The MCS Administrative Induction Program firmly believes that intensive, individualized support and mentoring during the first years of leadership has a direct impact on the novice administrator. As the novice administrator’s skill level increases, it will have a positive impact on the candidate, school and students. This will be determined by multiple measures.

Data collected from focus groups will help evaluate the program’s impact on candidate learning. Demographic feedback includes year one, year two, and graduates. The focus group questions will provide valuable information on the program’s impact. The Administrative Advisory Team will conduct interviews with focus groups annually.

Other multiple measures will be studied:

• Completer/Graduate Survey Data sent every other year.

• Informed K-12 data (student achievement data)

• End of year survey data from AC

• Quality of program

In order to gather quantitative data, the Administrator of Special Projects, Induction will analyze student achievement, attendance and suspension data from sites with administrators enrolled in the CASC Program. This data will be analyzed during a regularly scheduled collaborative meeting with Educational Services, CIPD, and Assessment and Evaluation, shared with the Administrative Advisory Team.

The Administrator of Special Projects, Induction will present and evaluation of the CASC program to the School Board each year.

In the future retention data on Administrative Candidates will be collected as shown below:

YEAR TOTAL CANDIDATES % OF RETENTION AFTER TWO YEARS % OF RETENTION AFTER 5 YEARS

2021-2022

2021-2023

2023-2024

The Leadership Advisory Committee and the Induction Program study the data to ensure that the program has a positive impact on candidate learning and competence and on teaching and learning in schools that serve California’s students. Data will inform the program of strengths, weaknesses, and determine:

• future professional development

• future changes to the program.