principal preparation redesign of preparation programs focus on student learning and school...

Principal PreparationPrincipal Preparation

Redesign of Preparation Redesign of Preparation Programs Focus on Student Programs Focus on Student

Learning andLearning and

School ImprovementSchool Improvement

Mission StatementMission Statement

The Illinois State board of Education will The Illinois State board of Education will provide leadership, assistance, resources provide leadership, assistance, resources and advocacy so that every student is and advocacy so that every student is prepared to succeed in careers and prepared to succeed in careers and postsecondary education, and share postsecondary education, and share accountability for doing so with districts accountability for doing so with districts and schools.and schools.

GoalsGoals

1.1. Every student will demonstrate academic Every student will demonstrate academic achievement and be prepared for achievement and be prepared for success after high school.success after high school.

2.2. Every student will be supported by Every student will be supported by highly prepared and effective teachers highly prepared and effective teachers and school leaders.and school leaders.

3.3. Every school will offer a safe and healthy Every school will offer a safe and healthy learning environment for all students.learning environment for all students.

Preparation Builds Upon:Preparation Builds Upon:

Leadership StructureLeadership Structure StandardsStandards PartnershipsPartnerships ResourcesResources Candidate SelectionCandidate Selection Internships/ResidencyInternships/Residency Effective AssessmentsEffective Assessments

Supports and BarriersSupports and Barriers Related to Related to

Structure Development Structure Development

StructureStructure

Principal Endorsement Principal Endorsement PK – 12 LevelPK – 12 Level

Teacher Leader EndorsementTeacher Leader Endorsement The District/school will have more flexibility to fill The District/school will have more flexibility to fill

positions such as Dept. Chair, Dean, etc. positions such as Dept. Chair, Dean, etc. The Principal and Assistant Principal must hold the The Principal and Assistant Principal must hold the

Principal EndorsementPrincipal EndorsementThe Principal Program includes the evaluation componentThe Principal Program includes the evaluation componentA teacher holding the teacher leader endorsement can take A teacher holding the teacher leader endorsement can take

the evaluation component and can qualify to evaluate the evaluation component and can qualify to evaluate staff if the teacher chooses—not a part of teacher leader staff if the teacher chooses—not a part of teacher leader programsprograms

Supports and BarriersSupports and BarriersRelated to Related to StandardsStandards

StandardsStandards

Programs must focus on instruction and Programs must focus on instruction and school improvement—enhanced student school improvement—enhanced student learninglearning

Programs must meet the Interstate School Programs must meet the Interstate School Leader Licensure Consortium (ISLLC) Leader Licensure Consortium (ISLLC) Standards (revised 2008 version)Standards (revised 2008 version)

Strands of Distinguished Principal must be Strands of Distinguished Principal must be a part of the programa part of the program

5 Strands Distinguished 5 Strands Distinguished PrincipalPrincipal

1.1. Creating and Living the Mission, Vision Creating and Living the Mission, Vision and Beliefsand Beliefs

2.2. Leading and Managing ChangeLeading and Managing Change3.3. Developing Deep Knowledge about Developing Deep Knowledge about

Teaching and LearningTeaching and Learning4.4. Building and Maintaining Collaborative Building and Maintaining Collaborative

RelationshipsRelationships5.5. Building and Sustaining Accountability Building and Sustaining Accountability

SystemsSystems

In Addition to StandardsIn Addition to Standards

Require a course in School LawRequire a course in School Law Require a course in Special Education LawRequire a course in Special Education Law Require that the “Introduction to Evaluation Require that the “Introduction to Evaluation

of Certified Staff” be a component of the of Certified Staff” be a component of the program program

Required Components of ALL Required Components of ALL Course WorkCourse Work

Each of the following are Required to be Each of the following are Required to be infused in infused in ALLALL course work throughout the course work throughout the program:program:1.1. RTIRTI2.2. Supervision and Administration of Special EducationSupervision and Administration of Special Education3.3. Bilingual/English Second LanguageBilingual/English Second Language4.4. Communication Skills for working with parents, Communication Skills for working with parents,

Board members, teachers, SuperintendentBoard members, teachers, Superintendent5.5. Establishing strong parental involvement and Establishing strong parental involvement and

partnershipspartnerships6.6. Finance and BudgetFinance and Budget7.7. Bullying and School SafetyBullying and School Safety8.8. PK through 12 focusPK through 12 focus

Supports and Barriers Supports and Barriers Related toRelated to

PartnershipsPartnerships

PartnershipsPartnerships

Every program must include a partnership Every program must include a partnership with one or more school districtswith one or more school districts

Partnerships can expand to include Partnerships can expand to include additional entitiesadditional entities

Partnerships must have written Partnerships must have written agreements with focus on collaboration to agreements with focus on collaboration to design programs, internships, candidate design programs, internships, candidate selection, etc.selection, etc.

Partnerships DefinedPartnerships Defined District/University partnerships is a “group District/University partnerships is a “group

of district and university-based faculty and of district and university-based faculty and administrators who collaborate for the administrators who collaborate for the purposes of preparing school principals”purposes of preparing school principals”

Functions of Partnership are to:Functions of Partnership are to: Advise on areas of mutual interestAdvise on areas of mutual interest Create a culture of collaboration to co-design, Create a culture of collaboration to co-design,

co-implement and co-assess the programco-implement and co-assess the program Evaluate the effectiveness of the partnershipEvaluate the effectiveness of the partnership

Partnerships ContinuedPartnerships Continued

Programs are also encouraged to form Programs are also encouraged to form partnerships with regional and/or partnerships with regional and/or professional associations (IPA, ROEs, professional associations (IPA, ROEs, Unions, etc) to assist on selection of Unions, etc) to assist on selection of candidates for programs, redesign, candidates for programs, redesign, internships, and assessmentsinternships, and assessments

Supports and Barriers Supports and Barriers Related toRelated toResourcesResources

ResourcesResources

Minimum 2 full time (as defined in the institution’s faculty Minimum 2 full time (as defined in the institution’s faculty handbook) faculty for first 25 candidates (must add 1 full handbook) faculty for first 25 candidates (must add 1 full time faculty member for each additional 25 candidatestime faculty member for each additional 25 candidates

Total faculty number is based on the number of Total faculty number is based on the number of program completers program completers

No more than 1/3 of candidate experience with curricular No more than 1/3 of candidate experience with curricular program can be taught by any one instructor (excludes program can be taught by any one instructor (excludes clinical)clinical)

No more than 1/3 taught by faculty who are NOT full timeNo more than 1/3 taught by faculty who are NOT full time University field supervisors must hold equivalent University field supervisors must hold equivalent

endorsement (General Administrative or Principal)endorsement (General Administrative or Principal) Adjunct faculty must be engaged in the programAdjunct faculty must be engaged in the program

Candidate SelectionCandidate Selection

Face to face interviewsFace to face interviews 4 years teaching experience at completion of 4 years teaching experience at completion of

program and before entitlement (which could affect program and before entitlement (which could affect timeline for admission)timeline for admission)

Candidate must hold standard teaching certificate Candidate must hold standard teaching certificate to be certified as principalto be certified as principal

For Candidates who hold a school service For Candidates who hold a school service personnel certificate:personnel certificate: Must have 4 years of experience on that certificateMust have 4 years of experience on that certificate Must complete additional required course work to Must complete additional required course work to

support clear understanding of curriculum and support clear understanding of curriculum and instruction (course work will be defined in rules)instruction (course work will be defined in rules)

Candidate Selection -PortfolioCandidate Selection -Portfolio

Entry level portfolio reflecting the following 7 Entry level portfolio reflecting the following 7 types of skills required for admission.types of skills required for admission.

Each Candidate must provide evidence of:Each Candidate must provide evidence of:

1.1. Commitment to support all students Commitment to support all students achieving high standards of learning;achieving high standards of learning;

2.2. Accomplished classroom instruction;Accomplished classroom instruction;

3.3. Significant leadership roles in past;Significant leadership roles in past;

Candidate Selection Portfolio Candidate Selection Portfolio ContinuedContinued

4.4. Strong communication skills (oral and Strong communication skills (oral and written);written);

5.5. Analytic abilities and dispositions needed Analytic abilities and dispositions needed to collect and analyze data for school to collect and analyze data for school improvement;improvement;

6.6. Demonstrated respect for family and Demonstrated respect for family and community; andcommunity; and

7.7. Strong interpersonal skillsStrong interpersonal skills

Supports and Barriers Supports and Barriers Related to Related to

Internships and ResidenciesInternships and Residencies

Internship/ResidencyInternship/Residency

Field Experiences: Multiple experiences across Field Experiences: Multiple experiences across the program in various coursesthe program in various courses

Internship: During the Residency Year, Internship: During the Residency Year, additionaladditional minimum 200 hours of clinical hours minimum 200 hours of clinical hours throughout the Residency Year-must be throughout the Residency Year-must be separate from fields embedded in course workseparate from fields embedded in course work

Residency: One year; 12 consecutive months, 4 Residency: One year; 12 consecutive months, 4 weeks full-time residency in minimum of 5 day weeks full-time residency in minimum of 5 day blocks—may or may not be consecutive weeks-blocks—may or may not be consecutive weeks-must be full weeksmust be full weeks

Internship/Residency ContinuedInternship/Residency Continued Must have experiences working with all levels of Must have experiences working with all levels of

teachers including (all levels of special teachers including (all levels of special education) at PK, K, Elementary, Secondary education) at PK, K, Elementary, Secondary through Internship and/or Residencythrough Internship and/or Residency

Must include hiring, supervision, and evaluation Must include hiring, supervision, and evaluation of special education teachers through Internship of special education teachers through Internship and/or Residencyand/or Residency

The Internship must include:The Internship must include: A minimum of 10 hours working with special A minimum of 10 hours working with special

education teachers, addressing curriculum needseducation teachers, addressing curriculum needs A minimum of 10 hours involved in IEP Meetings A minimum of 10 hours involved in IEP Meetings

and 504 Plansand 504 Plans

Internship/Residency ContinuedInternship/Residency Continued

The Internship and Residency must include The Internship and Residency must include experiences working with:experiences working with:

Schools with cultural diversitySchools with cultural diversity Schools with economic diversitySchools with economic diversity Pre-School through High School studentsPre-School through High School students Parents and school boards (or LSC) and Parents and school boards (or LSC) and

community Partners (Special Education community Partners (Special Education focus)focus)


Require summative assessmentsRequire summative assessments Define roles of mentors and supervisorsDefine roles of mentors and supervisors Require a minimum of Require a minimum of 44 face to face meetings face to face meetings

on site for university supervisoron site for university supervisor Regular communication with site supervisor and Regular communication with site supervisor and

university supervisoruniversity supervisor Frequent feedback to candidatesFrequent feedback to candidates Require 3 seminars to bring interns/residents Require 3 seminars to bring interns/residents

together during yeartogether during year


Requirements for Mentor/Site SupervisorRequirements for Mentor/Site Supervisor Certified and 2 years of successful experience Certified and 2 years of successful experience

as building principalas building principal Supportive of internships opportunitiesSupportive of internships opportunities Willingness to work cooperatively and have Willingness to work cooperatively and have

regular communication with university regular communication with university supervisorsupervisor

Supervise and serve as mentor to candidateSupervise and serve as mentor to candidate


Limit Number of Candidates Faculty SuperviseLimit Number of Candidates Faculty Supervise Supervision of 12 candidates is equivalent to teaching Supervision of 12 candidates is equivalent to teaching

one 3-4 s.h. course and should be considered when one 3-4 s.h. course and should be considered when making course assignments (NCATE/State making course assignments (NCATE/State recommends no more than 9 s.h. for full load for recommends no more than 9 s.h. for full load for graduate level courses)graduate level courses)

No supervisor can have more than 36 candidates No supervisor can have more than 36 candidates during any one 12 month period of during any one 12 month period of internship/residencyinternship/residency

Supervisor must also hold minimum of 3 seminars Supervisor must also hold minimum of 3 seminars during year bringing interns/residents together for during year bringing interns/residents together for collaboration to raise issues related to student collaboration to raise issues related to student learning and school improvementlearning and school improvement

Supervision and Assessment of Supervision and Assessment of ResidencyResidency

Demonstrate comprehensive performance in:Demonstrate comprehensive performance in: Data analysisData analysis School ImprovementSchool Improvement Conducting SIP ProcessConducting SIP Process Conducting Teacher Hiring, Evaluation, Conducting Teacher Hiring, Evaluation,

Induction and Mentoring of New Teachers, and Induction and Mentoring of New Teachers, and Professional Development for all TeachersProfessional Development for all Teachers

Conducting School-wide Management of Conducting School-wide Management of Personnel and ResourcesPersonnel and Resources

Internship/Residency Assessment 1Internship/Residency Assessment 1

Demonstrate understanding and Demonstrate understanding and performance in data analysis, school performance in data analysis, school improvement, and conducting the SIP improvement, and conducting the SIP processprocess Explain purpose of school improvement plan Explain purpose of school improvement plan

and its relationship to school vision in live and its relationship to school vision in live presentation to group of stakeholderspresentation to group of stakeholders

Analyze and review data including but not Analyze and review data including but not limited to state test results and help identify limited to state test results and help identify areas for improvement and interventionsareas for improvement and interventions

Internship/ResidencyInternship/ResidencyAssessment 1 ContinuedAssessment 1 Continued

Develop a communication plan and make at Develop a communication plan and make at least one oral presentation supported by SIP least one oral presentation supported by SIP results (presentation will be a part of the results (presentation will be a part of the communication plan)communication plan)

Gather and examine data to determine Gather and examine data to determine progress made on prior interventionsprogress made on prior interventions

Internship/ResidencyInternship/ResidencyAssessment 2Assessment 2

Demonstrate comprehensive understanding and Demonstrate comprehensive understanding and performance in conducting teacher hiring, performance in conducting teacher hiring, evaluation, and professional developmentevaluation, and professional development Participate in the evaluation of a teacher. Write Participate in the evaluation of a teacher. Write

a summary utilizing notes, observations, and a summary utilizing notes, observations, and student achievement data. Provide examples student achievement data. Provide examples of interventions and support needed for the of interventions and support needed for the non-tenured or struggling teacher.non-tenured or struggling teacher.


Participate in the hiring process including at a Participate in the hiring process including at a minimum: creation of a job description; minimum: creation of a job description; creation of interview questions and creation of interview questions and assessment rubric; participation in the assessment rubric; participation in the interviews for the position; recommendation of interviews for the position; recommendation of the candidate to hire with rationale and data the candidate to hire with rationale and data to support the selection; and preparation of to support the selection; and preparation of letters of rejection for candidates who were letters of rejection for candidates who were not selected.not selected.


In conjunction with stakeholders lead in the In conjunction with stakeholders lead in the development and proposal of a complete development and proposal of a complete professional development plan for a school professional development plan for a school building that would include: building that would include: Data that led to the development of the plan;Data that led to the development of the plan;Options available for the participants;Options available for the participants; Reasons that the plan is expected to lead to Reasons that the plan is expected to lead to

higher levels of student achievement;higher levels of student achievement; and and

A method for evaluating the plan and its A method for evaluating the plan and its componentscomponents

Internship/Residency Internship/Residency Assessment 3Assessment 3

Demonstrate comprehensive understanding and Demonstrate comprehensive understanding and performance in conducting school-wide performance in conducting school-wide management of personnel, resources, and systems management of personnel, resources, and systems for adequacy and equityfor adequacy and equity Investigate two areas of the personnel Investigate two areas of the personnel

management system that currently exist within management system that currently exist within your internship school; your internship school; map that system and all of its components;map that system and all of its components; identify and describe effectiveness and ineffectiveness identify and describe effectiveness and ineffectiveness

of the personnel management system; and of the personnel management system; and provide recommendations for improvement of the areas provide recommendations for improvement of the areas

that are ineffective.that are ineffective.

Internship/Residency Internship/Residency Assessment 3 ContinuedAssessment 3 Continued

Review the school’s budget and other Review the school’s budget and other school resources with your internship school resources with your internship principal. Detail:principal. Detail: How resources are typically used; How resources are typically used; How to evaluate for adequacy; How to evaluate for adequacy; How to assess for effectiveness and efficiency; How to assess for effectiveness and efficiency; Recommendations for improvement; and Recommendations for improvement; and Address the impact of the budget on the Address the impact of the budget on the

following subgroups special education, ELL, following subgroups special education, ELL, and low socio-economic students. and low socio-economic students.

Internship/Residency Assessment Internship/Residency Assessment 3 Continued3 Continued

State the mission of the school. State the mission of the school. Determine and map out the different systems that Determine and map out the different systems that

exist within the school to fulfill the school’s exist within the school to fulfill the school’s mission (i.e. discipline plan and system; mission (i.e. discipline plan and system; attendance system; maintenance system; attendance system; maintenance system; transportation, etc.). transportation, etc.).

Delineate two of these systems; create a rating Delineate two of these systems; create a rating tool that can be used to rate the systems from tool that can be used to rate the systems from excellent to needs improvement. excellent to needs improvement.

Finally, develop recommendations for Finally, develop recommendations for improvement of aspects of systems that need improvement of aspects of systems that need improvement and report the findings to your improvement and report the findings to your internship principal.internship principal.


University ResponsibilitiesUniversity Responsibilities Provide guidance on being effective site Provide guidance on being effective site

supervisorsupervisor Define roles and responsibilities of candidate, Define roles and responsibilities of candidate,

site supervisor, and university supervisorsite supervisor, and university supervisor Define how the university will communicate Define how the university will communicate

with site supervisor and candidatewith site supervisor and candidate Define how candidate will be assessedDefine how candidate will be assessed Define expected competenciesDefine expected competencies

Supports and Barriers Supports and Barriers Related to Related to

AssessmentsAssessments

AssessmentsAssessments Revise current state test with performance Revise current state test with performance

based test based on ISLLC standardsbased test based on ISLLC standards Require both formative and summative Require both formative and summative

assessments involving student and program assessments involving student and program assessmentsassessments

Assessments should link to Master PrincipalAssessments should link to Master Principal Programs must demonstrate specific examples Programs must demonstrate specific examples

of how data from formative assessments and of how data from formative assessments and summative assessments are used to improve summative assessments are used to improve candidates’ abilitiescandidates’ abilities

Assessments must address PK-12, special Assessments must address PK-12, special education, ELL/ESLeducation, ELL/ESL

So, What Does All This MeanSo, What Does All This Meanforfor

Higher Education?Higher Education?Current Principals?Current Principals?Future Principals?Future Principals?

Higher Education: Redesign Higher Education: Redesign ProgramsPrograms

All programs will be required to be redesigned All programs will be required to be redesigned All programs will be required to go before the All programs will be required to go before the

State Teacher Certification Board for approvalState Teacher Certification Board for approval All programs being presented to the State All programs being presented to the State

Teacher Certification Board will be required to Teacher Certification Board will be required to submit using the New Program Formatsubmit using the New Program Format

Programs not approved or not submitted will Programs not approved or not submitted will have an ending date and will not be able to have an ending date and will not be able to entitle new school leaders/administratorsentitle new school leaders/administrators

51% of program, exclusive of field, clinical, and 51% of program, exclusive of field, clinical, and residency, must be face-to-faceresidency, must be face-to-face

Higher Education ContinuedHigher Education Continued

Programs will need to document how they Programs will need to document how they related to the Conceptual Framework of the related to the Conceptual Framework of the institutioninstitution

Reflect how instructional delivery models are Reflect how instructional delivery models are based upon research and best practicesbased upon research and best practices

Note whether programs are designed for full-Note whether programs are designed for full-time candidates or part-time candidates and time candidates or part-time candidates and address any differencesaddress any differences

Note expected duration of program, total credit Note expected duration of program, total credit hours for completion, and if any degree, what is hours for completion, and if any degree, what is awarded at completionawarded at completion


Program will be required to indicate Program will be required to indicate admission selection processadmission selection process

Program will focus on effective teaching Program will focus on effective teaching and learning, commitment to equity, and and learning, commitment to equity, and diversitydiversity

Programs must provide evidence of Programs must provide evidence of resources to support program, including resources to support program, including number of full time facultynumber of full time faculty


Programs must submit:Programs must submit: Completed course syllabiCompleted course syllabi MOU with PartnersMOU with Partners Description of how partners were involved with Description of how partners were involved with

redesign of program and how will continue to redesign of program and how will continue to be involvedbe involved

Description of partnership agreements with Description of partnership agreements with schools serving candidates in fields, clinical, schools serving candidates in fields, clinical, and residencyand residency

Institutional commitment to full-time faculty Institutional commitment to full-time faculty lines and filling new positions if neededlines and filling new positions if needed

Higher Education ContinuedHigher Education Continued If Adjunct or part-time faculty are used, program If Adjunct or part-time faculty are used, program

must provide evidence of how this faculty will be must provide evidence of how this faculty will be continuously engaged in work of program continuously engaged in work of program (assessments and revisions)(assessments and revisions)

Program will include names of individuals Program will include names of individuals involved in instructional delivery, advising, and involved in instructional delivery, advising, and field supervision (full, part-time, adjuncts)field supervision (full, part-time, adjuncts)

Program will include academic qualifications, Program will include academic qualifications, experience in public schools, roles to be filled by experience in public schools, roles to be filled by each faculty membereach faculty member


Description of assessments and rubrics to Description of assessments and rubrics to be used to assess candidatebe used to assess candidate

Other information as requested by ISBE or Other information as requested by ISBE or the State Teacher Certification Boardthe State Teacher Certification Board

Programs will keep the State Teacher Programs will keep the State Teacher Certification Board informed of any Certification Board informed of any changes in numbers of candidates in changes in numbers of candidates in program, change in faculty from approved program, change in faculty from approved program, or change in resourcesprogram, or change in resources

Current PrincipalsCurrent Principals

Those holding General Administrative Those holding General Administrative Endorsements will continue to hold the Endorsements will continue to hold the General Administrative Endorsement and General Administrative Endorsement and be able to continue serving as Principals. be able to continue serving as Principals. They are “Grandfathered” to serve as They are “Grandfathered” to serve as Principals at the K-12 level and will be Principals at the K-12 level and will be required to keep endorsement currentrequired to keep endorsement current

Future PrincipalsFuture Principals

Will be required to complete new Will be required to complete new programs and receive new endorsement programs and receive new endorsement once goes into effect (2013 or before, once goes into effect (2013 or before, tentatively)tentatively)

Will be required to pass new assessmentsWill be required to pass new assessments Programs will prepare leaders at the PK-Programs will prepare leaders at the PK-

12 level rather than K-12 level12 level rather than K-12 level Programs will focus on instruction and Programs will focus on instruction and

school improvementschool improvement

Where Do We Go From Here?Where Do We Go From Here?

We will present redesign to original Task Force We will present redesign to original Task Force in Marchin March

We will begin working on rules for some We will begin working on rules for some changeschanges

We will develop a Time-Line for changesWe will develop a Time-Line for changes We will work with structure changes which We will work with structure changes which

require legislation, next yearrequire legislation, next year Meet with higher education institutions to Meet with higher education institutions to

address questions about redesigning program address questions about redesigning program and going before the Certification Board for and going before the Certification Board for program approvalprogram approval

Thank you!Thank you!

Your assistance with helping us Your assistance with helping us redesign the preparation of school redesign the preparation of school

leaders is greatly appreciated.leaders is greatly appreciated.

principal preparation redesign of preparation programs focus on student learning and school...

Documents

school lawrequire

school safetypk

school leaders

school districtspartnerships

high school

assistant principal

goalsevery student

evaluation componenta