Dashboard

PESB Domain 2: Principal Program Review

Context Narrative

The WSU principal preparation program is dedicated to offering high-quality courses and exceptional instruction. Our program blends theoretical foundations with practical applications to ensure our students receive a well-rounded education. We prepare future principals with adaptable knowledge and skills to thrive in challenging educational environments. Our goal is to produce visionary educational leaders who positively impact student achievement and drive meaningful change in their communities.

Effective pedagogy, strategies, and assessment

WSU’s principal preparation program (PPP) demonstrates effective, culturally responsive pedagogy in multiple ways, formats, and assessments designed to promote high-quality teaching and learning.

Strategies: The WSU PPP defines strategies to include instructional practices such as culturally responsive teaching, project-based and active learning, authentic assessment, and experiential learning. Course syllabi demonstrate the use of high-quality instructional practices. Examples include culturally responsive teaching as evidenced in EdAd 583. This course aims to develop students’ critical reflective skills to better serve marginalized families in school-parent involvement initiatives. The curriculum includes topics such as culturally sustaining engagement practices with Indigenous families and implementation of the Since Time Immemorial curriculum. EdAd 509 utilizes the Street Data (Safir & Dugan, 2021) text, focusing on equity and culturally responsive approaches to school transformation. EdAd 589 encourages students to explore their core values and leadership identity, addressing topics like “A love letter to educational leaders of Color” and examining case studies on race and racism in school leadership.

The WSU PPP heavily incorporates project-based and active learning strategies across its courses. EdAd 583 features a comprehensive Family and Community Engagement Project with multiple components spanning the semester. In EdAd 509, students engage in a School Improvement Project throughout the course, collecting data and completing activities that directly connect course material to practical applications. EdAd 589 challenges students with a significant Mission/Vision Project, where they analyze their district’s current mission/vision statements and develop their own. EdAd 585 includes project-based assessments focused on real-world administrative tasks, such as developing a master schedule and analyzing hiring practices. These projects not only reinforce theoretical concepts but also provide students with hands-on experience in tackling authentic educational leadership challenges.

The program’s approach to assessment emphasizes authenticity and real-world applicability. In EdAd 516, students complete a supervision assignment that involves video recording and analyzing an actual classroom lesson, providing practical experience in teacher evaluation. EdAd 583 incorporates “empathy interviews” with stakeholders as part of their project work, encouraging students to engage directly with their school communities. EdAd 509 requires students to create a School Improvement Plan based on real data from their school contexts, ensuring that their work is immediately relevant and applicable. The Mission/Vision Project in EdAd 589 has students analyze their actual district’s mission and vision statements, while EdAd 585‘s projects on creating a master schedule and analyzing hiring practices are based on genuine school leadership tasks. EdAd 588 stresses the analysis of district policy and practices for student discipline, FERPA, religion, free speech, sexual harassment, and special education. These authentic assessments ensure that students are not just learning theory or legal contracts but are actively preparing for the realities of educational leadership.

Experiential learning is a cornerstone of the Education Administration program, providing students with opportunities to apply their learning in real-world contexts. EdAd 516 includes a walk-through assignment where students conduct actual classroom observations, gaining firsthand experience in instructional leadership. In EdAd 583, students analyze data from their school contexts for the family and community engagement project, ensuring that their learning is directly applicable to their professional environments. EdAd 509 incorporates activities like root cause analysis and developing theories of change based on students’ real school improvement contexts, bridging the gap between theory and practice. EdAd 589 encourages students to reflect on their own leadership experiences and identity development throughout the course, fostering personal growth alongside professional development. EdAd 585 utilizes case studies and scenarios based on actual school finance and management situations, preparing students for the complex decision-making required in educational leadership roles. This emphasis on experiential learning ensures that students are well-prepared to tackle the challenges of educational administration upon completion of the program.

Pedagogies: The WSU PPP defines pedagogies to include theories that underscore the course knowledgebase and inform the methodology and processes faculty use to approach teaching. The program employs a blend of theory and practice, emphasizing real-world application of leadership concepts. It utilizes case studies (see EdAd 589), field experiences (See EdAd 583), and clinical experiences (see EdAd 590), to develop critical thinking and decision-making skills. Courses incorporate reflective practice (see EdAd 589, 583, and 516), and data-driven approaches to school improvement (see EdAd 509). They address current educational challenges, including equity (See EdAd 583, 588) and community engagement (See EdAd 583). Guest speakers and mentorship opportunities provide insights from experienced administrators (See EdAd 590). Assessments, as demonstrated across the program, are authentic, requiring students to develop practical artifacts such as school improvement plans (See EdAd 509) or community audits (See EdAd 583).

Assessment: Course assessments include those that are common to each course. As described in the Principal Preparation Program Improvement Review History and Process faculty courses all include required assessments that encourage students to conduct analyses of the current state of the school (See EdAd 509, 589, 583); review and develop school vision (See EdAd 589); create action plans for improvement (See EdAd 509); develop stakeholder communication strategy (See EdAd 583); review school policy, practices, schedules and budgets (See EdAd 585, 588); and reflect on equitable practices for instruction and leadership (see EdAd 516, 583, 589, 590).

Professional learning and faculty evaluation

WSU tenure-track, career-track faculty, and adjuncts are provided professional learning opportunities, and faculty evaluations are used to support ongoing improvement as educators through professional development and travel funds, peer examination of practice, and collaborative review of course materials and assignments/assessments.

Professional development and travel funds: Per college policy and practice, full-time tenure- and career-track faculty are awarded a range of $850.00 to $1500.00 each year, depending on rank and location, to participate in professional development activities. Faculty vita demonstrates that faculty regularly attend and present at conferences like the American Educational Research Association (AERA), University Council for Educational Administration (UCEA), Washington Educational Research Association (WERA), and National and International Mentoring Association conferences. Members also regularly participate in the Washington Council of Educational Administration Programs (WCEAP) where high-quality professional learning is presented. The WSU College of Education also offers opportunities for faculty to regularly participate in professional learning related to CCDEI , research conversations , and the WSU globalization conference, and education summit.

Peer examination of practice: Tenure-, career-track faculty are reviewed annually by a committee of college leadership (e.g., department chairs, academic directors, assistant and associate deans). Reviews are defined as abridged, comprehensive, or intensive (see Department Memo). As part of comprehensive and intensive reviews faculty are required to include teaching observations and letters of support from peers that attest to the quality of their teaching practice.

All faculty are required to have students complete course evaluations after each semester (see Katherine Rodela’s Course Evaluation Table). These data are used as part of the college’s annual review process (see Katherine Rodela’s Teaching Portfolio).

In recognition of high-quality teaching, PPP faculty have also been named to the prestigious WSU provost’s leadership academy (Katherine Rodela), participated in WSU’s LIFT program (Kristin Huggins), and participated in the WSU teaching academy (Kathleen Cowin).

Adjunct faculty are provided with the course templates and are expected to adhere to the WSU PPP’s common readings and assessments. Tenure-track and career-track faculty provide support and mentorship. Department chairs and program coordinators review adjuncts each semester via the college evaluation process.

Collaborative review of course materials:

As described in the Principal Preparation Program Improvement Review History and Process, program courses undergo regular comprehensive review by teams of faculty. Doing so requires that faculty make public their practice and that those practices are open to peer review and critique.

Interviews & Testimonies

Artifacts

Context Narrative

The WSU principal preparation program aligns with both state and national standards, showing a dedication to providing comprehensive and current leadership training. By following these established benchmarks, the program ensures that future principals have the knowledge and skills needed to address current educational challenges and meet expectations. This approach not only prepares candidates to be effective in their roles from the start but also prepares them to adapt to changing educational environments and policies. The program’s commitment to these standards demonstrates its focus on producing high-quality educational leaders who can have a positive impact on student achievement and school performance.

The “Course Information” page demonstrates alignment with standards from the beginning of course design (found in our course shells) through the lesson assignments (candidate work examples) and final assessments (Common Performance Tasks found in their final portfolio).

NELP Building-Level Standards

As described in the PPP Improvement Review History and Process document, faculty engaged in a reflective and thorough review process, using the National Educational Leadership Program (NELP Building-Level) standards as a framework to evaluate the alignment of course materials. This reflective approach allowed for a deep examination of how well the curriculum, assessments, and activities mirrored the established standards.

The process involved careful consideration of each course component and assessing its relevance and effectiveness in meeting the national benchmarks. Faculty critically analyzed the extent to which course content directly addressed the key competencies outlined in the standards, identifying areas of strong alignment as well as potential gaps.

This reflective alignment process not only ensured compliance with national standards but also prompted meaningful discussions among faculty about the effectiveness and relevance of current course offerings. It provided an opportunity to consider how well the program was preparing future educational leaders according to nationally recognized criteria. The review resulted in thoughtful adjustments to course materials where necessary, strengthening the overall alignment between the program’s offerings and the expectations in the NELP Building-Level standards (Course Alignment to NELP). Please review the Course Information page for details demonstrating the results of this work.

CCDEI+ PESB Standards

In order to improve the program, the faculty reviewed and updated the course curriculum, assessments, and activities using the state CCDEI+ standards as a guide. This thorough evaluation process shows the program’s strong commitment to fairness in education. By following these standards, the faculty showed their dedication to creating an inclusive learning environment that respects and values diverse perspectives and experiences. The review process focused on ensuring that course materials not only meet high academic standards, but also actively promote fairness, challenge systemic biases, and prepare future educators to address the needs of all students.

This commitment to equity is reflected in several key aspects of the review:

1. Content analysis: Faculty examined course content to ensure it represents diverse voices, experiences, and cultural perspectives (see readings course templates EdAd 589, 583, 516).

2. Pedagogical approaches: Teaching methods were evaluated for their ability to engage all learners and promote inclusive classroom practices (see readings and activities course templates EdAd 516, 590).

3. Addressing systemic inequities: Incorporation of content that critically examines and addresses systemic inequities in education (see readings, activities, and assessments course templates EdAd 583, 585, 588).

This equity-focused review process reflects the program’s ongoing commitment to preparing educators who can create inclusive, culturally responsive learning environments and contribute to a more equitable education system.

SEL PESB Standards

Faculty evaluated and refined course curricula, assessments, and activities, aligning them with state social-emotional learning (SEL) standards as a guiding framework. This thorough evaluation process resulted in the intentional integration of SEL competencies throughout the program’s course materials. The incorporation of SEL standards is evident in various aspects of the curriculum:

1. Course Content: Key SEL concepts such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are woven into course readings, activities, and discussions. These topics are explored and integrated across courses (see Course Alignment with SEL).

2. Instructional Strategies: Faculty have adopted teaching methods that model and promote SEL skills. This includes collaborative learning activities, reflective practices, and experiential learning opportunities that allow students to develop and practice SEL competencies (see Faculty Voice on Course Design).

3. Assignments and Projects: Course assignments are designed to foster SEL skills. For example, projects may require students to demonstrate empathy, practice effective communication, or engage in ethical decision-making processes (see Course Information and Faculty Voice on Course Design).

4. Assessments: Evaluation methods have been expanded to include measures of SEL competencies. Including self-reflection exercises, peer evaluations, or scenario-based assessments that gauge candidates’ ability to apply SEL skills in educational contexts (see Course Information).

This comprehensive integration ensures that our PPP candidates are well-prepared to understand, model, and foster social-emotional learning in their professional practice, aligning with state standards and current best practices in education.

STI Leadership

The WSU principal preparation program demonstrates a strong commitment to cultural responsiveness and historical accuracy by purposefully integrating elements of the state’s Since Time Immemorial curriculum. The STI curriculum is directly addressed in courses EdAd 509, 516, and 590 and is used as an exemplar curriculum in EdAd 583, 585, and 589. This integration ensures that future educational leaders are well-equipped to support and implement this crucial state-mandated content in their schools.

Key aspects of this integration include:

1. Leadership Competencies: The coursework focuses on developing the leadership skills necessary to effectively implement and support the Since Time Immemorial curriculum in K-12 settings. This includes strategies for professional development, community engagement, and creating culturally responsive school environments.

2. Community Partnerships: The program emphasizes the importance of building and maintaining relationships with local tribal communities, teaching future leaders how to collaborate respectfully and effectively with tribal educators and elders.

3. Cultural Competence: The program fosters the development of cultural competence, particularly in understanding and respecting Native American perspectives, traditions, and contemporary issues.

4. Resource Management: Future principals learn how to allocate resources effectively to support the implementation of the Since Time Immemorial curriculum, including materials, training, and staffing considerations.

By thoroughly incorporating these elements, the principal preparation program ensures that graduates are not only aware of the Since Time Immemorial curriculum but are also prepared to be strong advocates and effective implementers of this important educational mandate. This approach contributes to creating more inclusive, culturally responsive, and historically accurate educational environments in schools across the state.

Interviews & Testimonies

Artifacts

Context Narrative

The WSU Principal Preparation Program (PPP) integrates classroom learning with practical field experiences for aspiring principals. This approach ensures that candidates can apply theoretical knowledge to real-world situations, developing crucial leadership skills and demonstrating competencies aligned with professional standards. The WSU principal preparation program evaluates candidates’ pedagogical leadership knowledge and skills against professional standards established by the PESB board. Through coursework, administrative internship (EdAd 590, Principal Handbook), and performance assessments, the WSU PPP ensures aspiring school leaders demonstrate competency in instructional leadership (see EdAd 516), organizational management (see EdAd 585), and school improvement strategies (see EdAd 509).

Courses are intentionally designed to scaffold learning in ways that prepare candidates for the WCEAP common performance internship tasks. The WSU PPP purposefully integrates field experiences with leadership coursework, builds progressive leadership responsibility for substantive leadership projects, requires candidates to engage in reflective practice, and builds opportunities for collaboration in school leadership.

Integration with leadership coursework:

Field experiences are designed to align closely with the content of leadership courses. For example, in EdAd 516 instructional leadership tasks involve teacher observation and feedback. In EdAd 589, candidates research how their school’s vision was created, plan for a review and revision of the school vision, and finally, create a new vision that they present to the class. In EdAd 509 candidates complete a series of seven discrete tasks at various points throughout the semester. Tasks such as empathy interviews, data collection, fishbone and driver diagrams are designed to support the candidate as they develop an equity-oriented improvement project situated at their current school site. In each course, the resulting projects allow for the application of coursework knowledge and demonstration of leadership skills.

Progressive leadership responsibilities:

Course-embedded field experiences in our program follow a deliberate progression, as demonstrated in common course assessments. These experiences typically begin with observational tasks and gradually advance to more active leadership roles, allowing candidates to build confidence and demonstrate growing competencies. For example, in EdAd 583, the major assignment progresses from analysis to planning, and finally to a leadership activity fostering equitable family and community engagement. Similarly, in EdAd 588, candidates first assess current resources, then evaluate the existing school budgeting process, and finally identify areas of need and make recommendations for improvement. This structured approach ensures that candidates develop practical skills and confidence in their leadership abilities throughout the program.

Reflective practice:

Candidates engage in regular reflection activities. These reflections prompt candidates to connect their experiences to professional standards and coursework. For example, see the reflective observation/post observation/feedback cycle required in EdAd 516. Additional evidence includes the program’s focus on the SEL standards of reflection/self-awareness linked closely to authentic leadership practice in EdAd 589 (see part B mission/vision project); EdAd 585 (see a review of the master schedule project); analysis and EdAd 588 (see a reflection on districts and school policies); and the related reflective field components embedded in EdAd 509.

Collaborative leadership experiences:

The common assessment tasks offer candidates crucial opportunities to collaborate with school leadership teams, providing firsthand experience in shared decision-making and distributed leadership. These assessments, as illustrated in the examples above, require candidates to interview school leaders (EdAd 589), teachers (EdAd 516), staff (EdAd 589), and community members/families (EdAd 583), as well as analyze school data (EdAd 509) and propose recommendations for improvement. At the core of these requirements is the recognition that effective school principals cannot operate in isolation. To create an environment where students progress, achieve, and feel valued and connected, principals must excel in collaborative leadership, leveraging diverse perspectives and expertise to foster shared responsibility and community engagement.

By structuring courses to include field experiences, the WSU PPP aims to ensure that candidates have ample opportunities to apply their leadership knowledge meaningfully, receive constructive feedback, and ultimately successfully complete their internship performance assessments. This comprehensive approach helps to produce well-prepared school leaders who can demonstrate competencies aligned with professional standards for principals.

Interviews & Testimonies

Artifacts

Context Narrative

Our principal preparation program is dedicated to developing culturally responsive school leaders who can create inclusive and equitable learning environments. We incorporate state CCDEI+ standards throughout our curriculum to ensure that aspiring principals engage with diverse perspectives and culturally relevant leadership practices. Our program’s Course Alignment with CCDEI+ illustrates this integration, demonstrating how equity-focused leadership strategies are incorporated across courses. By focusing on these aspects of equity-focused leadership, our program prepares graduates who are well-prepared to lead schools that not only recognize diversity but actively strive to create fair outcomes for all students. This approach equips our future principals to effectively address the complex challenges of creating inclusive educational environments, ultimately fostering schools that embrace diversity, champion equity, and ensure that all students and staff can thrive.

The WSU PPP features culturally responsive and equity-facing practices, including attention to understanding systemic inequity, employing data-driven decision-making for equity, developing a culturally responsive school culture, and carrying out equity audits and action planning.

Understanding Systemic Inequities:

We begin by ensuring that aspiring principals have a deep understanding of systemic inequities in education. As evidenced in course templates and syllabi includes studying historical contexts (EdAd 516, 588), examining current data on achievement gaps (EdAd 509), and analyzing policies that may perpetuate disparities (EdAD 588). Candidates learn to identify and address institutional barriers that may hinder certain student groups from achieving their full potential.

Data-Driven Decision Making for Equity:

Our program teaches future principals how to collect, analyze, and interpret disaggregated data to identify equity gaps within their schools (EdAd 509). They learn to use this data to inform decision-making processes, resource allocation, and the development of targeted interventions to support underserved student populations (EdAd 585).

Culturally Responsive School Culture:

Aspiring principals are trained to foster a school culture that values diversity and promotes inclusivity (EdAd 583, 589). This involves learning strategies to engage with diverse families and communities, celebrate cultural differences, and ensure that school policies and practices reflect and respect the diverse backgrounds of all students and staff.

Equity Audits and Action Planning:

Our program teaches future principals how to conduct comprehensive equity audits of their schools (EdAd 583). They learn to assess various aspects of school operations, from disciplinary practices to advanced course enrollment, through an equity lens. Based on these audits, they practice developing and implementing action plans to address identified inequities.

Additionally, WSU, with support from the Vancouver and Evergreen Public Schools and funded by a College Spark Equity Leadership grant, has created the LEAD program specifically to support the development of leaders of color in Southwest Washington. the first cohort completed the program in spring 2024, and WSU is working with College Spark to develop a second cohort that serves the additional regions in the state.

Interviews & Testimonies

Artifacts

Dashboard