Fillable Cover Sheet Standards Aligned System (SAS) pennsylvania (Pennsylvania)

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Cover Sheet Standards Aligned System (SAS) pennsylvania (Pennsylvania)

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pennsylvania
~
DEPARTMENT
OF
EDUCATION
Standards Aligned System (SAS)
Cover Sheet
Applicant Information
(Complete one application for each course or program submitted)
Date Submitted:
Organization Name:
Address:
City: State: Zip Code:
Telephone: Email:
Contact Person:
Type of Entity (Check Type)
Institution of Higher Education School District
Non-profit Organization Intermediate Unit
Professional Association Corporation, Partnership or Limited Liability Company
Submitting a proposal for (Check Appropriate Box(s))
Continuing Professional Education for School & System Leaders (CPE)
(Must address one or more of the nine PA leadership standards.)
Principal Induction Program (PIP)
(Must address three core standards in depth.)
Framework for Leadership (Check Domain(s) if applicable)
Domain 1 Domain 2 Domain 3 Domain 4
April 2019 1
Check Appropriate Box
Course Proposal: Title Program Proposal: Title
Total hours for Course: Minimum- 30 (14 in class; 16 job embedded) not to exceed 50 hours in
value
Total hours for Program: Minimum- 25; not to exceed 40 hours in value
Total hours for Principal Induction Program course: Minimum- 25 hours/Maximum 36 hours per
year not to exceed 40 hours in value.
Minimum hours for full Induction Program: 80 hours; Maximum 108 hours; not to exceed 140
hours in value.
Title of Program/Course*
*Program/Course must be advertised and offered using this title.
Ha
s this program/course been approved for another entity? YES NO
If yes, please provide:
Name of Entity: Date Approved:
Identify Target Audience
Number of in-class hours
On-line Hours
Job-Embedded Hours
Total Hours for Course or Program
Will this program/course be provided by a second-party, contracted organization? YES NO
If yes, please provide name of organization:
Submittal/Re-submittal Information
(Check appropriate box and fill in date)
First-time Submittal of Proposal
Re-submittal Date Originally Submitted – Not Approved:
Re-submittal Date Originally Submitted – Approved:
April 2019 2
0
Provider Assurances
As directed, provide convincing evidence that each assurance is met.
1. The proposed course or program is based on research and /or best practices aimed at
helping leader’s impact teacher and student success. Include the research and/or best
practices below OR indicate the page number(s) in this application where the research
and/or best practices are identified.
2. The faculty or program leaders have had recent experience (within the last five years) as
a successful school or system leader. Team teaching that pairs instructors without
recent leadership experience with those more recently in the field is also permitted.
Please complete the Faculty Data Sheet on page 9 of this application for each member
of the faculty. Refer to the reviewer’s guide under Highly Qualified Staff to identify
components needed to meet the expectations for this part of the application.
April 2019 3
3. The provider will maintain quality control measures to ensure that the proposed course
or program is achieving the desired outcomes, such as follow-up surveys of participants,
their supervisors, and their subordinates. Identify the measures below or indicate the
page number(s) in this application where the measures are identified.*
*If approved, the Pennsylvania Department of Education will request
course/program participant enrollment information and will randomly select
participants to complete confidential, on-line surveys to help maintain quality
control measures.
4. The provider does not discriminate in its educational programs, activities or employment
practices based on race, color, natural origin, sex, sexual orientation, disability, religion,
ancestry, union membership, or any other protected category, in accordance with
applicable state and federal law. Provide non-discriminatory evidence below.
April 2019 4
Standards Aligned System (SAS)
Framework Application
This application is presented in six parts:
I. P
rogram Descripti
on
II. P
A Standar
ds
III. C
urriculum Framewo
rk
IV. C
ourse Instructi
on
V. C
ulminating Projec
t
VI. Qualified Staff Information
A
separate application is required for each course or program submitted.
All attachments should be labeled and included at the end of the application.
I. Program Description
The course or program description will be a brief narrative which includes:
• A clear and concise description of the major ideas in the course or program
.
• A
n explanation of how the course or program will help participants increase studen
t
ac
hievement within their school entity or organizati
on.
A.
P
rovide a clear and concise description of the major ideas of the course or program
.
B.
E
xplain how the course or program will help participants increase student achievem
ent
within their school entity or organization.
II. PA Standards Alignment and Articulation
Explain and provide evidence that the course or program is aligned and fully articulated with one
or more of the PA Leadership Standards. Proposals for the Principals’ Induction Program must
be aligned with the three core standards.
For each standard, please describe, explain or provide:
A. T
he expected knowledge needed to address each standard
.
B.
T
he measurable competencies needed to demonstrate knowledge of each standard
.
April 2019 5
C. Evidence of how the knowledge and skills associated with the standard will be
measured.
D.
H
ow the application of the knowledge and skills associated with the standard will impac
t
s
tudent achievement within the participant's school entity or organizati
on.
Standard(s) Addressed:
List the standards both core and corollary being used in the course or program. Each
standard must show a corresponding letter A-D. This goal can be accomplished in a
variety of ways. One example of how this could be accomplished is through a table
format like the one shown below.
A. E
xplain the expected knowledge needed to address each standar
d.
B.
De
scribe the measurable competencies needed to demonstrate knowledge of eac
h
s
tandard
.
C.
P
rovide evidence of how the knowledge and skills associated with each standard will
be
m
easured
.
D. E
xplain how the application of the knowledge and skills associated with each standar
d
wi
ll impact student achievement within the participant's school entity or organizati
on.
III. Curriculum Framework
The curriculum framework describes what the course or program is designed to accomplish and
how it will be measured. The curriculum framework has six required components:
A. B
ig I
deas
B. Ke
y Concept
s
C. Com
petenci
es
D.
Es
sential Questi
ons
E. Ke
y Terminolog
y
F.
Materials and Resources
Ev
idence must be provided that the implementation of the course or program will result in
increased student achievement within the participant's school entity or organization.
A. Big Ideas. Big ideas are declarative statements that describe concepts that transcend
t
he content of the course or program. They are overarching principles that are essenti
al
t
o provide focus on specific content for all participants. Each big idea must flow into k
ey
c
oncepts for that big ide
a.
April 2019 6
B. Key Concepts. Key concepts describe what participants should know as a result of this
course.
C.
C
ompetencies. Competencies describe what participants should be able to do, k
ey
s
kills developed as a result of this course. Competencies are performance measures o
f
t
he key concepts and big i
deas
D.
E
ssential Questions. Essential questions specifically link to the big ideas which fram
e
par
ticipant inquiry and assist in learning transfer. Essential questions provi
de a
f
ramework for the transfer of knowledge and development of skills
.
E. K
ey Terminology. Define key terminology that is linked to the standards, big ideas
,
c
oncepts and competencies identifi
ed.
F. M
aterials and Resources. List the names and/or titles of books, websites, articles,
and
ot
her materials and resources that will be used to develop the competencies
.
IV. Course or Program Syllabus (SAS Framework)
Lesson Plans
The course or program proposal must include a syllabus (series of lesson plans) developed to
successfully present and deliver the material in the course or program.
All in- class hours, on-line hours and blended hours must be documented in a separate lesson
plan for each day and /or component of instruction.
In addition, each lesson plan must contain the number of hours required for the day or
component and the number of hours associated with each job-embedded assignment.
Each course or program syllabus will provide a clear connection with the standards-aligned
system (SAS) components identified below: standards, assessments, curriculum framework,
instruction, materials and resources, and interventions – all aligned to student achievement.
The syllabus must strongly demonstrate alignment to student achievement.
The following lesson plan template contains the components that should be completed for each
day and/or component of instruction which completes the syllabus for the course or program.
April 2019 7
Course Syllabus (SAS Framework)
Lesson Plan Template
A lesson plan must be completed for each component of instruction and must include all
elements shown below.
A. P
A Standard(s)
:
B.
K
ey Concept(s)
:
C
ompetency(ies)
:
Essential Question(s):
C. Instruction: The instruction component describes the detailed activities that would be
used to deliver the course or program and should include the approach to learning; e.g.
c
ase studies, simulations, large and small group discussion, etc
.
D. A
ssessments: Assessments demonstrate how participant growth will be measured,
and
m
easurement criteria must align with the stated competencies. Provide the assessm
ent
m
easures that will be used to measure the participant’s mastery of the concepts
and
c
ompetencies of the course or program. Also include a copy of the evaluation form us
ed
t
o determine the effectiveness of the course or program
.
E. Job
-embedded assignment(s): Describe the out-of class assignment(s) for eac
h
l
esson and how they will demonstrate the application of the standards, big ideas
,
c
oncepts and competencies and how the assignments are related to stude
nt
ac
hievement within the participant's school entity or organization. The hours for eac
h
j
ob embedded assignment must be included with the assignment
.
F.
M
aterials and Resources: List the materials and resources needed for each less
on.
G. I
nterventions: Identify ways that the adult learners in this course or program will
be
provided with supports they need to meet or exceed the course expectations.
The reviewers will look for the ways that the complete syllabus demonstrates direct
alignment to student achievement.
April 2019 8
V. Culminating Project
Describe, explain or provide the culminating project information as follows:
A. D
escribe the project and how the project corresponds to the application of the standards
,
bi
g ideas, concepts and competencies being developed in the cours
e?
B. D
escribe how the project is related to increasing student achievement in the participant'
s
s
chool entity or organizati
on?
C. P
rovide measurement rubrics or scoring guides that assess proficiency in assimilatin
g
t
he content of the course through the project. The measurements must focus
on
meas
uring the standards, big ideas, concepts and competencies being developed in t
he
culminating project in relation to the course.
April 2019 9
VI. Qualified Staff Information
Faculty Data Sheets must be completed for all course or program instructors. Each instructor
must provide information on his/her highest degree and positions held in the last five years. At
least one of the instructors must have had recent experience as a school or educational system
leader within the last five years. Finally, all instructors must relate their academic preparation
and professional experience to their ability to deliver the course content. Please complete this
data sheet for all instructors. Do not attach resumes.
Highly Qualified Staff
(Limit Responses to One Page per Faculty Member)
Name:
Highest Degree, Granting Institution, and Year Attained:
Present Position:
Positions held in last five years:
Specifically, and succinctly describe how any or all listed positions qualify as experience in
schools and/or as an educational leader.
Specifically, and succinctly explain how your academic preparation and experience qualify you
to be an instructor for this course.
April 2019 10
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Cover Sheet Standards Aligned System (SAS) pennsylvania (Pennsylvania)

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Completed 20 November 2020

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