APEL Tier I (88 PLUs)
Middle Georgia RESA’s Alternative Preparation for Educational Leadership program (APEL) is a non-degree preparation pathway designed to prepare individuals to serve in education leadership positions in P-12 schools and school systems.
This post-baccalaureate program is designed for individuals who have not prepared as leaders in a traditional leadership preparation program. The mission of Middle Georgia RESA’s APEL program is to equip districts and schools with highly qualified and experienced leaders who are able to demonstrate knowledge of leadership content, skills, and dispositions to positively impact teacher performance and student growth.
The program consists of two Tiers of preparation, each spanning a twelve (12) month residency period. During each Tier, candidates will experience guided practice of skills in authentic leadership situations. Candidates must complete Tier 1 prior to entering Tier 2; however, eligible candidates may apply for admission to Tier 1, Tier 2, or both through Middle Georgia RESA. Candidates will have up to three years to complete Tier I while they hold non-renewable certificates. An additional three years may be used to complete Tier II although candidates must hold renewable performance-based leadership certificates while completing this Tier.
Tier I Overview
Middle Georgia RESA’s Tier I-Alternative Preparation for Educational Leadership (APEL) program is a non-degree preparation pathway that prepares candidates for entry-level leadership positions that include school level positions below the principal and system level positions that do not supervise principals. Upon entry into the program, Tier I candidates are issued a three (3) year non-renewable leadership certificate that may be converted to a professional leadership certificate when requirements are met. Upon successful completion of this program, Middle GA RESA will make a recommendation that the Georgia Professional Standards Commission award program completers Georgia leader certification, but not a degree.
The vast majority of work for APEL Tier I involves leading the real work of schools and districts. Job-embedded learning and tasks are determined based on identified strengths and growth needs of individual candidates as well as the specific needs of the school and/or district. Individual Candidate Support Teams are provided for candidates. The role of this team is to provide structured supervision and guidance in determining appropriate assignments and tasks. At a minimum, the candidate support team shall be composed of the candidate, a trained and qualified leadership coach, a P-12 school-based leader and/or LUA mentor/coach, and a MGRESA leadership supervisor.
In additional to ongoing, daily job-embedded tasks, candidates are required to participate in a two-week Pre-Residency seminar that addresses school law, the Georgia Code of Ethics for Educators, and organizational leadership with a focus on teaching, learning, and using data in the school improvement process.
Throughout the year, candidates attend twelve (12) monthly sessions where they will gain knowledge, skills and experiences that support site-based implementation of practices that provide evidence of mastery of the Georgia Leadership Standards. It is the expectation that candidates will take this knowledge and experience back into the school setting as they lead teams, facilitate job-embedded practices, and participate in making decisions that support school improvement efforts. During this residency experience candidates will be given substantial responsibilities that increase over time in amount and complexity.
Admission to this program is driven by the needs of each district; therefore, recruitment, identification, and selection of potential candidates will rest largely with incumbent school and district leaders. Districts are encouraged to make recommendations based on the candidate’s past history of ability and performance, certification, and positional needs (at district or school level).
Once recommendations are made, candidates will participate in face-to-face interviews with an Admissions Team. The interview process will be used to discern if the candidate has appropriate professional dispositions that are congruent with effective transformational leadership and compatible with the mission, vision and values of the district and school. A rubric will be used to assess research proven dispositions that most support effective leadership. The Admissions Team will make final determinations as to those admitted into the program.
Only those candidates meeting the following criteria will be considered eligible for entry into this program:
In accordance with the 505-3-.76 program rule, Tier 1 Program Admission:
1. Non-educator candidates seeking admission to a Tier I program must:
(i) Receive from a LUA an offer of employment and recommendation for admission to the program and assurance that the candidate is available one-half day or more each day to work in a leadership position;
(ii) Hold, at a minimum, a bachelor’s degree from a GaPSC-accepted accredited college or university;
(iii) Document five (5) or more years of successful leadership experience and related leadership training, preferably in an executive management, supervisory, or leadership role;
(iv) Provide references documenting evidence of successful performance in a leadership role;
(v) Exhibit professional leadership dispositions through an assessment, developed and/or adopted by the educator preparation provider; and
(vi) Provide evidence of experience in engaging employees in organizational development or professional learning opportunities.
2. Candidates currently employed as educators and seeking admission must:
(i) Receive the recommendation of a Georgia LUA for participation in the program and assurance that the candidate is available one-half day or more each day to work in a leadership position;
(ii) Hold a GaPSC Level 5 or higher professional certificate; candidates who also have national board certification, the Teacher Leadership endorsement, Coaching or Teacher Support and Coaching endorsements are ideal;
(iii) Provide evidence of successful teacher leadership experience;
(iv) Exhibit professional leadership dispositions through an assessment, developed and/or adopted by the educator preparation provider;
(v) Provide evidence of experience in engaging colleagues in professional learning opportunities; and
(vi) Provide evidence of successful teaching.