Appendix II - B

CAPE Summative Assessment

CATEGORY A: VISIONARY LEADERSHIP

CAPE 1: Developing and Articulating a Vision of Teaching and Learning for the School
Consistent with the Local Education Agencys Overall Vision and Goals
CAPE 2: Developing a Shared Commitment to the Vision Among All Members of the School
Community
CAPE 3: Leading by Example to Promote Implementation of the Vision
CAPE 4: Sharing Leadership with Others in the School Community
Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

CAPE 4: Last school year, I was in charge of student council of over 100 adult students.
I used our student council as an opportunity for leadership training for these adults to
support their goals to find a job or find a better job. By participating in our student
council leadership training, students were exposed to various management and
communication skills through workshops and handouts - public speaking, influencing
others, time-management, organizing meetings, writing emails, proper phone etiquette,
and action plans. They were able to apply these skills to real complex situations by
making decisions on the planning and managing of school events with the intention of
transferring these experiences to the workplace. I believe our work with student council
supported our adult students need to link learning experiences with current life
experiences one of the main tenants of andragogy. Many of our students found work.
Additionally, sharing leadership in our school created a sense of ownership and school
pride that supported a culture of collaboration.

Experiences from my Leadership Project that meet this standard:

CAPE 1: The goal of my first PARS team meeting was to create team norms and a
vision/mission that aligns with the school's vision/mission. Collaborating and agreeing on
these norms renewed our commitment to the schools vision/mission. Making the
intentions of our work visible to everyone was important because it created a foundation
that was used in making school and project decisions. Without this visible alignment
with the vision/mission, there could have been potential of distractions or misdirections.

Other Additional Field Experience activities that meet this standard: (If you need
additional experiences)
CAPE 2: Im part of a leadership committee that reassessed our schools mission and
vision by getting input from students and teachers. First, students and staff filled out a
questionnaire to identify ideas that should be part of our schools mission and vision.
The student and teacher input was processed and presented to our leadership council and
our shared decision making council for approval. Once approved, the mission and vision
was share to all stakeholders. As I reflect, I believe this process created both an
ownership and commitment to our school mission and vision, and it supports a culture of
community.

CATEGORY B: INSTRUCTIONAL LEADERSHIP

CAPE 5: Promoting Implementation of K-12 Standards, Pedagogical Skills, Effective

Instructional Practices and Student Assessments for Content Instruction
CAPE 6: Evaluating, Analyzing, and Providing Feedback on the Effectiveness of Classroom
Instruction to Promote Student Learning and Teacher Professional Growth
CAPE 7: Demonstrating Understanding of the School and Community Context, Including
the Instructional Implications of Cultural/Linguistic, Socioeconomic, and Political
Factors
CAPE 8: Communicating With the School Community about School wide Outcomes Data
and Improvement Goals
Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

CAPE 8: I was one of the writers for the last mid-term WASC report in which we
collaborated with students and staff to identify school wide outcomes and improvement
goals. This year, Im on the WASC steering committee that reviews our last mid-term
report and identifies our progress in preparation for our six year review. We communicate
with various school stakeholders to identify an action plan and show how decisions were
made using data - student retention, course completion, student TABE results, CTE
checklists. We track our progress regarding our 3 critical areas: increase use of analysis
of student learning assessments in order to make data-driven decisions, create new
communication channels between teachers, students, and staff members, and standardize
administrative processes, instructional practices and assessment processes. I believe the
collaborative approach to identifying school outcome supports the celebration needed to
strengthen school culture. Also, this collaborative approach to identifying school goals
creates an opportunity for everyone to renew their commitment to our schools ongoing
improvement.

Experiences from my Leadership Project that meet this standard:

CAPE 6: With the California ESL model standards in mind, my PARS team will use
formative assessments to evaluate and maintain the direction of the implementation of the
CCR Standards to our current ESL reading curriculum. We will use the PARS cycle to
promote continual adjustments to our effectiveness as they pertain to our qualitative
outcomes of positive student comments and quantitative outcomes of student retention
and course completion.
Other Additional Field Experience activities that meet this standard: (If you need
additional experiences)
CAPE 7: Im part of a leadership committee that is in the beginning stages of evaluate
our schools student services. Our goal is identify if current students services are align
with the current needs of our students. This is important because research shows that
adult learners school success is partly due to how the school addresses the barriers that
prevent these students from coming to school.

CATEGORY C: SCHOOL IMPROVEMENT LEADERSHIP

CAPE 9: Working with Others to Identify Student and School Needs and Developing a DataBased School Growth Plan
CAPE 10: Implementing Change Strategies Based on Current, Relevant Theories and Best
Practices in School Improvement
CAPE 11: Identifying and Using Available Human, Fiscal, and Material Resources to
Implement the School Growth Plan
CAPE 12: Instituting a Collaborative, Ongoing Process of Monitoring and Revising the
Growth Plan Based on Student Outcomes
Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

CAPE 9: I am part of a leadership team that meets once a month to identify successes and
areas of improvements as they relate to student outcomes. Each department leader reports
data that identifies monthly outcomes, and administration reports data that identifies
school monthly outcomes. We address department and school goals for the upcoming
month as they pertain to student outcomes and school improvement. I believe this work
is important in developing a collaborative agreement on school needs. Additionally,
working together strengthens the visibility of the success criteria of the growth plan.

Experiences from my Leadership Project that meet this standard:

CAPE 10: My PARS project is a second order change that requires change strategies. The
shift of curriculum will focus on evidence based learning and complex thinking. This will
require identifying second order change responsibilities: understanding knowledge of the
new standards, being an optimizer who constantly identifies the benefits for students,
stimulating teachers intellectually through research data and best practices, being a
change agent who motivates teachers, routinely monitoring of progress, having a flexible
action plan and reflecting on the ideals of our vision/mission.
Other Additional Field Experience activities that meet this standard: (If you need
additional experiences)
CAPE 12: Through a professional learning community, I collaborated with a team of
teacher leaders with the purpose of developing a plan that monitors student and teacher
growth based on the district focus: long range learning plan and cooperative learning.
Our goal is to use common formative assessments to monitor and revise the plan. The
integral part of this work is to make the success criteria visible to students and teachers so
collaboratively we can identify student outcomes.

CATEGORY D: PROFESSIONAL LEARNING AND GROWTH LEADERSHIP

CAPE 13: Modeling Life-Long Learning and Job-Related Professional Growth

CAPE 14: Helping Teachers Improve Their Individual Professional Practice Through
Professional Growth Activities
CAPE 15: Identifying and Facilitating a Variety of Professional and Personal Growth
Opportunities for Faculty, Staff, Parents, and Other Members of the School Community in
Support of the Educational Program
Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

CAPE 14: A few months ago, I joined a book group that focuses on mentoring and
preparing for leadership using Michael Fullans The Six Secrets of Change. With the
intention of leadership growth, we discuss the six concepts: love your employees, connect
peers with purpose, capacity building, learning, transparency rules and systems. Through
our discussion we make connections and refer to student goals, department goals and
school goals. As we prepare for our next leadership role, we must consider these
concepts and understand the challenge is putting them to work. I believe, as future
leaders, we will be pulled in many directions. We must always be the lead learners and
maintain the need for professional growth and continued learning.

Experiences from my Leadership Project that meet this standard:

CAPE 15: I participated in a district PLC that focused on unpacking and implementing
the CCR Standards into our current ESL curriculum. We discussed the long-term benefits
for students as they shift to evidence based learning and complex thinking as it relates to
higher education and the workforce. I shared the information from the PLC with my
PARS group through a series of professional development meetings and reviews of
supporting literature, to develop their understanding of the CCR Standards as we began to
design our implementation plan for the CCR Standards.

Other Additional Field Experience activities that meet this standard: (If you need
additional experiences)
CAPE 13: I am the cognitive coach for one of our new teachers. Through our planning
meeting, he has identified the need to engage more students with the focus on equitable
learning opportunities. He has identified the way to measure this is by the number of
hands raised to answer questions. Through this work, I supported his development of
identifying and addressing gaps in his teaching and supported the process of life-long
learning.

CATEGORY E: ORGANIZATIONAL AND SYSTEMS LEADERSHIP

CAPE 16: Understanding and Managing the Complex Interaction of All of the Schools
Systems to Promote Teaching and Learning
CAPE 17: Developing, Implementing, and Monitoring the Schools Budget
CAPE 18: Implementing California School Laws, Guidelines, and Other Relevant Federal,
State, and Local Requirements and Regulations
Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

CAPE 18: In the past, I was the district's implementation/compliance advisor for ESL
Distance Learning. Being knowledgeable in state and district guidelines, I assisted school
administrators and advisor in implementing and maintaining their Distance Learning
program. I identified the responsibilities for student instruction and procedures for record
keeping. I monitored program compliance through annual school site visitations. As I
reflect, I believe that a leader needs to be a manager. Principals are expected to
implement and regulate laws, guidelines and requirements. One must remember the
balance between leadership and management is crucial.

Experiences from my Leadership Project that meet this standard:

CAPE 16: My first objective for my PARS team was to create a culture of collaboration
and respect so we developed the following group norms that we will be using in future
meetings: (1) Be on time. (2) Practice active listening. (3) No sidebar conversations. (4)
Accept differences. (5) Assign roles and rotate responsibilities. (6) Be civil. (7) Maintain
a circle of trust. (8) Stay on task during the meeting. (9) Make sure everyone has an
opportunity to share. (10) Note action items and assigned responsibilities. The creation
of these norms was the foundation that guided our interactions and decision making.
Other Additional Field Experience activities that meet this standard: (If you need
additional experiences)
CAPE 17: I shadowed Fusion Academys Head of School Hojjat Sandi. We had an in
depth discussion of the private school funding in general, identifying the difference
compared to public school funding easier accessibility to money at a school level. As
Head of School, Mr. Sandi is able to make school level decisions that are dependent on
budget, without having to go through the long process of school board or district
approval. For example, he can hire teachers or he can provide professional development
based on school site needs. He also understands that he must manage his budget so his
spending doesnt go overboard. For example, he manages the approval for extra time that
teacher get paid supporting students outside of the normal teacher hours. As I reflect on
my time with Mr. Sandi, I can see the importance of supporting the student learning and
the importance of balancing the budget.
CATEGORY F: COMMUNITY LEADERSHIP

CAPE 19: Representing and Promoting the Schools Accomplishments and Needs to the LEA
and the Public
CAPE 20: Involving the Community in Helping Achieve the Schools Vision and Goals
Past experiences that may meet this standard: (If you have engaged in prior Leadership work)

CAPE 20: Last year I organized our yearly fall school/community event. The Health Fair
was an event in which 30 local health professionals came on campus to give information
on preventative care. The idea for the Health Fair came from an interest survey from our
adult students. Many of them either have older parents that they are taking care of or
school age children that they are taking care of. Using distributive leadership, I worked
with student council to get all stakeholders involved - students, staff and community. As
I reflect, I believe involving the community to help achieve the schools vision and goals
develops a relationship with the school and students. It creates a partnership with the
community.

Experiences from my Leadership Project that meet this standard:

CAPE 19: Many arent familiar with the work and accomplishments of adult schools,
because it doesnt fit with K-12, and it isnt post-secondary. Through my leadership
project and my work at Pepperdine, Ive been able to represent and promote my schools
accomplishments to my Pepperdine classmates who mostly represent local K-12 schools.
In my many discussions of adult school accomplishments, there have been many
opportunities linking K-12 students to adult school. For example, the K-12 students who
arent ready to go to post secondary institution could gain career skills for employment
while they wait for the right time to enroll in a post secondary institute.

Other Additional Field Experience activities that meet this standard: (If you need additional
experiences)

CAPE 19: This year, I was part of a leadership team that represented our schools
accomplishments to the community through our 50th Anniversary celebration. My role
was to get the community involved so we could share in these accomplishments because
they were achieved through partnerships with the community. I reached out to former
students and staff, district officials, elected officials, post secondary and community
organizations. We celebrated our accomplishment. As I reflect, I believe its important
for a leader to strengthen relationships through celebration because it supports and
renews the school mission and the roles of the partners.