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August 27 , 2018 EDCAL 3
A few weeks ago , your ACSA Board members formally adopted our new Strategic Plan . This plan is the culmination of hundreds of hours of work led by a Core Planning Group with the input and guidance of individual members , region leadership , committees and councils , Leadership Assembly , ACSA staff , and the ACSA Board of Directors . The process was facilitated by ACSA ’ s Chief Operating Officer Scarlett Vanyi and consultant Jim Delizia .
Pete Drucker stated , “ People in any organization are always attached to the obsolete – the things that should have worked but did not , the things that once were
productive and no longer are .”
ACSA is no exception . It is always a great idea to take a moment for reflection , and examine if our current practices are the most effective and efficient methods , or if we could be doing things in a different way . Socrates once said the secret of change is to focus all of your energy not on fighting the old , but on building the new .
When I reflect on the tremendous evolution ACSA has experienced over the past five years after implementing our previous strategic plan , the shifts that have taken place are remarkable .
As the Core Planning Group engaged members in the process , some recurring themes emerged with regard to the evolution of our organization moving forward . Those themes included :
• Personalized , accessible learning , development and engagement opportunities .
• Connectedness and collaboration ( between individuals and organizations ).
• Proactive leadership ( shaping vs . reacting ).
• Local impact and the value of ACSA .
• Shared responsibility .
Each of these serve to not only guide the future of our organization , but the impact we hope to have collectively for our students who remain at the center of our work . This is evident in our new Mission Statement :
The Association of California School Administrators is the driving force for an equitable , world-class education system , and the development and support of inspired educational leaders who meet the diverse needs of all California students .
As we operationalize and implement our new strategic plan , the work cannot be realized without each of you . Pete Drucker also stated , “ Strategy is a commodity , execution is an art .”
Several objectives have been identified that will help lay the foundation for the objectives to follow in a natural sequence of events . This process has been made with the input of the Core Planning Group , Leadership Assembly , ACSA staff , and our Board of Directors . ACSA is working
diligently to develop an action plan , sequencing action steps and determining metrics to measure progress .
Communication of information to members will be critical to a successful implementation . As the first action steps are identified and operationalized , our state Board of Directors and region leaders will play a vital role in communicating this information to our regions , committees and councils to clarify direction , set goals for the year that are in alignment with the plan , share progress and to bring forward issues and challenges that may require Board attention . ACSA is also developing a dashboard to communicate progress toward the goals and corresponding objectives .
ACSA ’ s Strategic Plan is available on our website . In fact , if you haven ’ t visited www . acsa . org lately you will find a whole new look and a tremendous amount of resources . I encourage you to visit the website to see where ACSA is heading in the next five years .

– Holly Edds ACSA President

STRATEGIC

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planning process . The group conducted research , facilitated dialogue and drafted foundational language for the plan . They utilized input from regions , as well as committees and councils , in developing a draft Strategic Framework ( mission , values and impact statements and long-term goals ).
Regions were engaged multiple times to facilitate discussion and provide feedback . They utilized tools such as discussion guides and handout forms to provide feedback . In addition , all ACSA members were invited to provide input through an online survey and an interactive forum . A dialogue and work was also done with the ACSA Leadership Assembly . During this entire process , member input and region involvement has been essential to crafting a successful plan .
Tom Teagle , executive director of ACSA Region 18 , said the collaborative process was outstanding .
“ I have been a member of ACSA for 37 years and have been involved with a number of strategic planning processes during that time span ,” Teagle said . “ When you involve an organization as large as ours in a strategic planning process , it is impossible to meet
everyone ’ s needs and expectations . However , I believe that our ACSA Plan Facilitators Jim Delizia and Chief Operating Officer Scarlett Vanyi did an outstanding job of executing the process , with the desired end result of developing a plan that reflects the input of the majority of stakeholders involved . Hats off to them and everyone else involved in the development of our 2018 Strategic Plan !”
Gonzales noted this collaboration was a key component to the planning process .
“ Throughout this process we kept reaching out to members for input , via our regions , our committees and councils and our Leadership Assembly , as we want this plan to be member-driven ,” Gonzales said . “ It ’ s been a long , thoughtful process , and I think in the end , we have a plan that reflects what our members want ACSA to be .”
First-year focus
Overall , the plan identified 37 milestones to accomplish over the next three years . ACSA will focus on the following nine milestones in Year 1 .
Membership Development and
Support
• Leadership development : A strategy is developed to identify and support personal and professional leadership development
in a career pathway – from credentialing through retirement .
• Professional development – delivery and reinforcement : ACSA members will have access to a wide range of delivery formats to learn in the manner and pace preferred .
• Member networking and collaboration : Multiple platforms exist to facilitate networking and collaboration among members .
Advocacy and Influence
• ACSA in a leadership role : ACSA is leading a collaborative effort to increase school funding in California .
• Grassroots advocacy and influence : Each region and charter understands the importance of and is fully engaged in local advocacy efforts .
Organizational Development and
Sustainability
• Organizational alignment and accountability : A process is in place to identify on a regular basis shared state , region and charter goals , complementary roles in achieving them , and a system for reporting and accountability .
Clear roles , expectations , operating guidelines and suggested practices are in place for regions and charters .
Committees and councils are supporting implementation of priorities in the Strategic Plan within their areas of expertise .
• Member outreach and engagement : Recommended approaches for engaging new , existing and retired members are developed and updated regularly with input from regions .
ACSA will be working with member stakeholders preceding and during the upcoming Leadership Assembly in Los Angeles Oct . 11-12 .
“ One of the things that will drive the success of this strategic plan is the unwavering commitment by ACSA leadership and staff to make this a plan for the entire organization ,” Delizia said . “ The outreach to every facet of the membership and the opportunity at each step of the process for regions , committees and councils to provide feedback has generated a set of shared goals and priorities and a strong commitment to work together to achieve them . This is truly a plan by members , for members .”
ACSA ’ s new Strategic Plan will guide the association into the future , poised to best serve all ACSA members . The plan will allow the association to remain vital and relevant .

CTC looks at Education Specialist and PPS credentials

ACSA CTC Liaison Doug Gephart attended the recent meeting of the Commission on Teacher Credentialing and filed the following report .
Education Specialist credentials
When new requirements and authorizations are established for a credential , the credential should be identified in a way that sets it apart from previous / existing credentials . Given the feedback received on possible titles , title changes are as follows : Education Specialist : Mild / Moderate Disabilities Credential is replaced by Education Specialist : Mild to Moderate Support Needs ; and Education Specialist : Moderate / Severe Disabilities Credential replaced by Education Specialist : Extensive Support Needs .
Education Specialist program
standards
Education Specialist program standards and performance expectations were revised and are more clearly structured to emphasize that the Program Standards govern what programs need to provide and the Teacher Performance Expectations govern what candidates need to know and be able to do .
Revisions to the Teaching
Performance Expectations
TPEs for the Education Specialist : Mild to Moderate Support Needs and Education Specialist : Extensive Support Needs have been revised to reflect more specific references to the preparation to teach students with orthopedic impairments and traumatic brain injury .
Student needs and disability categories : In the proposed TPEs , deaf / blind is the only disability category that is unique to the Extensive credential . All other disability needs will be addressed as determined by the student ’ s Individual Education Plan .
Educator preparation for students with disabilities in the areas of language and literacy : All teacher candidates will need to demonstrate an understanding of various language needs for all students , including those who are English Learners and who may also have an identified disability .
Affirming the Least Restrictive Environment for students with disabilities : Ed Code section 56040.1 requires that “ each public agency shall ensure the following to address the least restrictive environment for individuals with exceptional needs :
• To the maximum extent appropriate , individuals with exceptional needs , including children in public or private institutions or other care facilities , are educated with children who are nondisabled .
• Special classes , separate schooling , or other removal of individuals with exceptional needs from the regular educational environment occurs only if the nature or severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily .”
More emphasis on autism spectrum disorders in program standards and TPEs : Autism knowledge has been and will continue to be embedded in all Preliminary Education Specialist preparation programs and is directly referenced in Program Standard 1 and in the TPEs .
Pupil Personnel Services Credential
The Pupil Personnel Services Credential Program Standards , adopted in October 2000 , include standards for three credential specialization areas : 1 ) School Counseling , 2 ) School Psychology , and 3 ) School Social Work . Additionally , Child Welfare and Attendance standards were also addressed in anticipation the CWA might be added to any PPS credential . The proposed draft revisions reflect the realities of schools today and the additional responsibilities and expectations for these roles that did not previously exist when the current standards were adopted nearly two decades ago .
Revisions were drafted for each of the unique specialized areas that will be finalized and approved at the next Commission meeting at the end of September . Common essential modifications and revisions to the specialized areas include , but are not limited to the following :
• Provide and evaluate counseling , behavioral and mental health services that are reflective of best practices throughout existing programs within school districts .
• Identify protective and adaptive factors that promote a healthy school climate and improve school safety .
• Respect diversity in child development and advocate for social justice and equity in all aspects of service delivery .
• Critically examine existing programs and resources in order to promote social justice , human rights , equity , and inclusion with families , especially with disadvantaged and marginalized student populations .
• Provide a range of culturally responsive opportunities , services and supports to re-engage disconnected students to the educational process .
• Work with students , staff , and parents to address explicit and implicit racial bias impacts upon teaching , instruction , classroom management , and other school
See CTC , page 7