Engaging District Partners for Long-Term Change

1. LINC P-12 Principal Preparation Symposium Thursday April 18th, 2013Session 2: “Change”Engaging District Partners to Impact & Sustain Long Term Change

2. Engaging District Partners to Impact and Sustain Long Term Change Introductions Kristine Servais Kellie Sanders Monica Vuksanovich

3. Goals for this session To identify the challenges of efficient and effective change, particularly as it relates to higher education To identify changes that occurred at NCC as a result of the State changes in principal preparation and LINC To apply lessons from LINC to practicing principals and assistant principals To provide a comprehensive application from the LINC experience for English Language Learners To share materials and lessons learned from the NCC LINC experience

4. How Can Principal Preparation Programs Address, Impact, and Sustain Change? Consider the common challenges we face when trying to make and sustain change.

5. NCC Factors that Impacted Change 1.Changes in Department Leadership 2. Efforts to Increase Involvement by School Partners 3. New thinking--Introduction of an “Entry course” to determine career tracks in leadership 4. The Burden and Benefits of Increased Communication

6. Why Involving School Partners is Essential! Joseph Raelin: Creating Leaderful Organizations: How to bring out leadership in everyone. Parable by John Kotter: Our Iceberg is Melting: Changing and Succeeding Under Any Conditions

7. Joseph Raelin ModelThe 4 C’s Four tenants that increase leadership capacity and organizational success: Leadership that is collaborative, collective, concurrent, and compassionate.

8. Successful Change requires:(as applied to principal preparation and partnerships) • Create a sense of urgency • Pull together a team • Develop a Change Vision and Strategy • Communicate for Understanding and Buy In • Empower Other to Act • Produce Short Term Wins • Don’t let Up • Create a New Culture

9. LINC and Partnership Outcomes New Program Entry: Leadership for the 21st Century (See LINC artifacts) Discounted Tuition for School Partners NCC Curriculum Embedded with ELL, Education for Students with Disabilities, and Early Childhood Adoption of New Textbooks-ELL New Partner Relationships…High Maintenance. Workshops for Pre-service and School Leaders (see LINC artifacts) Collaborative Leadership Continued in Department

10. Formula for Building School Partnerships Time Spent on Relationship Building + Common Values + Shared Decision Making= Emerging Partnerships

11. Challenges to the new principal preparation requirements-A View from the Principal • A cold day in hell…Many current admin. have had these same thoughts • Will this process create a principal shortage? • How will principals be better qualified? • How can we address push back from superintendents and district administrators?

12. Administrator’s Academy: Building a Continuum of Learning: Early Childhood, ELL, and Special Education Purpose: This Administrative Academy is designed for principals and assistant principals who wish to improve knowledge and performance in developing a successful continuum for early childhood, English Language learners, and learners with special needs. The session will include new Illinois state requirements and strategies for school leaders to provide effective learning experiences for all students. Participants will leave with practical ideas to implement, evidence of his/her leadership competencies, and professional development. Reference: The Courage to Grow: Leading with Intentionality Objectives/Participants will be able to: 1. Provide an overview and understanding of new leadership requirements in Early Childhood, ELL, and Special Education. 2. Identify the role of the instructional leader to increase teacher understanding of Early Childhood, ELL, and Special Education through effective professional development. 3. Identify activities leaders can use to demonstrate competencies in Early Childhood, ELL, and Special Education.

13. Administrator’s Academy: Building a Continuum of Learning: Early Childhood, ELL, and Special Education Program Overview I. Discuss the New Illinois Principal Requirements and Impact on School Leaders A. Continuum for Learning: Early Childhood, English Language Learners, and Special Needs B. Evidence of Leadership Competencies using the Principal Evaluation Standards II. Identify what school leaders need to know and be able to do in a Continuum for Learning A. Early Childhood? English Language Learners? Special Needs?

14. Administrator’s Academy: Building a Continuum of Learning: Early Childhood, ELL, and Special Education III. What should teachers know and be able to do in a Continuum for Learning? A. Identify professional development strategies for instructional leaders to develop teachers who are able to contribute to a Continuum for Learning; Develop a Professional Development Plan IV. Identify evidence school leaders could/should have to show evidence of knowledge and competency in a Continuum for Learning for all students Note: Page 176 highlights some professional development activities that will be shared at the academy as a means to engage teachers and administrators in the learning process.

15. The LINC Process (Monica) • Why get involved? • What worked best in the two year process? • What do I bring to the table? • Development of the ELL “template” • Self reflection-Am I a leader? • What is next? • Bridge Higher Ed and area schools – Upcoming ELL program for pre-service teachers (handout) *Toolkit examples/references (ELL Template)

16. The Process Guided by Public Law 096-0903, Section 30.45 (the “Super 7”), the “Standards”, and our “Key Questions” • Committee meetings • Research & revisions • “Virtual” meetings • Research & revisions • “Social” meetings • Meeting over dinner • Email correspondence • Research & revisions • On-going additions and revisions

17. The Product Draft table of contents in Fall 2012… Continuous evolution of support materials and ideas for principal preparation programs.

18. The Content Key Questions • What do principals need to know about ELL? • ELL/ Leadership texts & online resources • Using NCC existing courses as templates • Standards and Frameworks Frameworks Sample Courses Resources

19. Toolkit- Part 1 Key Questions • What do principals need to know about ELL?

20. What should a principal know? Broad Administrative Knowledge of ELLs ELL Specialized Knowledge Curriculum Instruction Classroom Management Professional Development Special Education, Incl Gifted & Magnet Assessment ELL Ed Policy – New Initiatives and State/Fed Mandates Family / Community Engagement Specialist Services Adapted from Hernandez, Reyna (2011)

21. Toolkit- Part 2 • Standards and Frameworks Frameworks Resources

22. Frameworks and Standards Links to: ELL Standards: TESOL, WIDA, IL-ELP ISLLC Standards CCSS Standards ELPD Framework and CCSSO crosswalk from Sept 2012 WIDA and Common Core alignment study from 2012 (page 149 of our Toolkit)

23. Toolkit- Part 3 • ELL/ Leadership texts & online resources Resources

24. Resources Resources for integrating ELL into the principal preparation curriculum: Suggested textbooks Additional recommended texts Additional online resources (page 152-154)

25. Toolkit – Part 4 • Using NCC existing courses as templates Sample Courses

26. Sample Courses To use as a model Suggestions for addition of key knowledge pieces and activities within courses Includes Sample Internship Activities which are aligned to the State “Super 7” Competencies for Principal Preparation (page 162)

27. Appendices • Assessment Rubric Templates • Stand-alone rubrics • Curriculum Mapping (of suggested courses) and State Alignment ~ Includes sample assessments

28. Accomplished Goals? To identify the challenges of efficient and effective change, particularly as it relates to higher education To identify changes that occurred at NCC as a result of the State changes in principal preparation and LINC To apply lessons from LINC to practicing principals and assistant principals To provide a comprehensive application from the LINC experience for English Language Learners To share materials and lessons learned from the NCC LINC experience

29. Thank you! • Contributors to the ELL LINC Accomplishments: • Kim Stevens – Georgetown Elementary School, Naperville • Kellie Saunders- Walker’s Grove Elem School, Plainfield • Amy Gray- Graduate of NCC Leadership Program • Tara Allen- Ann Reid Early Childhood Center, Naperville • Kristine Servais- North Central College, Naperville • Monica Vuksanovich- North Central College, Naperville

30. Questions/Comments Commitment to Action

31. Contacts Dr. Kristine Servais: kservais@noctrl.edu Dr. Kelli Sanders: KSanders@psd202.org Dr. Monica Vuksanovich: mlvuksanovich@noctrl.edu

32. LINC P-12 Principal Preparation Symposium Thursday April 18th, 2013Session 1: “Partnerships”Deep Dive Discussion on P-12 Program Changes to Serving Early Learners, Students with Disabilities and English Language Learners & the Role of Partnerships1:45-3:00PM Small Group Sessions

33. References Collier, V.P. (1995). “Acquiring a second language for school.” Washington, DC: National Clearinghouse for Bilingual Education. Cummins, J. (1991) “Language Development and Academic Learning” in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters Haynes, Judie (2007). “Getting Started with English Language Learners.” ASCD. Hernandez, Reyna (2011). Powerpoint Presentation entitled “Educational Administration and ELLs.” LINC Conference. National Institute for School Leadership. (2011) www.nisl.net/institutes/elli/content.php WIDA (2011). Steps to English Language Development. http://www.wida.us/standards/elp.aspx