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A Project Sponsored by the McCormick Foundation

Learn about P-12 Principal Certification requirements, internship assessments, and coursework for special needs students. Explore a seamless P-12 paradigm and holistic view of education.

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A Project Sponsored by the McCormick Foundation

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  1. Presentation at the LINC Technical Workshop April 25, 2011 A Project Sponsored by the McCormick Foundation Lisa Hood, LINC Project Director Center for the Study of Education Policy Illinois State University

  2. Welcome & Overview • Agenda • Objectives of the workshop • Learn some essential knowledge and skills that principals should learn related to early childhood education, and programs and services for students with disabilities and English Language Learners • Take away some ideas about how to integrate these 3 content areas into principal preparation programs This is the beginning of the journey, thus this is an introductory workshop on knowledge, skills, and strategies!

  3. New Legislation & Rules • P.A. 096-0903 created a P-12 Principal Certification • Sec. 30.30 d) 1). Each program shall offer curricula that address student learning and school improvement and focus on :1) all grade levels (i.e., preschool through grade 12); 4) all students with specific attention on students with special needs (e.g., students with disabilities, ELL, gifted students, and students in early childhood programs) • Sec. 30.40 a) The internship portion of the program shall be conducted at one or more public or nonpublic schools to enable the candidate to be exposed to and participate in a variety of school leadership situations and settings and 1) consist of the following components: A) Engagement in instructional activities that involve teachers at all grade levels (i.e., preschool through grade 12), including teachers in both general education, special education, bilingual education and gifted education settings

  4. New Legislation & Rules • Sec 30.45 Assessment of the Internship: Assessing candidate knowledge and performance on competencies using the outcomes rubric in 4 assessment areas. • Candidates must achieve “meets the standards” on each competency to successfully complete the internship. • These assessments only apply to candidate performance in the internship—not their performance on class content or in class associated field-based experiences. • Assessment areas 1-3 do not specifically address learning experiences early childhood, special education, or bilingual education, but that does not prohibit their inclusion into the assessment process. • Area 4 specifically assesses candidates performance related to individualized education programs including developing programs for students with disabilities and English Language Learners.

  5. New Legislation & Rules • Sec. 30.50 Coursework requirements • 2) State and federal laws, regulations and case law regarding programs for students with disabilities and English Language Learners • 5) Understanding literacy skills required for student learning that are developmentally appropriate (early literacy through adolescent literacy)… • 6) Understanding numeracy skills and working collaboratively across content areas to improve problem-solving and number sense at all grade levels

  6. P-12 Paradigm • Holistic view of education: The Learning Continuum • An effective learning continuum spans the learning experiences from birth to beyond and ensures continuity in children’s experiences as they move from one care and education setting to another (Hood, Hunt, Okezie-Phillips, 2009). • Alignment across all educational programs and practices should result in a continuum of learning and increased consistency of children’s experiences through integrated curricula, programs, and practices across home, preschool, and school (Ritchie, 2011). • Serving the whole child: • Meeting the physical, social, emotional, cognitive/intellectual, and ethical/spiritual domains of child development (Wooley & Rubin, 2006)

  7. Why a Seamless P-12 System is Important • Research on brain development, child development and developmentally appropriate practices, social/emotional development • Research on achievement gaps • National and international data on student proficiency • Cost-benefit analyses

  8. TableTalk • For the next 10 minutes complete the following sentences as you talk with your tablemates: • I came to this workshop today [purpose/objective]… • To help inform the discussions during this workshop, I bring [describe the special set of knowledge, skills and experiences] … • I think a challenge to redesigning preparation programs, particularly in integrating early childhood, special education, and English Language Learner content will be …

  9. Keynote Speaker “The Role of the Principal in Building and Nurturing a Seamless Continuum of Learning” • Richard Barbacane, National Association of Elementary School Principal’s Professional Outreach Associate • Past-President of the National Association of Elementary School Principals • Former principal in Lancaster, Pennsylvania • Former special education teacher and assistant principal

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