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Illinois State Board of EducationIllinois State Board of EducationIllinois Board of Higher EducationIllinois Board of Higher Education

Working Together to Prepare Illinois Educators for Student

Success, Part V

March 31, 2010

1

Today’s PresentationToday’s Presentation

School Leader Preparation: Where are we now?

Lessons Learned…

Where Do We Go

It’s Being Done

Teacher Preparation

2

Leadership Matters!

“Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.”

(Leithwood, Louis, Anderson & Wahlstrom. How Leadership Influences Student Learning)

Commission on School Leader Preparation August 2005-2006

HJR66

School Leader Task Force July 2007

Working Together Conferences, Part I & II May/August 2008

5 School Leader Redesign Teams meetings Sept-Nov. 2008

Special Interest Groups meeting January 2009

Working Together Conference, Part III March 2009

School Leader Advisory Council meeting

HJR42

Working Together Conference Part IV

Newly-Defined School Leader Preparation model is rolled out……

The Rollout: 2009-2010The Rollout: 2009-2010

5

Presentations to Institutions of Higher Education, K-12 Administrators and Legislators

March: Champaign/Vermillion ROE meetingJune: McKendree College for ROE Area 5June: Lombard for ROE Area 1 (K-12 Supt. and Business Mangers)July: Lombard for ROE Area 1 July: Rend Lake for ROE Area 6Sept: Monmouth for ROE Area 3Sept: IVCC for ROE Area 2Sept: Rantoul for ROE Area 4Sept: Normal for ROE Area 4Oct: UIC for ROE Area 1

Conference PresentationsOct: State Superintendents ConferenceNov: Presentation at Triple I Conference

The Rollout: 2009-2010The Rollout: 2009-2010

Assistance to IHEsApr: Developed training materialsJune: Developed timeline

Other PresentationsSept: Presented new requirements to Teacher Certification BoardNov: IL-SAELPJan: Illinois Association of School Personnel Administrators March: ICPEA meetingMarch: SIUC Education Leadership Conference

Hosted ConferenceNov: Held Working Together Conference, Part IV

Legislative ActionOct: Held a legislative briefing at the Capitol

HJR42 (M. Smith) & SJR55 (Demuzio) - Coordinate legislative agendaPA96-0861—Teacher/Principal Evaluations

PA96-0107—Establish longitudinal data system

6

Lessons Learned…Lessons Learned…

Work to a higher goal—Improving student achievement

Keep work focused on that goal (despite distractions)—How will this improve student achievement?

Be inclusive, invite all stakeholders to participate in the discussions

Be transparent, communicate widely the work being done www.illinoisschoolleader.org

Listen and hear the spoken words, see beyond the words

7

Principal Preparation Redesign Principal Preparation Redesign Timeline for ImplementationTimeline for Implementation

Summer 2010– Draft of Rules & Regulations regarding the requirements for approval as a Principal Endorsement program are written and put out for review.

Spring 2010- Legislation to have Principal Endorsement and change to preparation programs.

August 2010 – Certification Board trained on the new requirements for principal preparation programs – College and university faculty/staff will be able to attend the training sessions if they so desire.

September 2010–Rules & Regulations are in place and programs can begin to submit their redesigned programs to the IBHE and the ISBE Cert Board for approval late Fall 2010.

September 1, 2011 – Candidates can no longer be admitted to Type 75 General Administrative programs. Only programs that are approved under the new guidelines for the Principal Endorsement can accept students into program.

For programs with students in the process of completing their old principal preparation programs, those students must be entitled for the Type 75 General Administrative license no later than June 2013, and the students must pass the Type 75 exam no later than July 2013.

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Principal Preparation Redesign Principal Preparation Redesign Timeline for ImplementationTimeline for Implementation

January 2012 – The new performance-based certification test for the Principal Endorsement will be in place and those completing the program under the new requirements will be required to take the new test. Candidates completing old programs will be allowed to take the old exam through July 2013, and will be awarded a Type 75 General Administrative license or they can take the new test and receive the Principal Endorsement after January 2013.

July 1, 2013 – The latest that students can be entitled from Type 75 programs (Those students must pass the old test by July 2013 in order to qualify for a Type 75 General Administrative certificate.)

January 2013 – Holders of the Type 75 General Administrative Certificate can take the new performance-based test to qualify for a Principal Endorsement.

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What’s Next for School Leadership?What’s Next for School Leadership?

Stakeholder Group established to develop Illinois Educator “Code of Ethics” Rules will be written late spring, early summer

Advance legislation The Principal and Assistant Principal must hold the Principal

Endorsement Principal Endorsement will serve PK-12

Strengthen Teacher Leader Endorsement

Teacher Leader can take the evaluation component and qualify to evaluate staff if the teacher chooses

Teacher Leader can qualify for Supervisory Endorsement

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What’s Next for School Leadership?What’s Next for School Leadership?

Higher Education

All programs must be resubmitted under new format, must align to ISLCC 2008 Revised Standards, and must meet all new requirements

All programs will be required to be approved by ISBE and IBHE

Programs not approved or not submitted will have an ending date

Future Principals

Will be required to complete new programs and receive new endorsement (2013)

Will be required to pass new assessments

Programs will focus on instruction and school improvement

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School LeadershipSchool Leadership

It’s Being Done!

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© 2009 THE EDUCATION TRUST

Source:

HOW IT’S BEING DONE:

Urgent Lessons from Unexpected

Schools

Karin ChenowethQuality Measures, March 12, 2010


Source:

Here’s what Karin Chenoweth has to say:For the past year or so, I have been specifically looking at the

question of leadership of these schools, and I’ve been asked to share some of what I’ve been learning

I am only interested in schools with students that the education world generally considers to be “challenging.”

But I would argue that these are the schools the entire education world should be paying attention to.

I call the schools I write about “It’s Being Done schools” to mark them as schools where the work of educating all children is

being done.


Source:

What’s an “It’s Being Done” School?

An “It’s Being Done” school is one that is either very high achieving or rapidly improving

and has substantial enrollments of students from low-income families or students of color

or both. These are schools that are, generally speaking,

not expected to be high performing. But they are.

Karin Chenoweth


Source:

Graham Road Elementary SchoolFalls Church, Virginia

• 356 students in grades K-6– 13% Black– 16% Asian– 64% Latino

• 81% Low-Income• 51% ELL

Fairfax County School Profiles


Source:

Graham Road Elementary SchoolMeeting Standards

97% 95% 96% 96%

73%65% 61% 65%

0%

20%

40%

60%

80%

100%

Overall Latino Low-Income ELL

Perc

enta

ge P

rofic

ient

and

Abo

ve

Grade 6 Math (2009)

Graham Road Virginia

Virginia Department of Education


Source:

Osmond A. Church School (P.S./M.S. 124)Queens, New York

• 1,107 students in grades pK-8– 36% African American– 40% Asian– 21% Latino

• 97% low-income (more than double the rate for the state)

New York Department of Education


Source:

P.S./M.S. 124 Meeting and Exceeding Standards

7%9%

32%

63%

51%

28%

10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

P.S./M.S. 124 New York

Perc

enta

ge o

f Stu

dent

s

African-American Students – Grade 7 Math (2008)

Meeting Standards with Distinction

Meeting Standards

Partially Meeting Standards

Not Meeting Standards



Source:

P.S./M.S. 124 Meeting Standards

3%4%

42%

84%

54%

2% 1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Osmond Church New York

Perc

enta

ge o

f Stu

dent

s

African-American Students – Grade 7 English Language Arts (2008)

Meeting Standards with Distinction

Meeting Standards

Partially Meeting Standards

Not Meeting Standards



Source:

Imperial High SchoolImperial Valley, California

850 students in grades 9-12

Latino 71 %

Low-Income 27 %

ELL 13 %

California Department of Education


Source:

Imperial High SchoolCalifornia Academic Performance Index (API)

Gro

wth

AP

I


Source:

U.S. History, Grade 11


Source:

Ware Elementary SchoolFort Riley, Kansas

• 629 students in grades K-5– 15% African American– 7% Latino– 55% White

• 72% Low-Income

Kansas Department of Education


Source:

Ware ElementaryMeeting Standards

87%

99% 99%91%

99% 97%

0%

20%

40%

60%

80%

100%

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

Perc

enta

ge M

eetin

g or

Exc

eedi

ng

Stan

dard

s

Students Overall (2009)

Reading Math



Source:

Ware Elementary

10%

14%28%

30%31%

24%

39%

22%

0%

20%

40%

60%

80%

100%

Ware Kansas

Perc

enta

ge o

f Stu

dent

s

Low-Income Students – Grade 5 Reading (2009)

Exemplary

Exceeds Standard

Meets Standard

Approaches Standard

Academic Warning



Source:

Ware Elementary

9%

11%19%

34%42%

27%

36%20%

0%

20%

40%

60%

80%

100%

Ware Kansas

Perc

enta

ge o

f Stu

dent

sLow-income students– Grade 5 Math (2009)

Exemplary

Exceeds Standard

Meets Standard

Approaches Standard

Academic Warning



Source:

Elmont Memorial Junior-Senior HighElmont, New York

• 1,880 students in grades 7-12– 76% African American– 14% Latino

• 28% Low-Income



Source:

Regents Test Results, 2008 Elmont Memorial Junior-Senior High

99% 97%

87%

71%

49%

100%

81% 83%75% 76%

70%75%

0%

20%

40%

60%

80%

100%

Comp. English U.S. Govt. Living Environment

Mathematics A

Mathematics B

Integrated Algebra

Elmont New York


Pe

rce

nta

ge

of

stu

de

nts

sco

ring

ab

ove

65


Source:

Elmont Memorial Junior-Senior High

85%93%

46%

59%

0%

20%

40%

60%

80%

100%

2005 2008

Perc

enta

ge M

eetin

g or

Exc

eedi

ng S

tand

ards

African-American Students – Secondary-Level Math

Elmont

New York



Source:

Capitol View Elementary SchoolAtlanta, Georgia

252 students in grades K-5– 94% African American

89% Low-Income

Georgia Department of Education


Source:

Capitol View ElementaryMeeting Standards

98% 97% 100%93% 91%

100%

0%

20%

40%

60%

80%

100%

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

Perc

enta

ge M

eetin

g or

Exc

eedi

ng S

tand

ards

Students Overall (2009)

Georgia Department of Education

Reading Math


Source:

Oakland Heights Elementary School

• 412 students in grades K-4– 10% African American– 31% Latino

• 76% Low-Income

GreatSchools

Russellville, Arkansas


Source:

Improvement at Oakland Heights Elementary

GreatSchools

Students Overall – Grade 4 Literacy


Source:

Improvement at Oakland Heights Elementary

GreatSchools

Students Overall – Grade 4 Math


Source:

George Hall Elementary SchoolMobile, Alabama

• 444 students in grades preK-5– 99% African American

• 99% Low-Income

Alabama Department of Education


Source:

Rapid Improvement

Alabama Department of Education


Source:

What makes these schools so successful?


Source:

In the words of Karin Chenoweth,

In essence, principals in “It’s Being Done” schools set the expectation that every

student will achieve—and then establish the conditions in which that can happen.


Source:

Principals focus teachers and staff on what they can change, rather than what they can’t.

What they can’t change:

Pre-natal care

Low birth-weight

Parental drug use

Neighborhood Crime Rates Karin Chenoweth


Source:

What they can change:

How they use time

Quality of instruction

School environment and atmosphere


Source:

Principals recognize and act on the critical importance of teachers:

They hire carefullyThey assign carefully

Help teachers improve Karin Chenoweth


Source:

Principals make sure teachers focus closely on instruction by:

• Scheduling carefully to permit teacher collaboration and individual instruction.

• Ensuring that curriculum is closely aligned to standards by reviewing lesson plans, assignments, and assessments.

Karin Chenoweth


Source:

To sum up: The leaders in “It’s Being Done” schools expect their teachers to teach and their students to learn and

they create the environment that supports teaching and learning.

http://www.edtrust.org/dc/presentation/how-its-being-done-urgent-lessons

Karin Chenoweth

Recapping Newly Defined Recapping Newly Defined Principal Preparation ProgramsPrincipal Preparation Programs

New Certification Structure designating PK-12 Principal Endorsement

Programs must focus on instruction & school improvement Must meet ISLLC Standards & Strands of Distinguished Principal Rigorous admissions criteria Strengthened content in programs IHE Partnership with PK-12 school(s)/district(s) Institution must commit sufficient resources for program Strengthen internship/residency Common assessments for internship/residency Revised state assessments

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Strengthening Content UnderstandingStrengthening Content Understanding School Law

Special Education Law

Use of technology for administration, teaching, and learning

Social Emotional Learning Standards

Three-Tier Instruction and Intervention Model (curriculum, instruction, and assessment) Designing effective interventions for struggling students in (K-12), and through collaborative work develop and implement a successful system aimed at improved outcomes for all students

Bullying and School Safety

Supervision and Assessment of Supervision and Assessment of ResidencyResidency

Demonstrate comprehensive performance in:

Data analysis

School Improvement

Conducting SIP Process

Conducting Teacher Hiring, Evaluation, Induction, Mentoring of New Teachers, and Professional Development for all Teachers

Conducting School-wide Management of Personnel and Resources

Going Beyond School LeadershipGoing Beyond School Leadership

Leadership is foremost in establishing a culture of teaching and learning in a school. Without it even the best teachers cannot function to their fullest potential. Now that Illinois has developed newly defined expectations for the preparation and ongoing career development of school leaders, it is time to look at how the State prepares its teachers. How can we prepare teachers who will address the needs of “each” child in order to optimize individual learning?

48

Looking at Teaching StandardsLooking at Teaching Standards

Pre-Service Advisory Group (PSAG)

Revised the Illinois Professional Teaching Standards

Focused on “Each Child” rather than “All” Children

Focused on Literacy (Elementary and Secondary)

Focused on needs of Special Education, ELL/Bilingual, Gifted

Combined Language Arts, Technology and Illinois Professional Teacher Standards into one set of standards

Proposed rules will go to Illinois State Board of Education in March, 2010

49

Strengthening the Basic Skills TestStrengthening the Basic Skills Test

Testing Changes

Limit testing to 5 times for any one test - February 2010

Reset higher passing scores on Basic Skills - September 2010

Math 75%

Reading 79%

Language Arts 79%

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Current Illinois InitiativesCurrent Illinois Initiatives

Rule changes to strengthen content for Teachers

Rule changes for endorsements for elementary, middle, and high school teachers

Strengthen testing by reviewing Passing Scores on Content Tests

Redevelop new Assessment of Professional Teaching (APT)

Grade of “C” or above required for all course work for program and endorsements effective February 1, 2012

Secondary Endorsements require 24 s.h. (12 s.h. of upper division) and pass the content test; except science and social studies which is 32 s.h. (12 s.h. in designation)and pass the test-effective February 1, 2012

51

Current Illinois Initiatives, cont.Current Illinois Initiatives, cont.

Groups will be established to review:

Middle Level Certificates

Content Area Standards

Elementary Certification

High School Content Areas-start with Math and Science and followed by others

Elementary Content Area Standards to be strengthened with emphasis on:

Reading

Mathematics

Science

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Working Together to Prepare Working Together to Prepare Illinois Educators for Student SuccessIllinois Educators for Student Success

All Stakeholders Working Together

can Improve Outcomes and Opportunities

for Each and Every Illinois Student.

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Contact InformationContact Information

Linda Tomlinson

Email: [email protected]

Debbie Meisner-Bertauski

Email: [email protected]

54

Resources:Resources:

Available at amazon.com and Harvard Education Press (www.hepg.org)

illinois state board of education illinois board of higher education working together to prepare...

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hjr66 school leader

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