LINC Principal Preparation Program
Continuous Improvement Process Symposium
May 27, 2014
Parke Hotel, Bloomington, Illinois
Developing Program Cohesion
Among Program Faculty
Dr. Alison Reeves alireev@siue.edu
Assistant Professor and Program Director
Southern Illinois University Edwardsville
Increased Collaboration
• Working group
• Comprised of all the faculty who teach in the principal preparation program
• Revised original curriculum maps for non-internship courses
• Monitors short term goals
• Review of course syllabi, assignments, and assessments
The Process
• PLC Model
• School Reform Initiative and National School Reform Faculty
• Protocols
An Example of Protocol in Use
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Tuning Protocol http://schoolreforminitiative.org/doc/tuning.pdf
EDAD 535a Curriculum Leadership: Theory and Research
RtI Self-Assessment Assignment (SAPSI-Building Version)
http://education.illinoisstate.edu/casei/resource_library/rti.shtml
Feedback
• Students need to be more critical
• Students’ use of evidence would make assignment more robust
• Goal or objective seems muddy. Program evaluation or knowledge of RtI?
Action Steps for Continuous Improvement
• Consider moving project to the internship
• Limit the scope, limit what they evaluate, limit what they analyze and
comment on
• Consider how much program evaluation will be taught in this class vs. a
different class (EDAD 530a, Data-driven Decision Making and
Accountability: Theory and Research)
Individualized Candidate
Development Plans
Dr. Vicki VanTuyle vvantuy@siue.edu
Assistant Professor
Southern Illinois University Edwardsville
Principal Preparation Program Admission
Portfolio
• Purpose
• Admission
• Candidate Development
Required Admission Portfolio
• Aligned to ISLLC Standards in which State requirements were embedded
• Assessed based on Summary Statement and Artifacts
• Exceeds, Meets, Does Not Meet with point range
Admission Portfolio Prompt
• What evidence demonstrates your understanding of…
• ISLLC #1 …ability to facilitate the development articulation,
implementation, and stewardship of a vision of learning that is shared and
supported by stakeholders?
Admission Portfolio Prompt
• What evidence demonstrates your understanding of…
• ISLLC #2 …ability to advocate nurture, sustain a culture and instructional program
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conducive to student learning and staff professional growth
…support for all students achieving high standards of learning?
…accomplished classroom instruction, which shall include data
evidencing two years of student growth and learning within the
last five years?
…analytic abilities needed to collect and analyze data for student
improvement?
…knowledge of curriculum and instructional practice?
Portfolio Assessment
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ISLLC
Standard
1
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Criteria
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In preparing portfolios, students are asked to submit a Summary Statement
and Artifacts. The Summary Statement answers the prompt associated with
each criterion. Each prompt begins with “What evidence can you supply and
explain that demonstrates your…
o
…ability to facilitate the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by all
stakeholders?
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Comments
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Points
Moving to Developmental Assessment
At what point in our
program has this student
demonstrated having the
knowledge and
dispositions to perform
these activities and
display a level of
performance that is
emergent, developing, or
accomplished?
Standard or Requirement
Analytic abilities needed to
collect and analyze data for
student improvement
Emergent
Target
Course
EDAD 500
What do we
need to see?
Developing
Target
Course
EDAD 535a
What do we
need to see?
Accomplished
Target
Course
EDAD 535b
What do we
need to see?
From Pages in a Binder
to Electronic Portfolios on Blackboard
to Taskstream Student Data