Assessing Equity-Driven Leadership: A Candidate Preparation Program's Perspective on the California Administrator Performance Assessment (CalAPA)

• In Event: 67.067 - MTCC Roundtable Session 31
  In Roundtable Session: 67.067-7 - Developing Social Justice Leaders

Abstract

The current era of accountability and standardization has far-reaching consequences. A current shift towards the implementation of statewide high-stakes performance-oriented assessments for teachers (Dover, Schultz, Smith, & Duggan, 2015) and now school leaders (Orr, Hollingworth, & Cook, 2018) press preparation programs to make rapid changes. While the struggle to prepare teacher educators for performance-oriented assessments is not new, if we are not careful, the current push to redesign administrator preparation programs to align with new performance-assessment credentialing requirements can be a missed opportunity to center equity and diversity. In this paper, we present an analysis of performance requirements for administrators in California and share a case example of one program team’s initial attempts to redesign their preparation program.

Authors

• Maritza Lozano, California State University - Fullerton

• Daniel Sung-Yeol Choi, California State University - Fullerton