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Newly Defined Principal Preparation Preparation Programs Must be Developed to Focus on Student Learning and School Improvement 2009-2010.

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Presentation on theme: "Newly Defined Principal Preparation Preparation Programs Must be Developed to Focus on Student Learning and School Improvement 2009-2010."— Presentation transcript:

1 Newly Defined Principal Preparation Preparation Programs Must be Developed to 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 The Illinois Public Agenda for College and Career Success  Goal 1: Increase educational attainment to match best-performing states.  Recommendation 1: Increase success of students at each stage of the P-20 education pipeline to eliminate achievement gaps by race, ethnicity, socioeconomic, status, gender, and disability.  Strategy: Strengthen teacher and school leader quality through upgraded standards and professional development.

5 Preparation Builds Upon:  Leadership Structure  Standards  Partnerships  Resources  Candidate Selection  Internships/Residency  Effective Assessments 51% of program, exclusive of field, clinical, and residency, must be face-to-face

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  “Introduction to Evaluation of Certified Staff” 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 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

8 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

9 Strengthening Content Understanding  School Law  Special Education Law  Use of technology for administration, teaching, and learning  Social Emotional Learning Standards

10 Content must also include:  Three-Tier Instruction and Intervention Model (curriculum, instruction, and assessment) Designing effective interventions for struggling students in (K-12), and through collaborative work develop and implement a successful system aimed at improved outcomes for all students  Bullying and School Safety

11 Required Components of ALL Course Work  To strengthen and understand how integrated a program must be, the following areas are Required to be infused in ALL course work throughout the program:  PK-12 focus  Focus on All Students (Special Education, English Language Learners, Early Childhood & Gifted)  Working collaboratively, building teams to focus on instruction, curriculum, assessments and district needs for school improvement

12 Partnerships  Every principal preparation 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.

13 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

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

15 Resources  Minimum 2 full-time (as defined in the institution’s faculty handbook) faculty dedicated to the program for first 50 candidates (must add 1 full-time faculty member for each additional 25 candidates  Total faculty number is based on the number of principal preparation 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 adjunct faculty  University field supervisors must have experience as a principal and hold equivalent endorsement (General Administrative or Principal)  Adjunct faculty must be engaged in the program

16 Candidate Selection  Face to face interviews  4 years full-time 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)

17 Candidate Selection -Portfolio Entry level portfolio reflecting the following 8 types of knowledge and 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;

18 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

19 Candidate Selection Portfolio Continued  Candidates must demonstrate knowledge about curriculum and instructional practices:  The need for in-depth content knowledge  Various types of assessments related to different content areas  Using research to inform instruction

20 Internship/Residency  Field Experiences: Multiple experiences across the program connected to courses which hours cannot be counted toward the Internship Year.  Internship: One year experience over a time period of 12 consecutive months and must include:  4 weeks full-time residency experience. Each week must be a minimum of 5 consecutive days and may or may not be consecutive weeks  Additional minimum of 200 hours of clinical hours throughout the 12 month internship year.

21 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 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

22 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, Early Childhood, English Language Learners & Gifted)

23 Internship/Residency Continued  Requires 3 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

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

25 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

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

27 Internship/Residency Summative 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

28 Summative Assessment 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

29 Internship/Residency Summative Assessment 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.

30 Summative Assessment 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.

31 Summative Assessment 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

32 Internship/Residency Summative 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.

33 Summative 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, early childhood, gifted and low socio-economic students.

34 Summative 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.

35 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

36 Assessments  Revise current state test with performance based test based on revised ISLLC standards  Require both formative and summative assessments involving candidate and program assessments  Assessments should link to Distinguished 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

37 So, What Does All This Mean for Higher Education? Current Principals? Future Principals?

38 Higher Education: Newly Developed Programs  All programs must be resubmitted under a new format and must align to ISLCC 2008 Revised Standards and must meet all new requirements  All programs will be required to go before the State Teacher Certification Board, State Board of Education and Board of Higher Education for approval  Programs not approved or not submitted will have an ending date and will not be able to entitle principals/general administrators

39 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

40 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

41 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, residency and internship  Institutional commitment to full-time faculty lines and filling new positions if needed

42 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-time, part-time, adjuncts)  Program will include academic qualifications, experience in public schools, roles to be filled by each faculty member

43 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

44 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

45 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

46 Contact Information Dr. Linda Tomlinson, Assistant Superintendent, Illinois State Board of Education Dr. Robert Hall, Special Projects Consultant, Illinois State Board of Education Mrs. Alicia Haller, Special Projects Consultant, Illinois State Board of Education Mrs. Debbie Meisner-Bertauski, Associate Director Academic Affairs, Illinois Board of Higher Education Dr. Michele Seelbach, Special Projects Consultant, Illinois Board of Higher Education


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