Courses

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Decision Making & Prioritization

An effective school leader must efficiently prioritize the myriad tasks, decisions and activities that occur in the daily life of a school, and communicate those decisions clearly, appropriately and in an ethical manner. This course module includes strategies and best practices for effective and decisive decision making in a variety of everyday and crisis situations. Effective and ethical decision making crosses through all of the Professional Standards for Educational Leaders.

Problems need context and this course module will assist the learner in applying data to solutions, considering internal and external influences, and staying on task in both positive and negative interactions. Task management behaviors, process mapping, crisis management and autocratic versus democratic decision-making situations are addressed.

A primary reason why some new principals and other education administrators fail is the inability to effectively prioritize. Decisions cannot be made by default, and ethical dilemmas must be fully analyzed and understood. This module will assist early-career administrators in coping with the tendency to try to do everything themselves, avoiding the pitfalls of ineffective responses and burnout.

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Professional & Ethical Behavior

Ethical leadership is the demonstration of appropriate conduct through personal actions and relationships and the promotion of such conduct to others through communication, reinforcement and decision making.

The National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders (formerly the ISLLC Standards) has defined ethical leadership under Standard 2: Ethics and Professional Norms, as:

Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.”
NPBEA, 2015

This course module focuses on the behaviors and attitudes that define ethical leadership. It contains scenarios that help learners discriminate among a variety of behaviors in identifying the ethical ideal, including identifying moral issues and ethical dilemmas. Elements within this dimension include understanding the core principles, how a leader gains credibility and authenticity with staff and the learning community, and how a leader is perceived as a role model. Professional and ethical behavior crosses through all of the Professional Standards for Educational Leaders.

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Transformational Leadership

In education, transformational leaders go beyond the implementation of change. They become driving forces, empowering people and generating enthusiasm for a vision and a process that fuels transformation. This course module presents the specific knowledge, skills and dispositions needed by educational leaders to transform schools and improve outcomes for the students in their care.

While the research may still not yet be definitive in identifying all of the required traits of a transformational leader in education, it is ongoing and necessary.

Legislation and educational reforms have affected structures and processes within schools and school systems… and parents and teachers also come to the principal with increasingly high expectations and complex problems, compounding an already difficult situation.”
Casavant and Cherkowski (2001)

School principals need guidance and support in both academic press and productive culture as they try to lead a culture of change for continuous school improvement.

The central purpose of transformational leadership (is)… the enhancement of the individual and collective problem-solving capacities of organizational members …in the identification of goals to be achieved and practices to be used in their achievement.”
Leithwood, Begley and Cousins (1994)

Bass (1998) asserts that transformational leaders are judged by their impact on followers in the areas of trust, admiration, and respect.

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Continuous School Improvement

An effective educational leader promotes the success of every student by ensuring the development of a culture of continuous school improvement. This course module provides information, tools, and processes supporting effective teamwork, measurable goals and a guide to school improvement planning that engages the community and stakeholders.

A culture of continuous improvement requires discipline and constant forward momentum (Mourshed, Chijioke, and Barber, 2010). Schools and systems that are recognized as being among the best and most improved achieve significant and sustained growth in student learning outcomes as measured by national assessments. They experience year-over-year learning gains, evidenced by increases in student performance spanning multiple data points and subjects.

Success is not predicated on spending. Many large school systems have dramatically increased spending on education with little or no overall improvement in student outcomes. In some cases, districts and states that increased spending actually saw student outcomes stagnate or regress. Some adequate level of spending is required, as poorer districts traditionally underperform, but money alone is not the answer. Systems that continually improve student performance achieve more with fewer resources.

Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.”
NPBEA, 2015

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School Entry Planning

This course module assists new principals, and principals who are changing schools, in being fully prepared for their new leadership role, addressing questions often raised by new principals.

Unlike other course modules in this program, this module is designed around an event—the promotion of an educator to the principalship, or the transfer of a principal from one school to another. For participants who are in either of these situations, work through the entire module before entering the school, if possible, but complete the exercises and assignments in Lessons 3 and 4 once entry has taken place. For participants enrolled in this course module as aspiring leaders who are working toward the position of school administrator, complete the exercises as simulations, using your knowledge of a school or schools you have worked in or are familiar with. In this case it is of additional importance that you use the Course Discussion Forum to share experiences and expectations as you work through the assignments.

The course content provides strategies for common entry issues including pre-entry planning, administrative priorities, developing stakeholder relationships, and norm sensitivity. A comprehensive schema for analysis of a school is also provided.

The course module format is designed to help you prepare for a new principalship position through analysis and reflection. It is hoped that as you complete the practical assignments, you will document and reflect on your perceptions, cognition, judgment, attitudes, motivation, choices, and performance as it pertains to being the ‘new’ principal at your school.

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Restorative Practices

An effective school leader provides safe and collaborative school and classroom environments by developing relationships and building community, with a strong understanding of the distinction between classroom management and school discipline. While these two concepts are often used interchangeably, they are very different.

Classroom management deals with how things are done in the classroom including the procedures, routines, and structures. Classroom management is the responsibility of the teacher. Discipline is no longer about ensuring the compliance of children or young adults under the guidance or direction of an authority figure. It is about students taking responsibility for their own behavior and self-monitoring their behavior while working collaboratively with their peers.

Restorative practices help educators to proactively prevent problems like bullying and violence. An increasing body of research indicates that restorative approaches are effective in transforming student behavior and building healthy school communities.

Circles and groups provide opportunities for students to share their feelings and to build relationships and solve problems. When there is wrongdoing, students play an active role in addressing the wrong and making things right (Riestenberg, 2002).

This course module provides practical strategies for implementing restorative practices to create a positive school community and classroom culture in which every student feels respected. Positive school cultures foster rich learning environments where student achievement is enhanced. School stakeholders—principals, teachers, and parents—must be willing to assess the school culture and help to shape it positively through conscious individual and collaborative efforts.

Restorative Practices can include an optional facilitated on-site event in addition to the online course module. Expert presenters provide guidance on whole-school implementation, and when and how to hold informal conferences, restorative circles and formal conferences. While the ASAP® course can be taken online, the on-site event can be held as a two-day retreat or as two separate events spread over two Professional Development days in your school or district. We are now booking dates for 2018. For more information on scheduling and pricing of the optional on-site event, contact [email protected] or call us at 1-866-609-2727.


 

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Implementing Schoolwide Reform

This course module examines the process of change required when implementing reforms across the whole school, impacting not only educators and learners, but the school community.

Lasting and meaningful change requires a set of conditions that strongly increase the success of the process (Fullan, 2007; Lieberman, 1995) including:

  • A collaborative culture that fosters professional learning
  • Instructional practices that are relevant to and fully understood by teachers and students
  • Instruction that is directly linked to the needs of individual students as well as the school community

The establishment of these conditions relies on a clearly communicated vision and the proficiency of the leaders planning and administering the change. Educators must accept their role as change agents, leading the process through negotiation, nurturing, teaching, effective communication, and content expertise. An effective change agent is an individual who upholds and models these practices, having a deep understanding of how interpersonal processes affect change (Rust & Freidus, 2001).

Fullan (2002) defines two key processes of initiation and implementation. Initiation is the process of decision making and action leading to the adoption of change, and implementation is the first experiences of putting change into practice, typically throughout a period of the first two to three years.

It is important to understand that what has worked in one school may not work in another. The uniqueness of each school will present critical factors and the change leader must be fully aware of the needs, demands, and characteristics of the learning institution as well as the internal and external influences that continually shape it.

Special attention must be paid to educators. Teachers must feel supported and included, without fear that change will unduly increase the complexity and difficulty of their work. However, change should not be limited by an unwillingness to take on difficult tasks. Hargreaves and Fullan (1998) suggest “moving toward danger” by drawing outside forces into a collaborative alliance with the school. These forces include district and other jurisdictional leaders and resources, consultants, members of the school community, and anyone or group that can positively support and influence the desired change. In courting external allies, the school leader must recognize that collaboration and the forming of alliances does not happen without dedicated time and facilitation.

A school can be blown along by the winds of change, or make meaningful progress following an intended course set out by dedicated leaders.

The course includes a series of assignments in which you will create or update a vision for a safe school using Restorative Practices, and begin the process of designing a schoolwide implementation plan including a guide for practitioners.

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Educational Leadership Assessment #2 – Building Instructional Capacity

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Building Instructional Capacity.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

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Educational Leadership Assessment #2

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

Taking this assessment a second time will allow you to see your learning gains in specific leadership dimensions when compared to your first Educational Leadership Assessment scores.

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Educational Leadership Assessment – Communication & Community

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Communication & Community.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

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Educational Leadership Assessment – Shared Vision

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Shared Vision.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

Read More

Educational Leadership Assessment – Building Instructional Capacity

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Building Instructional Capacity.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

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Educational Leadership Assessment – Faculty Development

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Faculty Development.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

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Educational Leadership Assessment – Decision Making

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Decision Making.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

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Educational Leadership Assessment – Student Achievement

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Student Achievement.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

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Educational Leadership Assessment – Instructional Leadership – Re-Takes

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Instructional Leadership.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

Read More

Educational Leadership Assessment – Instructional Leadership

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

This version of the ELA only contains one of the ten leadership dimensions: Instructional Leadership.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

Read More
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Educational Leadership Assessment

The Educational Leadership Assessment (ELA) is a set of multiple choice tests based on the dimensions of educational leadership. The assessment is intended to identify individual strengths within each dimension, and areas of growth, for both potential and experienced administrators. Results can be used to make clear and relevant decisions to guide individualized study in a leadership program, and to identify principal candidates by leadership potential and knowledge. The intended participant level for the assessment is primarily individuals holding a Master of Education degree.

The Educational Leadership Assessment was developed in response to contemporary research investigating leadership assessment instruments. The research clearly showed there was no single test or set of instruments that would assess the full spectrum required by educational leaders. ASAP met the need by creating a fully aligned and unique set of assessment instruments that have been used by school districts across more than a dozen states for over fifteen years. The ELA is reviewed and revised annually to ensure it is current and consistent with leadership standards.

You can view the ELA orientation video on our YouTube Channel ASAP ELA on YouTube

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InBasket: Decision Making & Prioritization – Re-Takes 3

ASAP InBasketThe Decision Making & Prioritization InBasket simulates the issues that face a busy principal each day.

A key characteristic of an effective leader is his or her ability to prioritize a myriad of tasks and make appropriate decisions in response to them. The purpose of this assessment is to gauge your ability to prioritize tasks and responsibilities and to make effective decisions.

This assessment has 4 components, all of which are scenario based. Each component has a different format, each provides specific directions, and each is self-contained with regard to information and details for completion.

Decision Making:
This section contains a series of real-life scenarios in which you will choose a single response from multiple choices.

Prioritizing Community Issues:
This section contains real-life scenarios in which you will choose a series of appropriate responses from a list of options, based on how you would prioritize your actions in each scenario.

Written Response:
This section contains a scenario to which you must provide a formal written response. Your response should be well written, articulate, accurate, and appropriately structured.

Urgent Issues:
These scenarios will appear throughout the assessment while you are responding to components 1-3. Their purpose is to simulate the unplanned events that occur in every school leader’s day.

Headphones are required to complete this assessment, as there are audio and video components contained within it.

 

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InBasket: Decision Making & Prioritization – Re-Takes 2

ASAP InBasketThe Decision Making & Prioritization InBasket simulates the issues that face a busy principal each day.

A key characteristic of an effective leader is his or her ability to prioritize a myriad of tasks and make appropriate decisions in response to them. The purpose of this assessment is to gauge your ability to prioritize tasks and responsibilities and to make effective decisions.

This assessment has 4 components, all of which are scenario based. Each component has a different format, each provides specific directions, and each is self-contained with regard to information and details for completion.

Decision Making:
This section contains a series of real-life scenarios in which you will choose a single response from multiple choices.

Prioritizing Community Issues:
This section contains real-life scenarios in which you will choose a series of appropriate responses from a list of options, based on how you would prioritize your actions in each scenario.

Written Response:
This section contains a scenario to which you must provide a formal written response. Your response should be well written, articulate, accurate, and appropriately structured.

Urgent Issues:
These scenarios will appear throughout the assessment while you are responding to components 1-3. Their purpose is to simulate the unplanned events that occur in every school leader’s day.

Headphones are required to complete this assessment, as there are audio and video components contained within it.

 

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