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Partnerships IT TAKES A VILLAGE………………..

Partnerships IT TAKES A VILLAGE………………. Debbie Meisner-Bertauski, Illinois Board of Higher Education. Section 30.30: General Program Requirements.

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Partnerships IT TAKES A VILLAGE………………..

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  1. PartnershipsIT TAKES A VILLAGE……………….. Debbie Meisner-Bertauski, Illinois Board of Higher Education

  2. Section 30.30: General Program Requirements • The program shall be jointly established by one or more institutions or not-for-profit entities and one or more public school districts or nonpublic schools

  3. Section 30.30: General Program Requirements The responsibility and roles of each partner in the design, implementation and administration of the program shall be set forth in a MOU, signed by each partner that address at least the following: • Processes & responsibilities of each partner for selection and assessment of candidates; • Establishment of the internship & field experiences and specific roles of each partner in providing those experiences; • Development & implementation of a training program for mentors & faculty supervisors that supports candidates’ progress during their internships in observing, participating, and demonstrating leadership to meet the 13 critical success factors and 36 associated competencies outlined in “The Principal Internship: How Can We Get It Right?”; • Names & locations of non-partnering & nonpublic schools/districts where internship and field experiences may occur; • Process to evaluate the program, including partnership, and role of each partner in making improvements based on evaluation results.

  4. Internal University Partnerships Section 30.45 Assessment of the Internship a(4) The candidate demonstrates a thorough understanding of the requirements for, and development of, individualized education programs…..including the ability to disaggregate student data, as well as employ other methods for assisting teachers in addressing the curricular needs of students with disabilities. The candidate can work with school personnel to identify English language learners and administer the appropriate program and services…. As evidence of meeting this competency, the candidate shall: • Use data to work collaboratively with teachers to modify curriculum in strategies; • Ensure resources appropriate to content areas and levels of each student; • Select appropriate assessment strategies and devices; • Work with teachers to develop plans to support services required by all students (Sp Ed, ELL, gifted); • Serve all students & their families with equity & honor & advocate on their behalf; • Analyze & use student info to design instruction that meets diverse needs of students; • Recognize individual needs of students & develop school support system

  5. Illinois is a leader in this work.

  6. Council for the Accreditation of Education Preparation (CAEP) Message from Camilla Benbow & Terry Holliday, Commission Co-chairs “The potential for CAEP to make a decisive impact on educator preparation has motivated the Commissioners. We eagerly are searching for appropriate ways to maximize the considerabl3 leverage that the accreditation process can create. Commissioners have identified four especially critical points of leverage for CAEP accreditation: Build partnerships and strong clinical experiences—Educator preparation providers and collaborating schools and districts bring complementary experiences that, joined together, promise far stronger preparation programs.” (CAEP Commission on Standards and Performance Reporting report, 2013)

  7. CAEP Standard 2 CLINICAL PARTNERSHIPS AND PRACTICE 2.1 Partners co-construct mutually beneficial P-12 school and community arrangements for clinical preparation, including technology-based collaborations, and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants and functions. They establish mutually agreeable expectations for candidate entry, preparation and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes.

  8. What is the role of partnerships with preparing principals with the knowledge and skills to span systems and educate all children?

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