CASLA PROGRAMS
The CASLA Program is an accelerated program, structured in a cohort model for continual support and networking purposes. Coursework is just over one year, and the total commitment to the program is two years.
The CASLA program is based on six leadership capacities: strategic, human, instructional, operational, legal, and equity. The program begins with two "boot camps" – clinics that are designed to provide overviews of the program, the expectations, and in-depth self-reflection of skills by the participants.
The CASLA Cohort will meet through virtual means (via the internet) on one Thursday evening, and then in face-to-face classes on a Saturday and Sunday. See below for the tentative schedule for 2011-2012. Each month a focus will be on one of the capacities and be divided into specific modules for in-depth study. Charter experts will visit the cohort each weekend – sometimes in person, sometimes via the web, to provide real life, in-depth information about the charter and autonomous schools' world.
Between each meeting, CASLA program participants will have additional assignments. These will assist in the development of deep knowledge needed by charter and autonomous schools' leaders as well as provide opportunities to prepare for the next clinic.
In addition, CASLA program participants will attend two conferences, one in January and one in May. These conferences will further support the learning for the future leaders of charter and autonomous schools.
CASLA OUTCOMES
- If eligible, participants will earn a Tier I Administrative Services credential.(To be eligible, applicants must have a California teaching credential and have taught for a minimum of 3 years).
- If eligible, participants may also earn a Tier II Administrative Services credential
- Participants may earn a Masters’ of Arts in Education
- Non-credentialed participants or participants with less than three years of teaching experience will earn a Certificate in Charter School Leadership
About the CASLA Module Delivery Model
There are approximately 5 weeks between Modules. In preparation for the weekend seminars students are expected to actively participate in a variety of learning experiences for the four weeks leading up to the culminating weekend of each Module. Each week students will have specific assignments that include reading, viewing media, online discussions (synchronous and asynchronous), writing assignments, quizzes. Some of these activities will be whole class, small group, or individual assignments.
Instructors of record will interact with students as they prepare for their weekend of learning. Instructors are expected to meet virtually with each small group on a designated evening to answer questions, engage in dialogue and process what students are learning. Instructors will monitor and evaluate online assignments, participate in and moderate online discussions, and provide and facilitate other activities for students.
This model is based on the Kahn Academy whereby students are provided engaging multimedia learning opportunities online and attend to class for simulations, real-time activities, case studies, role-play, and to operationalize the learning. The face-to-face weekend experience culminates and cements the student's proficiency for the Module content.
