ISSL Standard II and Problem-Based Learning Theme II
Purpose: The purpose of this seminar and activities is for each principal candidate to develop the knowledge, skills, and
dispositions as stated in the Iowa Standards for School Administrators Standard II:
ISSL Standard II: A school administrator is an educational leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff
professional development.
Knowledge: The administrator has the knowledge and understanding of:
 Student growth and development for infants and toddlers through adolescence
 Applied learning theories
 Applied motivational theories
 Curriculum design, implementation, evaluation, and refinement
 Principles of effective instruction
 Measurement, evaluation, and assessment strategies
 Diversity and its meaning for educational programs
 Adult learning and professional development models
 The change process for systems, organizations, and individuals
 The role of technology in promoting student learning and professional growth
 School cultures
 Historical, philosophical, and social foundations of early childhood through adolescence
 Observation and application of developmentally appropriate assessments for toddlers through adolescence
Dispositions: The administrator believes in, values, and is committed to:
 Student learning as the fundamental purpose of schooling
 The proposition that all students can learn
 The variety of ways in which students can learn
 Life long learning for self and others
 Professional development as an integral part of school improvement
 The benefits that diversity brings to the school community
 A safe and supportive learning environment
 Preparing students to be contributing members of society
 The partnership and collaboration with and among staff
 Child growth and development with emphasis on language, physical, social and emotional development
 Home/school/community relationships and interactions designed to promote and support involvement and
collaboration
Performances: The administrator facilitates processes and engages in activities ensuring that:
 All individuals are treated with fairness, dignity, and respect
 Professional development promotes a focus on student learning consistent with the school vision and
goals
 Students and staff feel valued and important
 The responsibilities and contribution of each individual are acknowledged
 Barriers to student learning are identified, clarified, and addressed
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Diversity is considered in developing learning experiences
Life long learning is encouraged and modeled
There is a culture of high expectations for self, student, and staff performance
Technologies are used in teaching and learning
Student and staff accomplishments are recognized and celebrated
Multiple opportunities to learn are available to all students of all ages
The school is organized and aligned for success
Curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and
refined
Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned
societies
The school culture and climate are assessed on a regular basis
A variety of sources of information is used to make decisions
Student learning is assessed using a variety of techniques
Multiple sources of information regarding performance are used by staff and students
A variety of supervisory and evaluation models is employed
Guidance for toddlers through adolescence
Learning is in concert with Iowa standards and benchmarks and the Iowa Core
Pupil personnel programs are developed to meet the needs of students and their families.
-Staff have opportunities to work collaboratively with peers for improving student learning
-The administrator maintains a direct connection to the learning environment
-Analyzes, interprets, and uses educational research for improving student learning
-Seeks feedback on their own performance
Overview and Rationale:
In order to meet the knowledge, skills, and dispositions of Standard I, the core curriculum has been designed around a
problem-based learning theme that incorporates state-of-the-art research based theory and practices. To complete the
theme, candidates will be expected to do the following:
•Conduct an Action Research Study: An action research study will be used in each of the themes so as to provide the
students with a methodology that they can use consistently with their staff in order to analyze data of both the learner and
the learning environment as well as conduct specific study in state-of-the-art research and best practice before developing
goals and action plans. Iowa leaders in their Evaluator Approval training are also learning to use a “Data-Driven
Leadership” curriculum that will complement this action research methodology. The Iowa Department of Iowa’s
Technical Assistance Manual for developing District Comprehensive School Improvement Plans suggests using this
model developed by Emily Calhoun to develop Action Plans. The Department also uses this model in other state-wide
training. Candidates will have many opportunities to review current District School Improvement Plans that use this
model. (See Appendix C for Copy of Action Research Model). Use of this model will provide candidates with the skill of
developing an action plan and at the same time insist that they use theory, research, and best practice in the development
of these plans. Candidates need to be able to conduct a study with staff that is anchored by a strong research base.
• Develop an Action Research and Staff Development Plan: An action plan will be completed in each theme area for
each ISSL standard. These plans are an expectation that each Iowa school district and/or building completes each year,
Candidates need to be confident and expert in developing a plan with staff using adult learning theory if school
improvement is to occur.
• Participate in Field Activities that Support the ISSL Standards and Problem-Solving Themes. Activities
conducted in the field are the heart of this model. Candidates will be immersed in theory, research and best practice but it
will be directly connected to their individual learning needs on the topic, grade level, or area selected. Candidates will be
predominantly engaged in field activities, Approximately 60- 70% of their time will be spent in the field and the
remaining 30-40% in seminar, cohort group, and mentor activities.
• Engage in Cohort Group Activities: Cohort Groups will meet face-face at a minimum three to four times during the
coverage of each ISSL Standard. During these Friday evening and all day Saturday meetings different “expert” faculty
and the mentor “practitioner” will provide them with theory, research, best practice, and application in the field. The
Program Director will also provide support. Additional Cohort meetings will be held once a month or on as as-needs
basis over the Iowa Communications Network (ICN). (This fiber optic network is unique to Iowa and is available in
almost every community. Candidates and the Project Director can both see and hear each other at all multiple locations
that are “’lit’---requested to be used. It is easy to schedule ICN time.) Primary activities will include: continued support
for relationship-building, networking, teamwork and sharing; inquiry and study; and reflection. Each session will start
with a focus question relevant to the work of the standard being addressed. This question will be e-mailed to students
prior to the session. Candidates will also e-mail on a listserv created for members of the Cohort Group any questions they
have that support their personal learning needs. An agenda will be set at the beginning of each meeting. Cohort members
will each be expected to lead inquiry and study at a minimum of one of the meetings during the study of each standard.
This will help candidates in learning and demonstrating facilitation techniques and use of adult learning theory.
• Track Competence Through Portfolio and Log of Activities: A portfolio will be developed that demonstrates
competence on each Problem-Solving Theme and ISSL standard. Development of the portfolio will be continuously
monitored by the Program Director and/or mentors. Each candidate will be required to reach the proficiency level before
they have met the conditions of the portfolio requirements. The proficiency level is a 4 or a 5 on the rubric accompanying
each Standard and Problem-based Theme. A log of activities will be kept to demonstrate the time spent on each of the
requirements. This log will provide data for the candidate and the Program Director on the time needed or spent on each
of the activities and allow adjustments to be made in the program.
• Monitor Reflective Thinking Through Journaling: In order for candidates to become reflective practitioners,
journaling will be continually used as a method for the candidates to both relate what they have learned and to
demonstrate their ability to thoughtfully and insightfully come to understandings of what to do to improve the teaching
and learning process in the school.
• Complete “Tool Box” Activities: These activities are ones each principal candidate needs in their “tool box” to meet
daily management and organizational expectations of districts/buildings. They are aligned with the Standard and the
Problem-based Theme.
• The Instructional Team: Roles and Responsibilities – The Curriculum/Staff Development Director
Candidates will study and research the role of the curriculum/staff development director in the school setting. With
direction from cohort directors, mentors, and seminar leaders candidates will interview the curriculum/staff development
director, research best practices, coordinate findings and conclusions with the sub-cohort members, and reflect on the
process, including a plan for managing the school’s instructional team.
• Evaluating Learning Through Assessment Activities: Evaluation and assessment will include: (1) Continuous
monitoring and feedback on progress by Program Director through a minimum of two on-site visitations during
candidate’s work on each standard as well as e-mail, ICN or other as indicated by candidate’s progress needs or needs
determined by Program Administrator. (2) Continuous monitoring and feedback on activities by mentors through Cohort
meetings, ICNs, e-mails, site visits, or others as needed. (3) Review of Portfolio, Log, Journal, and Tool Box Activities
with Program Administrator for approval with additional work assigned by Program Administrator and/or Mentors if
indicated. (4) Successful completion at Proficiency Level (4 or 5) on Rubrics on each Standard.
Instructors/Mentors: The instructors/mentors will be responsible for delivery of seminars, Participation in Cohort
Group Activities, and mentoring on any or all parts of the Clinical Activities and Tool Box Activities in each Standard.
Additional consultant support in math, science, reading, Special Education, ELL, at-risk, TAG, Multi-culture Gender Fair,
Differentiated Learning, and other issues students may encounter are available at each of the Area Education Agencies
indicated. The students’ building principals and/or district curriculum director may choose to also serve as effective
mentors.
It is expected that the candidates who completes Standard I will successfully do the following:
Problem-Based Learning Theme 2: How do you design a system (building) around an instructional
focus that is stable over time and maintains a high standard in most classrooms so as to teach people in
the organization how to think and act around learning for continuous improvement?
Connected with: Leadership Principles 1,2,3,4,5; Design Principle 1;
Iowa Standards for School Administrators: Standards 1 and 2.
Seminar Offering 2: The Instructional Leader: Theory and Research Into State-of-the Art Curriculum,
Instruction, and Assessment Practices for PreK-12 Students This seminar introduces candidates to a variety of
concepts and perspectives related to curriculum planning, environment, and evaluation. Emphasis is placed on the
educational leaders’ unique opportunities for fostering rich curriculum environments and system designs that contribute to
developing an instructional focus around learning for continuous improvement. Seminar content details the information
needed for the development of an action research plan in a content area that meets and exceeds the requirements of Iowa’s
Comprehensive School Improvement Plans. Candidates will be introduced to instructional strategies that are inclusive of
all learners and to issues related to the learning environment and the impact leaders have on instructional decisions. The
seminar will be taught by four faculty members who are expert in different areas that address this ISSL Standard. The
four modules each conducted over the four months of time involved in completing this standard are: Seminar 1:
Sustaining Teacher Learning to Impact Student Achievement; Seminar 2: Designing and Developing a Standards-Based
Curriculum Focus for All Learners; Seminar 3: Assessment: Measuring and Evaluating All Learners in a Standards-based
Curriculum: Seminar 4: Integrating Technology to Support Instruction
Clinical Activities/Field Experiences 2:
1.Action Research Study 2: Conduct an action research study in your building based on the Iowa School-wide Action
Research Model (SAR) in one of the following areas: mathematics or science to determine building progress on
continuous improvement of student achievement in that area: (See DAR Matrix in Appendix) Address and document in
the study the knowledge, dispositions and performances in Standard 2, Design Principal 4, and Leadership Principals 1
and 4.
a. Current Status of the Learner: Complete a trend line analysis of the last three years of student achievement
data in selected area using your building standardized test (Iowa Basic Skills or Iowa Test of Educational
Development) data on each class; i.e. 2-5, 6-8 or 9-12. Further disaggregate data by socioeconomic level, IEP,
gender, race, and ELL students. Develop an Excel Spreadsheet with appropriate graphs that demonstrate the
status of the learners in each class including all of the diverse groups. Write a detailed analysis of what the
data demonstrates. Consider any other available data: i.e. Elementary Reading Assessments; i.e. Basic
Reading Inventories, Observation Surveys, Running Records; STARR School Reading Data; ACT Scores;
Iowa Collaborative Assessment Modules (ICAMs).
b. Current Research-based Best Practices in Selected Area: Conduct a study to determine the most effective
teaching practices and learning theories in the selected area including students with diverse needs. Work with
members of the cohort group in the same area at the same level (elementary, middle or high school, and
consult with mentors. Conduct a site visit of a minimum of two area schools who have been identified as
improving in the selected area (Consult AEA Instructional Services for appropriate schools). Keep a log and
journal the site visits and research study. Include in the journal how these schools are addressing the diverse
learning needs of special groups: at-risk, low socio-economic groups, gender, TAG, IEP and ELL students.
c. Goal Development: Develop a long-range and annual goal for the action plan you will complete based on
the data and information collected in a and b. Each student is required to attend at least one Department of
Education Site Visitation at a district within the Northwest Iowa region. Reflections of this review will be
shared at a Cohort Group Meeting. Each student will be required to fill out the Site Review Questionnaire
and Reflection provided by the Iowa Department of Education.
d. Current Status of the Learning Environment: Develop a concise set of interview questions: one for staff
and parents and one for students. Interview appropriate staff, parents, and a representative sample of students
in each class to determine the instructional strategies being used, research-base for the strategies, attitude
toward the student learning/or class, types of strategies used to improve student work, differentiation
strategies being used to accommodate diverse learners and learning styles, Analyze school trend line data
using Resiliency Survey, Iowa Youth Survey, and District/Building Needs Assessment Data. Develop a
position paper that outlines findings from the interviews and data.
e. Current Research-based Best Practices in the Learning Environment: Complete a study of student
growth and development in either the elementary, middle level, or high school level including both learning
and motivational theories. Include in the study best research for creating an environment for learning.
Journal findings.
2. Construction of Comprehensive School Improvement Action and Staff Development Plan 2: The final product is
the development of a Comprehensive School Improvement Action and Staff Development Plan in the selected area (math,
science, or reading) that meets the “exceeds” requirements in the Iowa Department of Education’s Technical Assistance
Manual. The plan needs to incorporate the precepts of child growth and development from preprimary through
adolescence and include developmentally appropriate strategies. This plan should include the following: (1) Long-range
goal and annual improvement goal(s), (2) Instructional Activities that all math, science and/or reading teachers will be
engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan using the Joyce, Showers,
and Calhoun Model and adult learning theory, (6) Integration of meeting the diverse needs of At-risk, TAG, Special
Needs students, Multi-cultural Non Sexist issues and Areas of Incorporation, (7) Assessment Strategies, and (8)
Evaluation.
Portfolio and Log of All Activities Conducted in the Action Research Study and School and Staff Development
Plans Each student is to complete a log of activities conducted in each of the five steps in the Action Research Study.
This log will include the following: (a) Annotated Bibliography of Research Articles, Books, Papers; (B) Graphs and data
summary on student learning; (C) Position Paper of Analysis of Learning Environment including Interview Questions; (D)
Copy of completed DE Site Review Questionnaire; (D) Comprehensive School Improvement Action and Staff
Development Plan; (e) Tool Box Activities
Tool Box Activities:
 Due Process of Regular Education and Special Education Students: Review District Policy, Special
Education Rules, Meet with Building Principal, Special Education AEA Staff member/Director,
Review recent cases in literature; Journal
 Attend at least one Special Needs Problem-Solving Meeting. Follow-up with interview of the teacher
and student as to progress on the strategies identified at the meeting. Journal reflections of the
process.
 Review of Building Staff Evaluation Plan: Journal: How does it contribute to improvement in student
learning? How could it be changed to reflect accountability for student learning (Source: Rewarding
Excellence, Cheryl C. Sullivan, National School Board Association, 2001)
 Conduct a review of building staff development plans and resources available for current plan.
Journal reflections.
 Review Report Card. Journal Reflection on how the report card provides information on what the
student has learned in on the content standards and benchmarks in the selected area: math, reading, or
science. (Source: McREL, Building a Standards-based Curriculum, Marzano, 2000).
 Develop a schedule where all teachers in the building have time to meet with other teachers and the
building principal as a learning team at least once each week.
 Review school board meeting agendas for the past six months. Attend at least two school board
meetings. Journal: What time was spent on addressing the question: How does this impact student
learning? What time was spent on discussion of the District Comprehensive School Improvement
Plan and student learning goals? Needs of diverse learners? Journal.
 Review inclusion policies. Conduct informal discussions with other staff members on their beliefs
about inclusionary practices. Journal.
Hold an invitational faculty meeting to review your action plan and what you have learned about reading, science, or math
in your building. Journal results of meeting.
Resources and Materials: Instructional Strategies That Work: Marzano, ASCD; Dimensions of Learning: Marzano,
Pickering et al.; Leadership for Learning (Glickman 2002); Current Iowa District Comprehensive School Improvement
Plans; Current Iowa Annual Progress Reports; Excel Data Program for ITBS and ITEDs, Educational Leadership;
Kappan, Reading Quarterly, CIERA (Center for the Improvement of Early Reading Assessment) materials; Harvard
Education Letter, Horace; Building a Standards-based Curriculum: Marzano; Compendium of Standards and Benchmarks
Volume II; McREL; Distillation of Standards and Benchmarks: Marzano; Professional Libraries of Each AEA; On-line
research and materials.
Theme Development Cost: $1100
Evaluation: Curriculum Development Rubric
Level 5 on the rubric is assigned for work of the highest academic quality.
Level 4 on the rubric is assigned for professional quality work at the required quality level
Level 3 on the rubric is assigned for adequate work, but not distinguished as sound quality at the
proficient level. Those with a Level 3 Rubric will have the opportunity to revise and complete quality
work.
All work for the Iowa Principal Leadership Academy must be completed at Rubric Levels 4 or 5 to be
considered proficient. All work must be completed at the proficient level.