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Developed by a CAPEA sub-committee in 2010, the report frames the rationale behind professional licensure, reviews how licensing policies function across the United States, and argues for an empirically grounded conceptual framework that supports formative and summative accountability. It concludes with recommendations to guide reforms of administrator licensure in California.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Practice: Policy Perspectives and Recommendations from the California Association of Professors of Educational Administration (CAPEA)  \nSteve Davis  \nCalifornia State Polytechnic University, Pomona  \nDeborah E. Erickson  \nCalifornia Lutheran University  \nGary W. Kinsey  \nCalifornia State Polytechnic University, Pomona  \nDelores Lindsey  \nCalifornia State University, San Marcos  \nThelma Moore-Steward  \nCalifornia State University, San Bernardino  \nWayne Padover  \nNational University, Los Angeles  \nChris Thomas  \nUniversity of San Francisco  \nLouis Wildman  \nCalifornia State University, Bakersfield  \nDon Wise  \nCalifornia State University, Fresno  \nThe following report was developed during the summer and fall of 2010 by a sub-committee of the California Professors of Educational Administration associa  \nCAPEA Education Leadership and Administration, Vol. 22—2010  \n66 ©2011 DEStech Publications, Inc.  \nReforming the California Public School Administrator Licensure System 67  \ntion for the purposes of (a) informing the CCTC, Administrative Services Credential Advisory Committee in its review of the laws and regulations pertaining to California’s Administrative Services Credential and,(b) providing a set of recommendations to help guide administrator licensure reform in California.  \nIntroduction  \nThe current era of school reform has illuminated and amplified the importance of school leaders in providing the conditions and support necessary to engender powerful teaching and learning for all children. Commensurate with this phenomenon is an increased focus on holding school leaders accountable for essential school outcomes. As a consequence, renewed attention has been directed by policy makers, scholars, and school district leaders on the methods used to assess leadership competence and the programs used to prepare effective administrators. Comparatively less attention has been given to the design and quality of state administrator licensure systems and especially those that are explicitly crafted around an empirically sound conceptual framework, a thoughtful rationale that addresses both formative and summative functions, or the sensitivity to certify the competence of administrative professionals in increasingly complex educational environments.  \nIn this report, we outline the rationale, policies, and practices commonly used to license school administrators, and we conclude with a set of recommendationsto help guide thereform of California’s administrator licensure system. As university faculty members of accredited educational administrator preparation programs in California, we are uniquely positioned to provide both practical advice and theoretical perspectives to policy makers regarding the educational contexts, leadership needs, and the processes most likely to produce and support school leaders who can stimulate powerful teaching and learning for all students in California’s public schools. Importantly, in this report we provide a research-based conceptual framework for thinking about professional licensure and our recommendations were developed from both a scholarly analysis of administrator licensure systems across the United States and a robust dialogue among educational administration faculty members from several California universities.  \nBefore embarking upon a reform agenda it is important that one understands the history, context, and logic behind professional licensure in education. That is, before identifying the “how to,” we need to understand the“what is.” To accomplish this, we provide a brief review of the rationale for professional licensure and the policies used by the 50 states to license school leaders. While a review of the licensure policies across the nation illuminates and contrasts the design features of licensure systems among states, it does not provide the underlying rationale for t","cbCaia1XGZlsG36B","https://ap.wps.com/l/cbCaia1XGZlsG36B","pdf",86555,17,"English","# Introduction\n## The Rationale for Professional Licensure","[{\"question\":\"What is the purpose of the CAPEA report on administrator licensure reform?\",\"answer\":\"To inform the CCTC and related advisory processes reviewing California’s credential laws and regulations, and to provide recommendations guiding administrator licensure reform in California.\"},{\"question\":\"Why does the report emphasize aligning research, policy, and practice in licensure systems?\",\"answer\":\"It argues that licensure system design should reflect an empirically sound conceptual framework and address both formative and summative functions while certifying competence in complex educational environments.\"},{\"question\":\"What historical rationale for professional licensure does the report describe?\",\"answer\":\"It traces professional licensure origins to medieval guilds and explains how licensure evolved in market-driven economies to support both economic and social advancement, continuing to legitimize professions requiring advanced training.\"}]","Reforming the California Public School Administrator Licensure System Through the Alignment of Research, Policy, and Practice | PDF",1792096253,43]