Newly Defined
Principal Preparation
Preparation Programs Must be
Developed to Focus on
Student Learning and
School Improvement
2009-2010
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.
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.
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.
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
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
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
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
Strengthening Content
Understanding
 School Law
 Special Education Law
 Use of technology for administration,
teaching, and learning
 Social Emotional Learning Standards
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
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
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.
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
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
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
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)
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;
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
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
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.
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
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)
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
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
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
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
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
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
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.
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.
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
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.
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.
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.
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
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
So, What Does All This Mean
for
Higher Education?
Current Principals?
Future Principals?
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
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 fulltime 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
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
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
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
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
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
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 PK12 level rather than K-12 level
 Programs will focus on instruction and
school improvement
Contact Information
Dr. Linda Tomlinson, Assistant Superintendent, Illinois State Board of Education
ltomlins@isbe.net
Dr. Robert Hall, Special Projects Consultant, Illinois State Board of Education
r-hall@wiu.edu
Mrs. Alicia Haller, Special Projects Consultant, Illinois State Board of Education
aliciahlr@gmail.com
Mrs. Debbie Meisner-Bertauski, Associate Director Academic Affairs, Illinois Board of Higher
Education
meisner-bertauski@ibhe.org
Dr. Michele Seelbach, Special Projects Consultant, Illinois Board of Higher Education
seelbach@ibhe.org