Principal Preparation

1. Principal Preparation Redesign of Preparation Programs Focus on Student Learning and School Improvement

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

3. Goals • Every student will demonstrate academic achievement and be prepared for success after high school. • Every student will be supported by highly prepared and effective teachers and school leaders. • Every school will offer a safe and healthy learning environment for all students.

4. Preparation Builds Upon: Leadership Structure Standards Partnerships Resources Candidate Selection Internships/Residency Effective Assessments

5. Supports and Barriers Related to Structure Development

6. Structure Principal Endorsement PK – 12 Level Teacher Leader Endorsement The District/school will have more flexibility to fill positions such as Dept. Chair, Dean, etc. The Principal and Assistant Principal must hold the Principal Endorsement The Principal Program includes the evaluation component A teacher holding the teacher leader endorsement can take the evaluation component and can qualify to evaluate staff if the teacher chooses—not a part of teacher leader programs

7. Supports and BarriersRelated to Standards

8. Standards Programs must focus on instruction and school improvement—enhanced student learning Programs must meet the Interstate School Leader Licensure Consortium (ISLLC) Standards (revised 2008 version) Strands of Distinguished Principal must be a part of the program

9. 5 Strands Distinguished Principal Creating and Living the Mission, Vision and Beliefs Leading and Managing Change Developing Deep Knowledge about Teaching and Learning Building and Maintaining Collaborative Relationships Building and Sustaining Accountability Systems

10. In Addition to Standards Require a course in School Law Require a course in Special Education Law Require that the “Introduction to Evaluation of Certified Staff” be a component of the program

11. Required Components of ALL Course Work • Each of the following are Required to be infused in ALL course work throughout the program: • RTI • Supervision and Administration of Special Education • Bilingual/English Second Language • Communication Skills for working with parents, Board members, teachers, Superintendent • Establishing strong parental involvement and partnerships • Finance and Budget • Bullying and School Safety • PK through 12 focus

12. Supports and Barriers Related toPartnerships

13. Partnerships Every program must include a partnership with one or more school districts Partnerships can expand to include additional entities Partnerships must have written agreements with focus on collaboration to design programs, internships, candidate selection, etc.

14. Partnerships Defined District/University partnerships is a “group of district and university-based faculty and administrators who collaborate for the purposes of preparing school principals” Functions of Partnership are to: Advise on areas of mutual interest Create a culture of collaboration to co-design, co-implement and co-assess the program Evaluate the effectiveness of the partnership

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

16. Supports and Barriers Related toResources

17. Resources Minimum 2 full time (as defined in the institution’s faculty handbook) faculty for first 25 candidates (must add 1 full time faculty member for each additional 25 candidates Total faculty number is based on the number of program completers No more than 1/3 of candidate experience with curricular program can be taught by any one instructor (excludes clinical) No more than 1/3 taught by faculty who are NOT full time University field supervisors must hold equivalent endorsement (General Administrative or Principal) Adjunct faculty must be engaged in the program

18. Candidate Selection Face to face interviews 4 years teaching experience at completion of program and before entitlement (which could affect timeline for admission) Candidate must hold standard teaching certificate to be certified as principal For Candidates who hold a school service personnel certificate: Must have 4 years of experience on that certificate Must complete additional required course work to support clear understanding of curriculum and instruction (course work will be defined in rules)

19. Candidate Selection -Portfolio Entry level portfolio reflecting the following 7 types of skills required for admission. Each Candidate must provide evidence of: Commitment to support all students achieving high standards of learning; Accomplished classroom instruction; Significant leadership roles in past;

20. Candidate Selection Portfolio Continued Strong communication skills (oral and written); Analytic abilities and dispositions needed to collect and analyze data for school improvement; Demonstrated respect for family and community; and Strong interpersonal skills

21. Supports and Barriers Related to Internships and Residencies

22. Internship/Residency Field Experiences: Multiple experiences across the program in various courses Internship: During the Residency Year, additional minimum 200 hours of clinical hours throughout the Residency Year-must be separate from fields embedded in course work Residency: One year; 12 consecutive months, 4 weeks full-time residency in minimum of 5 day blocks—may or may not be consecutive weeks-must be full weeks

23. Internship/Residency Continued Must have experiences working with all levels of teachers including (all levels of special education) at PK, K, Elementary, Secondary through Internship and/or Residency Must include hiring, supervision, and evaluation of special education teachers through Internship and/or Residency The Internship must include: A minimum of 10 hours working with special education teachers, addressing curriculum needs A minimum of 10 hours involved in IEP Meetings and 504 Plans

24. Internship/Residency Continued The Internship and Residency must include experiences working with: Schools with cultural diversity Schools with economic diversity Pre-School through High School students Parents and school boards (or LSC) and community Partners (Special Education focus)

25. Internship/Residency Continued Require summative assessments Define roles of mentors and supervisors Require a minimum of 4 face to face meetings on site for university supervisor Regular communication with site supervisor and university supervisor Frequent feedback to candidates Require 3 seminars to bring interns/residents together during year

26. Internship/Residency Continued Requirements for Mentor/Site Supervisor Certified and 2 years of successful experience as building principal Supportive of internships opportunities Willingness to work cooperatively and have regular communication with university supervisor Supervise and serve as mentor to candidate

27. Internship/Residency Continued • Limit Number of Candidates Faculty Supervise • Supervision of 12 candidates is equivalent to teaching one 3-4 s.h. course and should be considered when making course assignments (NCATE/State recommends no more than 9 s.h. for full load for graduate level courses) • No supervisor can have more than 36 candidates during any one 12 month period of internship/residency • Supervisor must also hold minimum of 3 seminars during year bringing interns/residents together for collaboration to raise issues related to student learning and school improvement

28. Supervision and Assessment of Residency Demonstrate comprehensive performance in: Data analysis School Improvement Conducting SIP Process Conducting Teacher Hiring, Evaluation, Induction and Mentoring of New Teachers, and Professional Development for all Teachers Conducting School-wide Management of Personnel and Resources

29. Internship/Residency Assessment 1 Demonstrate understanding and performance in data analysis, school improvement, and conducting the SIP process Explain purpose of school improvement plan and its relationship to school vision in live presentation to group of stakeholders Analyze and review data including but not limited to state test results and help identify areas for improvement and interventions

30. Internship/ResidencyAssessment 1 Continued Develop a communication plan and make at least one oral presentation supported by SIP results (presentation will be a part of the communication plan) Gather and examine data to determine progress made on prior interventions

31. Internship/ResidencyAssessment 2 Demonstrate comprehensive understanding and performance in conducting teacher hiring, evaluation, and professional development Participate in the evaluation of a teacher. Write a summary utilizing notes, observations, and student achievement data. Provide examples of interventions and support needed for the non-tenured or struggling teacher.

32. Internship/ResidencyAssessment 2 Continued • Participate in the hiring process including at a minimum: creation of a job description; creation of interview questions and assessment rubric; participation in the interviews for the position; recommendation of the candidate to hire with rationale and data to support the selection; and preparation of letters of rejection for candidates who were not selected.

33. Internship/ResidencyAssessment 2 Continued In conjunction with stakeholders lead in the development and proposal of a complete professional development plan for a school building that would include: Data that led to the development of the plan; Options available for the participants; Reasons that the plan is expected to lead to higher levels of student achievement; and A method for evaluating the plan and its components

34. Internship/Residency Assessment 3 Demonstrate comprehensive understanding and performance in conducting school-wide management of personnel, resources, and systems for adequacy and equity Investigate two areas of the personnel management system that currently exist within your internship school; map that system and all of its components; identify and describe effectiveness and ineffectiveness of the personnel management system; and provide recommendations for improvement of the areas that are ineffective.

35. Internship/Residency Assessment 3 Continued • Review the school’s budget and other school resources with your internship principal. Detail: • How resources are typically used; • How to evaluate for adequacy; • How to assess for effectiveness and efficiency; • Recommendations for improvement; and • Address the impact of the budget on the following subgroups special education, ELL, and low socio-economic students.

36. Internship/Residency Assessment 3 Continued State the mission of the school. Determine and map out the different systems that exist within the school to fulfill the school’s mission (i.e. discipline plan and system; attendance system; maintenance system; transportation, etc.). Delineate two of these systems; create a rating tool that can be used to rate the systems from excellent to needs improvement. Finally, develop recommendations for improvement of aspects of systems that need improvement and report the findings to your internship principal.

37. Internship/Residency Continued University Responsibilities Provide guidance on being effective site supervisor Define roles and responsibilities of candidate, site supervisor, and university supervisor Define how the university will communicate with site supervisor and candidate Define how candidate will be assessed Define expected competencies

38. Supports and Barriers Related to Assessments

39. Assessments Revise current state test with performance based test based on ISLLC standards Require both formative and summative assessments involving student and program assessments Assessments should link to Master Principal Programs must demonstrate specific examples of how data from formative assessments and summative assessments are used to improve candidates’ abilities Assessments must address PK-12, special education, ELL/ESL

40. So, What Does All This MeanforHigher Education?Current Principals?Future Principals?

41. Higher Education: Redesign Programs All programs will be required to be redesigned All programs will be required to go before the State Teacher Certification Board for approval All programs being presented to the State Teacher Certification Board will be required to submit using the New Program Format Programs not approved or not submitted will have an ending date and will not be able to entitle new school leaders/administrators 51% of program, exclusive of field, clinical, and residency, must be face-to-face

42. Higher Education Continued Programs will need to document how they related to the Conceptual Framework of the institution Reflect how instructional delivery models are based upon research and best practices Note whether programs are designed for full-time candidates or part-time candidates and address any differences Note expected duration of program, total credit hours for completion, and if any degree, what is awarded at completion

43. Higher Education Continued Program will be required to indicate admission selection process Program will focus on effective teaching and learning, commitment to equity, and diversity Programs must provide evidence of resources to support program, including number of full time faculty

44. Higher Education Continued Programs must submit: Completed course syllabi MOU with Partners Description of how partners were involved with redesign of program and how will continue to be involved Description of partnership agreements with schools serving candidates in fields, clinical, and residency Institutional commitment to full-time faculty lines and filling new positions if needed

45. Higher Education Continued If Adjunct or part-time faculty are used, program must provide evidence of how this faculty will be continuously engaged in work of program (assessments and revisions) Program will include names of individuals involved in instructional delivery, advising, and field supervision (full, part-time, adjuncts) Program will include academic qualifications, experience in public schools, roles to be filled by each faculty member

46. Higher Education Continued Description of assessments and rubrics to be used to assess candidate Other information as requested by ISBE or the State Teacher Certification Board Programs will keep the State Teacher Certification Board informed of any changes in numbers of candidates in program, change in faculty from approved program, or change in resources

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

48. Future Principals Will be required to complete new programs and receive new endorsement once goes into effect (2013 or before, tentatively) Will be required to pass new assessments Programs will prepare leaders at the PK-12 level rather than K-12 level Programs will focus on instruction and school improvement

49. Where Do We Go From Here? We will present redesign to original Task Force in March We will begin working on rules for some changes We will develop a Time-Line for changes We will work with structure changes which require legislation, next year Meet with higher education institutions to address questions about redesigning program and going before the Certification Board for program approval

50. Thank you! Your assistance with helping us redesign the preparation of school leaders is greatly appreciated.