Overview of the LINC Continuous Improvement Process

1. Overview of the LINC Continuous Improvement Process Funded by the McCormick Foundation Joe Pacha, Center for the Study of Education Policy

2. Project History • In 2012, CSEP issued an RFP for programs interested in being a part of this grant. • 5 programs submitted proposals (Loyola University, New Leaders for New Schools, Southern Illinois University at Edwardsville, North Central College, and University of Illinois at Urbana-Champaign) • Western Illinois University came on as another university during Year 2 of the grant • The primary purpose of this project was to build the capacity of participant programs to continuously evaluate and improve the progress of their principal preparation programs in achieving the new ISBE/IBHE standards.

3. Grant Project Objectives • Alignment of current data and creation of needed data sources to continuously inform the continuous evaluation plan process; • Coaching, technical assistance, tools to inform the continuous improvement process; meeting facilitation; timeline planning; data analysis; and assistance in the change process to move from current plans to a continuous improvement evaluation planning process; • Collaboration with the Illinois State Board of Education to provide input to the annual reporting process and requirements for Principal Preparation Programs.

4. What this project was NOT: • Center staff and the evaluation coaches were not conducting an evaluation of the programs that choose to participate • However, we wanted to capitalize on the early implementation of the programs to enhance program staff’s efforts to track the quality and effectiveness of their programs and develop a comprehensive continuous improvement process that could serve as a local and national model.

5. Areas of Assistance • As a result of this grant, programs received technical assistance by helping them build the capacity to continuously collect data to help program faculty make ongoing program improvements. • Selected program participants in the project were provided with assistance of the following: • Tools to inform the evaluation process • Technical assistance • Meeting facilitation • Timeline planning • Data analysis • Reporting framework

6. Principal Preparation Program Continuous Improvement Process (PPPCIP) • Admissions Process 4. Candidates’ Success in the Field 2. Program Coursework 3. Program Internship

7. Short Term - Preparation Program Admissions Process (#1): • Plan– create the recruitment processes; admissions processes; initiation processes; etc…for this first step of the program • Do – collect data to understand how each of these processes is working… • Study – the data from each of the processes for improvement • Act – based on the data, make changes to the processes and until they become internalized

8. Medium Term – Preparation Program Coursework Processes (#2): • Plan– create/rewrite program coursework; align coursework to standards; align assessments of each course to the standards and to the internship assessments; prepare and implement training for multiple faculty who teach the same courses for continuity of programming and assessments; etc… • Do – collect data from each course’s assessments to understand how each course is contributing to the candidates’ knowledge and skills to attain the course assessments in preparation for the internship… • Study – the data from each of the course’s for course improvement and alignment to the standards and internship assessments • Act – based on the data, make changes to the courses, alignments, and work to internalize the changes

9. Medium Term – Preparation Program Internship Process (#3): • Plan– create/rewrite internship assessments and assignments; align assessments to standards; prepare and implement training for candidates, mentor principals, and faculty supervisors for continuity of programming and assessments; etc… • Do – collect data from each internship assessment to understand how each candidate is demonstrating knowledge and skills from the coursework; ability to meet the standards of the internship; and, ability to perform as a principal in the field. Collect data on mentor supervisors and mentor principals to inform these processes. • Study – the data from each of the internship assessments to understand the preparation of candidates to be able to meet the internship standards and be prepared to perform in the field as a principal. • Act – based on the data, make changes to courses, alignments, assessments, internship processes, and work to internalize the changes

10. Long-Term – Preparation Program Candidates’ Successes in the Field (#4): • Plan– create the processes to track successful candidates as they begin work in the field; • Do – collect data to understand how each of the successful candidates are providing for successful student achievement in the schools they are leading… • Study – the data from each of the candidates working the field for improvement or admissions, coursework, and internship processes; • Act – based on the data, make changes to the processes and until they become internalized

11. Today’s Agenda • Celebrate the wonderful successes of the program participants • Learn about the successes of the program participants • Discuss with program participants • Listen to program candidates discuss and talk about their experiences in the new designed programs • Gather additional leadership tools to use in your program’s quest for quality improvement

12. Have a Great Day of Learning!