe.net

(916) 228-2629 - work

Cheryl Roberts
Program Analyst

croberts@scoe.net

(916) 228-3908

Melanie Slootweg
Production Manager
Editor, The Link to Leadership

mslootweg@scoe.net

(916) 228-2635 - work

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CA Professional Standards
for Educational Leaders (CPSELs)

The Sacramento County Office of Education Leadership Institute uses the California Professional Standards for
Educational Leaders (CPSELs) to lay out quality standards for its Clear Administrative Services Credential Program
(CASCP) Participants. The CPSELs six standards provide indicators of leadership actions that contribute to meeting the
standards. These leadership standards provide an overview of what successful leaders do and are useful for setting
a general course for leadership preparation, professional development activities, and administrator certification.
Therefore, they will be used to determine the developmental objectives for each participant in the program.

Standard 1
A school administrator is an educational leader who promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Facilitate the development of a shared vision for the achievement of all students based upon data from multiple measures of student.

Communicate and implement the shared vision so that the entire school community understands and acts on the mission of the school
as a standards-based educational system.

Leverage and marshal sufficient resources to implement and attain the vision for all students and subgroups of students.

Identify and address any barriers to accomplishing the vision.

Shape school programs, plans, and activities to ensure integration, articulation, and consistency with the vision.

Use the influence of diversity to improve teaching and learning.

Standard 2
A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and
sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Create an accountability system of teaching and learning based on student learning standards.

Utilize multiple assessment measures to evaluate student learning to drive an ongoing process of inquiry focused on improving the
learning of all students and all subgroups of students.

Shape a culture where high expectations for all students and for all subgroups of students is the core purpose.

Guide and support the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all
students relative to the content standards.

Promote equity, fairness, and respect among all members of the school community.

Provide opportunities for all members of the school community to develop and use skills in collaboration, leadership, and shared
responsibility.

Facilitate the use of appropriate learning materials and learning strategies which include the following: students as active learners;
a variety of appropriate materials and strategies; the use of reflection and inquiry; an emphasis on quality versus quantity; and
appropriate and effective technology.

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CA Professional Standards
for Educational Leaders (CPSELs)

Standard 3
A school administrator is an educational leader who promotes the success of all students by ensuring management of the
organization, operations, and resources for a safe, efficient, and effective learning environment.

Monitor and evaluate the programs and staff at the site.

Establish school structures, patterns, and processes that support student learning.

Manage legal and contractual agreements and records in ways that foster a professional work environment and secure privacy and
confidentiality for all students and staff.

Align fiscal, human, and material resources to support the learning of all students and all groups of students.

Sustain a safe, efficient, clean, well-maintained, and productive school environment that nurtures student learning and supports the
professional growth of teachers and support staff.

Utilize the principles of systems management, organizational development, problem-solving, and decision-making techniques fairly
and effectively.

Utilize effective and nurturing practices in establishing student behavior management systems.

Standard 4
A school administrator is an educational leader who promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs, and mobilizing community resources.

Incorporate information about family and community expectations into school decision making and activities.

Recognize the goals and aspirations of diverse family and community groups.

Treat diverse community stakeholder groups with fairness and with respect.

Support the equitable success of all students and all subgroups of students through the mobilization and leveraging of community
support services.

Strengthen the school through the establishment of community, business, institutional, and civic partnerships.

Communicate information about the school on a regular and predictable basis through a variety of media and modes.

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CA Professional Standards
for Educational Leaders (CPSELs)

Standard 5
A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics
and developing professional leadership capacity.

Demonstrate skills in decision making, problem solving, change management, planning, conflict management, and evaluation.

Model personal and professional ethics, integrity, justice, and fairness and expect the same behaviors from others.

Make and communicate decisions based upon relevant data and research about effective teaching and learning, leadership,
management practices, and equity.

Reflect on personal leadership practices and recognize their impact and influence on the performance of others.

Encourage and inspire others to higher levels of performance, commitment, and motivation.

Sustain personal motivation, commitment, energy, and health by balancing professional and personal development.

Demonstrate knowledge of the curriculum and the ability to integrate and articulate programs throughout the grades.

Use the influence of the office to enhance the educational program rather than for personal gain.

Protect the rights and confidentiality of students and staff.

Standard 6
A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural context.

View oneself as a leader of a team and also as a member of a larger team.

Ensure that the school operates consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory
requirements.

Generate support for the school by two-way communication with key decision makers in the school community.

Work with the governing board and district and local leaders to influence policies that benefit students and support the improvement
of teaching and learning.

Influence and support public policies that ensure the equitable distribution of resources, and support for all the subgroups of students.

Open the school to the public and welcome and facilitate constructive conversations about how to improve student learning and
achievement.

Standards 1-4 and 6 are from Council of Chief State School Officers, Interstate School Leaders Licensure Consortium: Standards for School Leaders, Washington, D.C.: Council of Chief State School Officers 1996, pp. 10, 12, 14,
16, and 20. Standard 5 is adapted from this same source, p. 18. Elements are from representatives from the California School Leadership Academy at WestEd, California Commission on Teacher Credentialing, Association of
California School Administrators, California Department of Education, and California Association of Professors of Educational Administration, California.

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Program Overview

The Sacramento County Office of Education Leadership Institutes Clear Administrative Services Credential Program
(CASCP) is a comprehensive, two-year program that focuses on the developing needs of beginning administrators in the
Sacramento Region.
The Program is aligned with the CTC-approved Preliminary Administrative Services Credential Program. The CASCP is
designed to meet the individual needs of participants through assessment, coaching, and professional development.
The use of the California Professional Standards for Educational Leaders (CPSELs) is the foundation for development of
the program curriculum, practices, and format.

Admission Requirements
Submission of application materials by eligible participants includes:
Completed application packet
Currently holds a position requiring an administrative credential
Resume
Copy of California Preliminary Administrative Services Credential

Upon analysis of application materials, participants will be invited to participate in the SCOE Leadership Institutes Clear
Administrative Services Credential Program.

Two-Year Program Schedule

The Program Schedule consists of six CPSELs completed over two years. Prior to entering the specific CPSEL work,
participants attend a Cooperative Meeting (Leadership Institute, District Representative, Participant) and an
Orientation that includes Participant/Coach assignment, requirements and responsibilities, and development of a
Leadership Growth Plan for CPSELs.
A participant can enter the program at the beginning of any CPSEL. They do not have to be completed in numerical
order. The CPSEL work for Years 1 and 2 includes the following:
Workshop Selection(s) - A total of 10 CPSEL-related workshops must be completed within the two-year time frame
Applied Practicum for each CPSEL
1. Initial Meeting (Practicum/Outcomes)
2. Progress Meetings (2)
3. Final Review Meeting
Reflective Record
Assessment of Participant Competence (Initial, Mid-program, End-of-program)

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Program Overview
Continued

Participant Responsibilities
Participants are expected to:
Attend one Orientation Session (Orientation sessions are held three times per yearAugust, November, Februaryto
accommodate participants entering at various stages of the program.)
Complete the Assessment of Participant Competence through the use of the Descriptions of Practice (initial, mid-program,
end-of-program)
Develop a portfolio of evidence that supports the Applied Practicum for each CPSEL
Develop a Leadership Growth Plan with the Executive Director, district representative, and coach

Coaching Requirements and Responsibilities

The Leadership Institute provides coaching to the participants throughout the two-year program. Coaching is an
important aspect of a participants successful completion of the program. With the support of a coach, participants
will engage in a sequence of job-embedded experiences.
Once the coaches and participants are paired, the support process begins with an initial conversation regarding
urgent issues and needs based on specific questions surrounding the context of their assignment. The conversation is
guided by the data from the Assessment of Participant Competence and the Leadership Growth Plan, which includes
the descriptions about current job responsibilities and challenges, and perceived strengths and weaknesses.
In addition, each leadership CPSEL will include requirements for coaching support and CPSEL-related workshops.
Workshops will be designated in the Leadership Growth Plan and will correlate to each leadership CPSEL. Participants
will attend workshops in a cohort setting or online.
In each CPSEL, each participant will decide on a CPSEL-related project, an Applied Practicum. Each participant and his
or her coach will meet a minimum of four times during the CPSEL. The meetings will have the following format:
Meeting 1: Initial meeting between the participant and coach to outline the Applied Practicum Action Plan for the CPSEL.
The practicum will focus on the areas as outlined in the Leadership Growth Plan.
Meetings 2 & 3: Progress meetings to share the progress being made around implementation and understandings of the
Action Plan as it relates to the leadership CPSEL. The coach and participant will complete the Progress column of the
Action Plan.
Meeting 4: A final meeting to outline the status of the Applied Practicum. The coach will complete the Coach Reflection,
located at the bottom of the Action Plan, after each meeting with the participant. The Reflection notes progress based on
Moving Leadership Standards into Everyday Work: Descriptions of Practice (WestEd, 2003).

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Program Overview
Continued

Learner Outcomes
Participants will complete an Assessment of Participant Competence three times during their two-year program.
The assessment is based upon the performance expectations outlined in the WestEd document, Moving Leadership
Standards into Everyday Work: Descriptions of Practice (DOP). Each description of practice will have a corresponding
rating system in the assessment:
1 = Practice that is directed toward the standard
2 = Practice that approaches the standard
3 = Practice that meets the standard
4 = Practice that exemplifies the standard

The expectation will be set with participants that in order to advance to candidacy, they must show growth in
the CPSELs so that the majority of ratings are either a 3 or 4 by the end-of-program assessment. In addition to the
descriptions of practice, the assessment will also require participants to describe their current job responsibilities and
challenges, as well as their perceived strengths and weaknesses.

Assessment Requirements
There are multiple points in the two-year program at which the participants will receive feedback on their progress
toward competency. Participants will take the Assessment of Participant Competence a total of three times during
the program (initial, mid-program, end-of-program). With each administration of the assessment, participants have
an opportunity to reflect on their growth and progress toward The California Professional Standards for Educational
Leaders (CPSELs) through the use of the Descriptions of Practice (DOP).
In addition, the assessment contains a reflective section in which the participants reflect on their current job
responsibilities and challenges, as well as their perceived strengths and weaknesses. This data is kept online and
available for comparison and reflection at any time. Following each administration of the assessment, the coach will
lead a formal review and reflection with the participant as part of their work together.

Applied Practicum Guidelines

The purpose of the Applied Practicum is to incorporate the knowledge and understanding of the Leadership
Standards (CPSELs) into action-oriented projects that can be applied to the participants assigned job position.
The project will be developed using the elements that describe each standard.
In addition, the project will be guided by two documents: Field Experiences Activities for California Professional
Standards for Educational Leaders and Moving Leadership Standards Into Everyday Work: Descriptions of Practice
(WestEd, 2003).

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Program Overview
Continued

Applied Practicum Guidelines, continued

The Applied Practicum will be completed during the three-month period for each of the standards. Following is the
outline for development of the Applied Practicum for each CPSEL:
The coach and the participant have an initial meeting to review the standard and the elements of the standard for
development of the Applied Practicum.
The Applied Practicum is developed with the knowledge of the participants assigned job position. Outcomes of the
Applied Practicum will be established.
The timeline for the two progress meetings and final meeting is established. Progress meetings are used for supporting and
providing coaching during the implementation. The final meeting will state the accomplishments of the Applied Practicum
based on established outcomes.
The coach and the participant outline support and coaching needed to complete the Applied Practicum. (This will include
outlining additional contacts such as emails, phone contacts, visitations.)
The Applied Practicum Action Plan form is completed.

Cooperative Meetings
The SCOE Leadership Institute will organize an initial cooperative meeting that will include the Executive Director
of the Institute (or designee), a district representative of the participant, and the participant. The purpose of the
meeting will focus on the development of the appropriate support and assistance needed for the participant.
These meetings can also use technology to facilitate (i.e., email, phone, Skype, etc.)
The co-op meeting will focus around the following areas:
The results of the Assessment of Participant Competence
The Moving Leadership Standards Into Everyday Work: Descriptions of Practice (WestEd, 2003) document based on the
California Professional Standards for Educational Leaders (CPSELs)
The description of the participants district assignment (e.g., school, program)
District goals and directions
Areas of development for the participant
Development of Part I of the Leadership Growth Plan
Alignment of skills needed for support from the coach
Assignment of the coach

The initial co-op meeting will provide the direction that will assist with an appropriate match of coaching and
guidance needed for the development of the participant as he/she moves toward the leadership standard of practice
that exemplifies all of the leadership standards.

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Program Overview
Continued

Leadership Development
Leadership Development begins to take shape at the co-op meeting with the Leadership Institute Executive Director,
the participant, and a district representative. Meeting participants will review the data and discuss the participants
work context. Overall strengths and areas for growth will be noted. In addition, the coach will be assigned, taking into
account the data and input from the participant and district representative. All parties will sign off on the plan.
At the Leadership Institutes Orientation Session, the participant and the coach will continue to work on Leadership
Development which includes goals for each CPSEL. During each CPSEL, the participant will complete a minimum of
one CPSEL-related workshop related to the CPSEL focus. There will be two to three offerings to choose from during
each CPSEL. The participant will be required to attend a minimum of five CPSEL-related workshops per year, totaling
ten sessions minimum for the two-year program. Choosing which workshops to attend is part of the coach-participant
work, taking into account the results of the DOP, job challenges, and perceived strengths and weaknesses.

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CPSEL-Related Workshops

The CPSEL-related workshops are designed to build the knowledge and skills in each of the leadership standards.
The workshops will be delivered in three-hour sessions during the three-month focus period of the leadership
standard. Participants will select one to two of the workshops in each of the standards. A minimum of one workshop
is required for each standard, and five workshops are required for the year. In a standard that requires growth and
development, a participant will choose two or more workshops to assist with further growth.
The CPSEL-related workshops will be developed around the following concepts and ideas to support the standards.
The focus of each of the workshops will be to assist with the development of knowledge and skills to support the
development of practice.
Leadership Standard

Workshop Themes

1. A school administrator is an educational leader who

promotes the success of all students by facilitating the
development, articulation, implementation and stewardship of learning that is shared and supported by the
school community.

Change theory, facilitation skills, resource development,

group dynamics, technology, teaching and learning
concepts

2. A school administrator is an educational leader who

promotes the success of all students by advocating,
nurturing, and sustaining a school culture and instructional program conducive to student learning and staff
professional growth.

Teaching and learning concepts, special education, professional development, teaching strategies and concepts,
best practices in teaching and learning, data use and
analysis, curriculum focus, evaluation and supervision

3. A school administrator is an educational leader who

promotes the success of all students by ensuring management of the organization, operations and resources
for a safe, efficient, and effective learning environment.

Student management, fiscal management, budget,

evaluation and supervision, management skills, coaching, human relations practices, governance structures

4. A school administrator is an educational leader who

promotes the success of all students by collaborating
with families and community members, responding to
diverse community interests and needs, and mobilizing
community resources.

Resource development (afterschool programs, health

initiatives), diversity training, communications skills,
technology, community engagement practices and
concepts

5. A school administrator is an educational leader

who promotes the success of all students by modeling
a personal code of ethics and developing professional
leadership capacity.

Parent and student rights, decision-making, personal

growth in leadership, understanding of programs that
support direction, leadership practices

6. A school administrator is an educational leader who

promotes the success of all students by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context.

Federal and state programs, bargaining strategies and

practices, policies and federal and state laws, California
State Department of Education, assessment concepts
and strategies

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Two-Year Program Schedule

Induction: Competency Plan (To be held upon entry)

AUG
NOV
FEB

Cooperative Meeting including Leadership Institute, District, Participant

Orientation*
Participant/Coach
Requirements and Responsibilities
Development of Leadership Growth Plan for CPSELs
Assessment of Participant Competence (Initial in Year 1)

CPSEL 1 (Year 1)/CPSEL 4 (Year 2)

SEPT
OCT
NOV

Workshop Selection(s)
Applied Practicum
Initial Meeting (Practicum/Outcomes)
Progress Meetings (2)
Final Review Meeting
Reflective Record
Assessment of Participant Competence (Mid-program in Year 2)

CPSEL 2 (Year 1)/CPSEL 5 (Year 2)

DEC
JAN
FEB

Workshop Selection(s)
Applied Practicum
Initial Meeting (Practicum/Outcomes)
Progress Meetings (2)
Final Review Meeting
Reflective Record

CPSEL 3 (Year 1)/CPSEL 6 (Year 2)

MARCH
APRIL
MAY

Workshop Selection(s)
Applied Practicum
Initial Meeting (Practicum/Outcomes)
Progress Meetings (2)
Final Review Meeting
Reflective Record
Assessment of Participant Competence (End-of-program in Year 2)
* May enter at the beginning of any CPSEL. An Orientation will be held upon entry.

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Leadership Development

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Applied Practicum
Action Plan

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Applied Practicum
Progress Meetings

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Reflective Record
Participant

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Reflective Record
Coach

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Request for Reassignment

Clear Administrative Services Program
Request for Reassignment Policy
Policy Statement
If at any time the match between the participant and the coach is perceived as being unsuccessful for any
reason, this match may be revised.

Procedures
1. It is the responsibility of the participant to inform the program of a mismatch.
2. A participant or a coach may make a request for a new match, at any time, to the SCOE Leadership
Executive Director.
3. Upon receipt of a request for a new match, the Executive Director (or designee) secures confidential
information from both parties. Efforts will be made to maintain respect and dignity for all involved and
to collaboratively determine a solution.
4. The Executive Director implements the solution and monitors the new match, if that was determined
the best solution. Appropriate information is shared as needed.
Note: There are times when the coach has provided partial services, attended meetings, and/or has a
signed agreement for compensation with the SCOE Leadership Institute. The reassignment of coaches
will include consideration to prorate compensation. Newly assigned coaches compensation will also be
prorated depending on the time remaining in the program and the duties to be completed.
The above policy and procedures were carefully considered and the following reassignment has been
recommended and approved by the SCOE Leadership Institute.

Participant
Print Name

Signature

Coach

Current Coach

Approved by:
Executive Director

Date

-or- Designee

Date

Effective Date of Reassignment

Notes/Comments:

Note: Distribute copies of this completed document to all parties involved.

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Policies and Procedures

1. Acts of Dishonesty
Participants are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty,
including plagiarism, falsification of records or documents, personal misrepresentations, theft, and evasion of
Leadership Institute financial obligations will not be tolerated.

2. Attendance
Regular attendance is required and expected. Your agreed upon attendance is for the benefit of your own learning
as well as the learning of others in the program. Instructor facilitation, presentations, classroom exercises, and
discussions are essential parts of the educational experience for each class. Therefore, participants must fully attend
all 10 CPSEL-related workshops. Prompt attendance will have a direct impact on learning, performance, and grades.
Participants who miss a workshop will be given alternative workshops to meet the requirements of the CPSEL.

3. Tuition Refund Policy

Refunds will only be given for those CPSELs not attended (e.g., once a CPSEL has begun, no refunds will be issued).
Refunds will be determined on a case by case basis depending on the individual financial arrangements.

4. Disability
Participants with disabilities are eligible for reasonable accommodations in their academic work in this program. In
order to receive assistance, the participant must provide Human Resources with documentation that describes the
specific disability (i.e., psychologist, physician, or educational diagnostician). Participants with disabilities should
contact the SCOE Leadership Institute staff` to discuss academic and other needs as soon as they are diagnosed with a
disability. Once documentation is on file, arrangements for reasonable accommodations can be made.

5. District Support
A district representative will be selected for each participant. This selection will be coordinated by the Leadership
Institute Executive Director. The district representative will be someone involved in a supervisory or leadership role.

6. Emergency Procedures
All participants are required to complete an emergency procedure form and turn it in to the program office on the first
day of the first CPSEL workshop.

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Policies and Procedures

Continued

7. Evaluations
The Leadership Institute will provide scheduled opportunities for Clear Administrative Services Credential Program
(CASCP) participants to give feedback about various aspects of the program, including, but not limited to coaching,
support and assistance, and CPSEL-related workshop opportunities. At the end of each CPSEL, participants will
complete the Participant Reflective Record, and the coach will complete the Coach Reflective Record. The data
collected will inform the Leadership Institute and SCOE Advisory Council about activity between the participant and
his/her coach.
At the end of each CPSEL-related workshop, participants will provide feedback by completing a Workshop Feedback
Form. This data informs the Leadership Intitute about the quality of each sessions instructors and content.

8. Grievance and Appeals Process

Should a participant question prerequisites for program participation, program requirements, participation
hours, special needs provision, discrimination policy, program extension request rationale, satisfactory progress
requirements, and/or denial of a CASCP credential, a meeting should be held with the Institute Executive Director
and the concern put in writing. The Institute Executive Director will then review concerns and discuss concerns with
involved parties, including the participant. Following discussion and review of the concern, a decision will be made
regarding the grievance. The decision will be final and will be forwarded to the participant.

9. Probation
If a participant has not met program requirements at the conclusion of the second CPSEL, the Executive Director of
the Institute will schedule a meeting with the participant to review the expectations of the program and place the
participant on probation. At the conclusion of the third CPSEL, a review of the participants progress will be evaluated
and either the participants probation will be lifted or he/she will be asked to withdraw from the Clear Administrative
Services Credential Program.

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Clear Credential
Requirements
Requirements for the Clear Credential
Individuals must satisfy all of the following requirements:
1. Possess a valid Preliminary Administrative Services Credential
2. Verify a minimum of two years of successful experience in a full-time administrative
position in a California public school, nonpublic school, or private school of equivalent
status, while holding the Preliminary Administrative Services Credential
3. Obtain the recommendation of a California Commission on Teacher Credentialing-
approved program verifying completion of an individualized program of advanced
preparation designed in cooperation with your employer and the program sponsor

Term of the Clear Credential

The term of the clear credential may not exceed five calendar years and may be limited to
expire with the prerequisite credential. The clear credential is renewable online.

Clear Administrative Services Credential Program Sacramento County Office of Education

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