Certification Programs for Leaders in

Education
Rubric Tool for Program Approval (Under Regulation
1595)

Suggested directions for completion of this rubric: First, read the complete application. Second, rate each criteria
(there are nine total) listed below by circling one of the three options. Third, include in your comments supporting details of
why you rated each criteria as such. Fourth, summarize your overall thoughts at the end of the rubric.

1 CANDIDATE RECRUITMENT AND SELECTION

Criteria
The program
demonstrates
high standards
for entry and
includes a
rigorous
selection
process.

DOES NOT MEET

EXPECTATIONS
The program does
not reflect the spirit
of the minimum
requirements for
leadership
certification (for the
training area being
considered) reflected
in the application
and DE Code.
The program is not
cohort based and/or
does not have a
clear strategy to
create mission
cohesion across its
candidates.

MEETS EXPECTATIONS

The program reflects the

spirit of the minimum
requirements for
leadership certification
reflected in the
application and DE Code
and treats those
requirements as the floor
for entry, including:
GPA of 3.0 on a 4.0 scale or
a GPA in the top 50th
percentile for coursework
completed during the two
most recent years of the
applicants education
Demonstration of mastery of
general knowledge by
achieving a minimum score
on a standardized test as
defined in 14 DE Admin

EXCEEDS EXPECTATIONS
The program meets
expectations plus:

The applicant
program provides a
targeted cohort size
and composition.
The applicant names
a specific way to
identify educators
who show potential
success in
competencies of
leadership.
The applicant has
more rigorous
entrance
requirements than
required by state
regulation, thus

The program lacks a

specific,
comprehensive
recruitment
strategy.
The program does not
address a strategy to
attract a diverse group
of individuals.
The program does not
seek to create a larger
pool of applicants than
the minimum cohort
size and/or has no
recruitment goals.

Code 1510 (PRAXIS).

Meet the criteria for
leadership certification (i.e.
experience requirements of
5 years); however, programs
may consider candidates
that will meet this criteria
upon completion of the
program.
(Programs are permitted to
waive these minimum
criteria for up to 10% of the
selected candidates
provided they have a plan
to successfully meet the
requirements.)
The program is cohort
based.
The recruitment process
is targeted and
comprehensive to meet
specific state/district
needs, including
ensuring a diverse
candidate pool.
The program describes a
recruitment process that
identifies a clear
strategy/type of candidate
the program seeks.
The program includes
strategies to attract/recruit
a diverse pool of applicants.
The program includes
various strategies for
recruitment and does not
rely solely on one approach.
The program seeks to create
a large pool of potential

reflecting greater
alignment to
competencies/attribu
tes that will drive
student
achievement, not
simply meet
compliance
requirements.

The program meets

expectations plus:

Demonstrates a
highly rigorous
recruitment process
that screens
candidates, collects
data on selection,
and sets ambitious
goals for the quality
and quantity of
candidate
expectations.
Builds foothold in
multiple regions of
Delaware and
beyond Delaware in
an effort to attract
diverse groups of
candidates possibly

candidates before selecting

the cohort.

The program lacks a

cohesive selection
model.
The selection model
could be seen as
perfunctory and thus
not designed to
identify the best
candidates.

The application lacks

a plan for the
collection of data.
The application does
not outline collection
of all required data.

The program utilizes a

multi-faceted selection
model considering the
school leader
standards/competency
framework.
There is a multi-step
selection process including
demonstration of knowledge
and skills through various
avenues (writing sample,
scenarios, interview
questions, etc.).
The program uses a rubric
to evaluate the
responses/demonstration of
the candidates skills,
knowledge, qualifications
and leadership potential in
the characteristics the
program is seeking. A set
cut score is provided and
is clear.
The program specifies
the data that will be
collected through the
application process.
The program identifies and
ensures that they will collect
data (minimally) through a

(with a
focus/strategy
specific to Sussex,
e.g.)

The program meets

expectations plus:

The program
utilizes a multifaceted selection
model clearly
aligned to a
competency
framework.
There is a selection
model aligned to
standards/competenc
y framework to
identify potential for
developing
leadership skills
based on specific
evidence and/or
research from the
field

The program meets

expectations plus:
The program
outlines a process
by which it will
analyze and utilize
the data to make

Comments:

2 LEA AND PROGRAM PARTNERSHIPS

process to include:
Number of applicants:
projected yield, actual yield,
accepted, enrolled,
completed, dismissed,
withdrawn
GPA (Overall/Major)
Certifications Held
Years Teaching
Other Leadership
Experience
Previous educational
experience

adjustments to the
recruitment/selecti
on components of
the program in
future Cohorts.

Criteria

DOES NOT MEET

EXPECTATIONS
The program does
not directly
address formal
partnerships with
LEAs

The program has

a clear strategy
for creating and
sustaining
meaningful
partnerships with
LEAs.

MEETS EXPECTATIONS

The program articulates its

strategy for identifying and
cultivating quality LEA
partnerships

EXCEEDS
EXPECTATIONS
The program meets
expectations plus:
The program describes
structures and
supports they will
have in place to
ensure strong
placements/
partnerships such as
training for mentors,
a dedicated
coordinator, etc.
The program meets
expectations plus:

The program describes the

responsibilities of the
program as well as the roles
The program includes a
and responsibilities of the
district partner at various
copy of a potential
points throughout the
MOU
- The program
program (EX: selection,
includes letter(s) of
placement, evaluation, etc.)
support from
potential district
partners.
The program meets
The program provides
training and ongoing support expectations plus:
for the mentors to ensure
each candidate is placed in a The application
setting that will allow them
demonstrates use of
to practice and gain
training supported
feedback.
through research and
details collection of
feedback.
The program meets
The program includes a
expectations plus:
process that allows for
continuous improvement
of the program, monitoring The application

outcomes and district

satisfaction

Comments:

outlines a way to
refine program
specifics to meet the
ongoing needs of our
districts and
students.

3 PROGRAM CURRICULUM AND STANDARDS & EDUCATOR EVALUATION TRAINING

Criteria
The curriculum
content is based on
the Delaware School
Leader Standards,
inclusive of researchbased best and/or
effective (evidencebased) practices for
leadership training.

DOES NOT MEET

EXPECTATIONS
The application
does not outline
coursework
aligned to
Delaware School
Leader Standards.
The program does
not meet the
hourly
requirements
outlined.
The program does
not articulate a
continuum by
which the
candidate learns
and grows in a
step-by-step
fashion.

MEETS EXPECTATIONS

EXCEEDS
EXPECTATIONS
The program meets
expectations plus:

The program coursework are

aligned to the Delaware
School Leader Standards with

a focus on the role of

instructional leadership.
There appears to be a rationale
for the sequence across the
curriculum.
The curriculum uses problembased learning to connect theory
and practice.
The program provides authentic
engagement in problems of
practice throughout the program.
The program includes
opportunities for assessment and
feedback across the program
based on the identified
competencies/standards.
The program clearly
articulates an alignment of
coursework to meet program
hourly requirements and
alignment to
standards/competency
framework:

A rationale for the

use of this specific
curriculum and
coursework is
explicitly stated
and
explained/justified.

The program provides

training and
successful
certification to
implement the states
evaluation system

The program does

not
appear
to
have
built
in
training
for
educator
evaluation.

1591 - Principal/Assistant
Principal (See 1595 for addtl)
School Principal Certification
Program
A minimum of 200 hours of
graduate level coursework or
equivalent in professional
development that must be
completed prior to residency,
internship or clinical experience.
A minimum of 600 hours of
residency, internship or clinical
experience.
An additional 100 hours of
professional development during
and/or after the residency,
internship, or clinical experience
in areas appropriate for a school
principal.
Course of Study
A minimum of 18 graduate level
credit hours or their equivalent in
professional development
provided by a regionally
accredited college or university
A minimum of 240 additional
clinical hours equitably
distributed within the course of
study. The clinical hours must be
completed under the mentorship
of currently employed effective
or highly effective building level
administrator.
The program meets
The program includes a plan
expectations plus:
to train candidates on the
requirements of educator
The program includes
evaluation practices.
The program requires
practice and
experiences to
successful candidates to pass

DPAS II.

the states credentialing

assessment.

ensure candidate
calibration:
- The program includes
multiple opportunities
for practice in the
skills of observation
and feedback..
- If there is a contract
with an outside
partner to deliver this
training, the program
should describe the
partners experience
in delivering this type
of training.

Comments

4 RESIDENCY, INTERNSHIP, OR CLINICAL EXPERIENCES

Criteria

DOES NOT MEET

EXPECTATIONS

The program
includes field
experiences
designed to provide
opportunities for
candidates to apply
program knowledge
and demonstrate
the identified
leadership

The program lacks a

specific plan for field
experiences, perhaps
only vaguely mentions
that it will take place
without a timeline for
implementation.

MEETS EXPECTATIONS

The program articulates

alignment between the
residency, internship, or clinical
experiences to the leader
standards/competency
framework.
Field experiences are integrated
within the overall program courses
and/or an internship is provided.
The program describes its design
for candidate residency, internship,
or clinical experience under a

EXCEEDS
EXPECTATIONS
The program meets
expectations plus:

The program
describes how the
residency, internship
or clinical
experiences are part
of a cohesive
program.

competencies in a
K-12 setting.

The program lacks a

specific plan for field
experiences, perhaps
only vaguely mentions
that it will take place
without a timeline for
implementation.

The program does not

mention any process
for candidate feedback
throughout the field
experiences.

highly-qualified mentor.
Field experiences are designed
to provide application, practice,
and reflection on required
standards and competencies.
The experience should provide
meaningful experiences through
the assignment of
responsibilities of building
leaders.
Candidates receive exposure to
and practice in developing skills
and knowledge in
- Driving measureable student
achievement results through leading
adults;
- Exposure to diverse student
populations including general,
special education, and ELL;
- Instructional leadership including
observing and evaluating teachers,
leading professional development
and PLCs, and driving assessment,
curriculum, and instruction;
- Operations and resources, including
talent acquisition, talent
management, finance, strategic
planning, and school operations
The program includes a plan for
candidates to receive feedback
and coaching on their
performance during their field
experiences.

The program meets

expectations plus:

Specific steps for

how to embed the
candidate in a
meaningful way are
outlined.

The program meets

expectations plus:

The program
includes a process
for monitoring the
candidates progress
by providing timely
feedback and overall
progress in
demonstration of
the principal
leadership
standards/competen
cy framework skills.

Comments

The program does not

identify selection
criteria for mentors or
identifies mentors
strictly through
formal/informal
networks of
relationships.

High-quality Mentors
The program includes
meaningful, measurable
selection criteria for mentors.
The program includes a process
to ensure mentors are effective
or highly effective
administrators.

The program meets

expectations plus:
- Mentors are provided
clear expectations and
training as well as
continued communication
and support once they are
selected for a mentee.

5 FACULTY, INSTRUCTORS, AND MENTORS

Criteria
Courses are taught
and field
experiences
supervised by highly
qualified and
effective personnel.

DOES NOT MEET

EXPECTATIONS

Comments:

MEETS EXPECTATIONS

EXCEEDS EXPECTATIONS

The program provides

evidence of the
qualification, roles, and
responsibilities of the
faculty and instructors in
the program
Faculty / instructors
demonstrate a track record of
success in similar work and/or
expertise in a particular area
Resumes / Vitae are included
for faculty/instructors
Faculty/instructors have the
appropriate education
background and experience to
deliver the courses and
professional development
required in the program.

The program meets

expectations plus:
- Several of the instructors
have experience in school,
district or state leadership
positions in a K-12 setting
leading & supervising
teachers

1 ORGANIZATION GOVERNANCE AND RESOURCES

Criteria
The program
demonstrates the
systems and
resources necessary
to prepare
candidates to meet
certification
requirements.

Comments

DOES NOT MEET

EXPECTATIONS
The program does
not mention the
basic structures to
able to run the
program
governance, fiscal
resources, etc.

MEETS EXPECTATIONS
-

The program has a sound

organization structure and fiscal
resources, and proposes a clear
revenue model.
The program shows evidence of
an accreditation, business
license and/or nonprofit/corporation designations.

EXCEEDS EXPECTATIONS
The program meets
expectations plus:
- The program describes a
sufficient programmatic
budget/revenue model that
includes buy-in from multiple
parties.
- The program describes a
sound revenue model for
sustainability.

6 CANDIDATE ASSESSMENT AND EVALUATION

Criteria
Methods and
procedures have
been established to
assess candidates
progress in meeting
outcomes of the
program
competencies
aligned with the
curriculum and
state school leader
standards as the
candidate advances
through the leader
preparation
program.

DOES NOT MEET

EXPECTATIONS
The program does not
provide a clear outline
of how or when
candidates will received
feedback.

The program does

provide clear
expectations for
meeting
standards/mastering
content and skills.
The program does not
provide a clear strategy
to improve participants
abilities when
participants are not
meeting standard.

MEETS EXPECTATIONS

EXCEEDS EXPECTATIONS

- The program uses a rubric(s)/

competency model to provide
feedback and assessment on the
development of leadership skills
at various points throughout the
program with clear description of
what is meeting and not meeting
stated standards for candidate
performance.
- The program articulates the
standards and benchmarks that
candidate must meet to
successfully complete the
program. A process and timeline
is described for observing
candidates to measure progress.

The program meets

expectations plus:

The program describes

intervention, support, and
dismissal procedures.
- The application describes a
process by which the
program supports the
development of skills
necessary for the candidate
to complete the program if
they do not initially meet

The program meets

expectations plus:

- The program includes

various types of
assessments and methods.

The program meets

expectations plus:
The program may include
passage of a content exam
(SLLA) or specific
leadership assessment

Comments

The program does not

describe the
methods/tools that will
be utilized to evaluate
the candidate skills.

the benchmarks/ or creates

a remediation plan for the
candidate until they reach a
point of sufficient skill
development.
The program may include
various points throughout
the program where the
candidate receives
feedback and/or the
candidate exits the
program without
completion if they are
continually not meeting
standards with the potential
to drive student
achievement results.
The program uses a
competency model/rubric to
assess and communicate
with candidates on their
evaluation of skill.

The program meets

expectations plus:
- Various individuals assess
and provide feedback to the
candidate on their skill
development.

7 PROGRAM ASSESSMENT AND EVALUATION

Criteria

DOES NOT MEET

EXPECTATIONS

MEETS EXPECTATIONS

EXCEEDS EXPECTATIONS

The program
demonstrates high
standards for program
evaluation for
continuous
improvement.

The program does

not clearly
articulate how it will
assess program
effectiveness

Program Evaluation
- The program includes either an
internal structure and process or
an external partner to evaluate
overall program effectiveness.
- The program solicits feedback
from the district partners for
continuous improvement.

* The program does not

mention use of data to
improve program
outcomes.

-The program describes how it will

document, collect, and analyze
evaluation data and how this data
will be used for ongoing
improvement of the program.
-The program collects various data
points to inform the effectiveness
of the outputs/candidates. These
data points should include at least
a few of the following:
- Completion/graduation rate of
candidates
- Candidate, graduate, and LEA
satisfaction
- % of graduates placed in
leadership positions
- Graduate job placement rates
and retention

The program meets

expectations plus:
-

The program includes

an external partner to
evaluate overall
program effectiveness.
- - The program solicits
feedback from the
districts that hire the
candidates (if possible)
as to the satisfaction of
their candidates to
improve program
outcomes.
The program meets
expectations in additional
to collecting multiple
additional data points on
performance which could
include:
- Effectiveness rating on
administrator evaluation
system
-Student achievement
results
-LEA satisfaction results

Comments:

OVERALL RECOMMENDATION
APPROVE
(majority meets/exceeds)

Overall Comments:

DENY
(majority does not meet OR several
does not meet in critical areas)