rew

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
1. Every student will demonstrate academic
achievement and be prepared for
success after high school.
2. Every student will be supported by
highly prepared and effective teachers
and school leaders.
3. 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 Barriers
Related 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
1. Creating and Living the Mission, Vision
and Beliefs
2. Leading and Managing Change
3. Developing Deep Knowledge about
Teaching and Learning
4. Building and Maintaining Collaborative
Relationships
5. 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:
1. RTI
2. Supervision and Administration of Special Education
3. Bilingual/English Second Language
4. Communication Skills for working with parents,
Board members, teachers, Superintendent
5. Establishing strong parental involvement and
partnerships
6. Finance and Budget
7. Bullying and School Safety
8. PK through 12 focus

12. Supports and Barriers
Related to
Partnerships

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 to
Resources

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:
1. Commitment to support all students
achieving high standards of learning;
2. Accomplished classroom instruction;
3. Significant leadership roles in past;

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

31. Internship/Residency
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.

32. Internship/Residency
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.

33. Internship/Residency
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

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 Mean
for
Higher 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.