internship handbook university of illinois springfield ... · establish a box file and e-folio...

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INTERNSHIP HANDBOOK

UNIVERSITY OF ILLINOIS SPRINGFIELD

DEPARTMENT OF EDUCATIONAL LEADERSHIP

Rev. July 19, 2017

PRINCIPAL INTERNSHIP HANDBOOK

EDL 526 & 527

for the

Intern, Mentor Principal, and University Supervisor

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Table of Contents

Table of Contents ........................................................................................................ 1

Documents List ........................................................................................................... 2

Introduction................................................................................................................. 3

Course Overview ......................................................................................................... 3

Definitions ................................................................................................................... 4

Internship - Course Requirements .............................................................................. 5

Prior to Beginning Course ............................................................................................ 5

Prior to Beginning Activities and Logging Hours ......................................................... 5

During the Internship .................................................................................................. 6

Prior to Obtaining Principal Endorsement through ISBE ............................................. 6

Placement .................................................................................................................... 6

Planning ....................................................................................................................... 6

Interns General Responsibilities .................................................................................. 7

Mentor Principal Responsibilities ................................................................................ 7

University Supervisor Responsibilities......................................................................... 8

University Supervisor Job Description ......................................................................... 9

Mentor Principal Training Agenda............................................................................. 10

Intern Evaluation of Mentor Principal ....................................................................... 11

University Supervisor Evaluation of Mentor Principal .............................................. 12

Supervision of Marginal Interns ................................................................................ 13

On Campus Seminars ................................................................................................ 14

Activities .................................................................................................................... 15

Time Commitment .................................................................................................... 15

Evaluation .................................................................................................................. 16

Action Plan ................................................................................................................ 17

Documentation ......................................................................................................... 17

The e-Folio ................................................................................................................. 18

Mid-Term and Final Reflections ................................................................................ 18

Embedded Field Experiences .................................................................................... 19

Components of Coursework Requirements .............................................................. 20

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Documents

Clinical Practice Contract .......................................................................................... 22

Current EDL Internships Locations ............................................................................ 25

Non-Partner Schools Internship Agreement ............................................................. 27

Principal Internship Agreement ................................................................................ 29

Mentor Principal Certification Form ......................................................................... 30

Internship Evaluation by Mentor Principal ............................................................... 31

Internship Evaluation by University Supervisor ....................................................... 37

University Supervisor’s Visitation Report ................................................................. 43

Intern’s Self-Evaluation ............................................................................................. 45

Intern’s Self-Assessment Inventory .......................................................................... 47

Common Portfolio Rubric ......................................................................................... 53

Internship Portfolio Grading Rubric .......................................................................... 55

Application for Principal Internship Extension .......................................................... 57

University Student Petition ....................................................................................... 58

Sample Action Plan ................................................................................................... 59

Standards, Objectives, & Activities Form .................................................................. 63

Formal Assessment Descriptions .............................................................................. 68

Rubrics for Formal Assessments ............................................................................... 74

SREB Competencies Aligned with Internship Assessment Rubric ........................... 116

Principal Preparation Internship Assessments (LINC) ............................................. 127

Principal Preparation Program Evaluation .............................................................. 136

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INTRODUCTION

Clinical Experiences are essential elements of administrative preparation. They are

provided in two distinct forms to students completing certification requirements at the University

of Illinois Springfield (UIS). One approach to the clinical experiences requirement is through

administrative, research and data collection/analysis activities embedded into coursework that is

part of the regular UIS administrator preparation program. A listing of those courses and

associated experiences may be found on page 19.

The second approach, and the major focus of this document, is the internship. This

handbook will outline the rationale, purpose, guidelines, procedures and requirements for

successfully completing the two course series that constitute the UIS principal internship

experience. Fulfillment of the internship course requirements will, in conjunction with other

degree and experiential requirements established by the Illinois State Certification Board and UIS,

result in eligibility for an Illinois Principal’s Endorsement

COURSE OVERVIEW

The Principal Internship in the Educational Leadership Program at UIS has been designed

to provide future administrators with experience in leadership roles in a field setting. Under the

guidance of a University Supervisor, students will work directly with a Mentor principal on day-to-

day activities associated with the principal’s role as a school leader. Through involvement in

practical field experiences, students acquire a realistic perspective of educational leadership and

develop the knowledge, skills and dispositions needed for successful entry into administrative

positions.

The clinical experiences should address individual student’s career goals and professional

development needs, but at the same time must meet the exacting standards, requirements and

assessments set forth by the Illinois School Code and UIS. The goal is to assure uniformly high

quality internship experiences for all students and a solid grounding in the skills essential to

leading high performing schools. Although the work is immanently practical and reflects best

practice, the structure of The Principal Internship is grounded in research and is standards based.

Research stems from, School Leader Internship, (Martin, et.al., 2005), School Leader Preparation:

A Blueprint for Change, (Illinois Board of Higher Education, 2006), and, The Principal Internship:

How Can We Get It Right? (Southern Region Education Board, 2005). Standards that guide the

intern’s activities are the Educational Leadership Policy Standards, (Interstate School Leaders

Licensure Consortium, 2008), and, The 13 Critical Success Factors for Effective Principals,

(Southern Region Education Board, 2005).

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DEFINITIONS

University Supervisor -- A faculty member employed on a full-time or part-time basis in the

principal preparation program who supervises students during the internship period and

is responsible for the EDL 526 & 527 instruction and internship course requirements.

Intern – A candidate for principal endorsement who is completing of a State-approved principal

preparation program established pursuant to Section 21-7.6 of the School Code [105 ILCS 5/21-

7.6] and this Part and who have fulfilled the requirements for receipt of a principal endorsement

set forth in Section 21-7.1 of the School Code [105 ILCS 5/21-7.1] and 23 Ill. Adm. Code 25.337

(Principal Endorsement)

Internship – A student’s placement in public or nonpublic schools for a sustained, continuous,

structured and supervised experience lasting no more than 24 months, during which the

student engages in experiences and leadership opportunities to demonstrate proficiencies

in required competencies expected of a principal.

1. Sustained experiences are defined as those that occur over a number of days and for a significant duration of time. The intern shall complete activities over not less than twelve months and not more than 24 months. 2. Continuous experiences are those that occur over a period of 12-24 months. This will require at least 240 hours of activities. 3. Supervised is defined as working under a principal mentor at the building site and a faculty supervisor. 4. Structured is defined as activities required by the Internship Assessment Rubric, The LINC Rubric, the 13 CSR and 36 activities as well as other assignments listed in the Internship Handbook. The Internship Handbook includes the Roles and Responsibilities of the Mentor Principal and Faculty Supervisor, including meeting requirements.

Mentor Principal – The principal of the public or nonpublic school in which a student is placed

who works directly with the candidate on the day-to-day activities associated with the

principal’s role as the building leader.

Partner Districts -- Ball-Chatham Community Schools, Rochester CUSD 3a, and Auburn School

District.

School level – Pre-K, Elem (K-5), middle school (6-8), high school (9-12)

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INTERNSHIP

Course Requirements

The Principal Internship consists of two two-credit-hour courses, EDL 526 and EDL 527,

which are to be taken in successive semesters. Each course requires a minimum of 120 hours of

administrative activities. The activities are focused by a series of formal assessments and rubrics

designed to insure quality work that meets the intent of the research and standards upon which

the courses are based. The internship is designed to be completed within 24 months but may be

extended due to extenuating circumstances such as medical or family emergencies or changing

employment circumstances. The extension request form may be found on the course Blackboard

site.

Prior to Beginning the Course:

The following items must be submitted to the Educational Leadership Department Office.

1. Evidence of completion of 28 hours of EDL coursework, including:

a. EDL 502 School Finance

b. EDL 503 School Law

c. EDL 505 Introduction to Research

d. EDL 509 Organizational Dynamics

e. EDL 511 School Improvement

f. EDL 519 Principalship

g. EDL 525 Supervision of Instruction

2. A completed Educational Leadership Program Special Approval Request form

3. A letter from your current employer indicating your years of teaching experience

4. A copy of your current teaching certificate

5. Clinical Practice Contract

6. Original signed, Principal Internship Agreement (pg. 29)

7. Completed Mentor Principal Certification Form (pg. 30)

Prior to Beginning Activities and Logging Hours:

1. The student must attend the on-campus Clinical Orientation Class.

2. The student must submit a completed course Action Plan for review by the University

Supervisor and the Mentor Principal.

3. Complete the Intern’s Self-Assessment Inventory. (sample shown on page 47 but taken

electronically on WebTools through a link given on the Blackboard class homepage)

4. Establish a Box file and e-folio template for EDL 526/527.

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During the Internship:

1. Students must complete a minimum of 120 hours of administrative activities for both EDL

526 and EDL 527 resulting in a minimum or 240 hours for the internship.

2. Students must respond to the University Supervisor each week via the Discussion Board

on the course’s Blackboard site.

3. Participate in a minimum of four on-site meetings with the University Supervisor.

4. Complete the eight formal (ISLLC) assessments.

5. Complete the thirty-six SREB competencies.

6. Complete LINC competencies.

7. Maintain an activity log.

8. Develop an e-folio utilizing Box.

9. Attend three on-campus internship seminars.

10. Write a mid-term reflection at the completion of EDL 526 and a final reflection at the end

of EDL 527.

11. Complete an Interns Self-Assessment Inventory at the end of EDL 527.

Prior to obtaining Principal Endorsement through ISBE

1. Pass ISBE Illinois Licensure Testing System tests for Principals, numbers 195 and 196.

2. Pass Reading and Special Education Contents training using Blackboard.

3. Pass Growth through Learning Test for principals and administrators.

PLACEMENT

The candidate will assume the primary responsibility for identifying the site for the

internship and contacting the proposed Mentor Principal. If the placement is in the candidate’s

own district, approval will be granted contingent upon the candidate demonstrating that he/she

can attain the objectives of the program as well as he/she could in another district within

reasonable driving distance. The internship experiences must be of a different nature than that of

the candidate’s current (or a previously held) position.

PLANNING

The candidate’s internship experiences should be jointly planned by the candidate, the

Mentor Principal and the University Supervisor. At the Internship Orientation Class, the

candidate will receive detailed instructions and assistance in preparing their Action Plan which

will serve as a blueprint for the conduct of the internship. It is the responsibility of the candidate

to discuss with the Mentor Principal the opportunities and experiences available at the site, and

those chosen should clearly relate to the standards and assessments of the internship.

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Interns General Responsibilities:

1. Initiate an exploratory conference with representatives of the sponsoring district to

discuss objectives, potential experiences and possible Mentor Principals.

2. Meet all of the items listed under Course Requirements.

3. Develop and maintain a close working relationship with the Mentor Principal.

4. Stay on task and do quality work!

Mentor Principal Responsibilities:

In order to insure a successful on-site experience for the intern, the Mentor Principal is

requested to assume the following responsibilities and tasks.

1. Submit a Mentor Principal Certification Form (pg. 30) to the Internship Program Coordinator verifying that they hold a current and valid Illinois Principals’ Endorsement, and have a minimum of three years of successful experience as a principal with increased candidate learning in two out of the previous five years.

2. Attend a Mentor Principal Training, which will include training on the Critical Success

Factors and Competencies, candidates’ requirements and assessments. During this

meeting Faculty Supervisors and Mentor Principals will review the assessment of the

internship to set forth expectations for the internship and guide mentors in documenting

and evaluating candidate performance.

3. Be willing to delegate responsibility to the intern.

4. Provide and support meaningful administrative activities related to the school’s

instructional program and school improvement plan.

5. Attend at least 4 on-site meetings with the intern and University Supervisor.

6. Provide constant advice, guidance and formative evaluation to the intern.

7. Maintain contact with the University Supervisor relating to the intern’s progress.

8. Validate the intern’s activity log.

9. In conjunction with the University Supervisor, evaluate and or monitor the Illinois

Principal Preparation Internship Rubrics, the LINC rubric and the SREB Competencies

Rubric.

10. Submit a summary letter to the Educational Leadership Department at the end of the

internship verifying the candidate has met the requirements of the internship under their

direct supervision.

11. Meet regularly with intern (at a minimum of once per week, ideally daily) to plan and to

provide feedback on his/her participation in and leading of internship activities.

12. Confer regularly with the intern concerning his/her performance and progress.

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13. Work directly with intern so that he/she can participate in 100% of the specific tasks

related to meeting the SREB Critical Success Factors and 36 Competencies.

14. Work directly with intern so that he/she can lead 80% of the specific tasks related to

meeting the SREB Critical Success Factors and 36 Competencies.

15. In conjunction with the University Supervisor, develop and monitor any needed

remediation plans for strengthening the intern’s performance.

16. Provide on-site opportunities for the intern to observe, participate and lead supervisory

and administrative activities that are related to candidate learning when and where

possible, in accordance with the Internship Plan.

17. Supervise a maximum of two interns from any Principal Preparation Program at a time.

University Supervisor Responsibilities:

In order to insure a successful internship experience, the university Supervisor will assume

the following responsibilities and tasks.

1. Conduct the Clinical Orientation class.

2. Conduct a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting faculty supervisors and mentor principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.

3. Conduct three on-campus seminars to discuss issues related to student learning and school improvement arising from the interns’ experiences.

4. Conduct at least four on-site meetings with the intern and their mentor.

5. Work collaboratively with the Mentor Principal to complete the assessments of the intern’s performance.

6. Maintain a course Blackboard site for the purpose of weekly communication with and monitoring of interns.

7. Maintain a BOX site for the purpose of maintaining student e-folios and monitoring student progress.

8. Support the work of the Mentor Principal.

9. Provide interns feedback and formal formative evaluation about their performance at least four times per year.

10. Maintain the records required by ISBE and the University.

11. In conjunction with the Mentor Principal, develop and monitor any needed remediation plans for strengthening the intern’s performance.

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13. Conduct a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting faculty supervisors and mentor principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.

14. Conduct at least three on-campus seminars to discuss issues related to student learning and school improvement arising from the interns’ experiences.




18. Maintain a BOX site for the purpose of maintaining student e-folios and monitoring student progress.




22. In conjunction with the Mentor Principal, develop and monitor any needed remediation plans for strengthening the intern’s performance.

Note: University Supervisors will be faculty in the Educational Leadership Department, will

hold valid Illinois Administrative Licensure or an educator’s license with Principalship

endorsement and have a minimum of three years of successful experience as principals.

Job Description for University Supervisor for Candidates (Interns) in the

UIS Principal Preparation Program

Qualifications:

1. Earned Educational Administrative degree from a major research university.

2. Hold a valid Illinois General Administrative Certificate or Illinois Professional Educator License with Principal Endorsement.

3. Has a minimum of three years as a successful principal as evidenced by either letters of recommendations from former supervisors or copies of formal evaluations.

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4. Has evidence of increasing student achievement for at least two out of the last five years he/she was a principal.

Mentor Principal Training Agenda

1. Introductions

2. Objectives

• provide principal mentors with basic information necessary to supervise administrative interns and rubrics that are used to administer the internship.

• clearly delineate the roles of the mentor principal, the faculty supervisor, and the candidate.

• train principal mentors to use the evaluation forms and scoring rubrics to provide formative and summative evaluation data to interns and the faculty supervisor; (SREB, LINC, and assessment rubrics).

• train mentor principals in ways to support intern’s progress in observing, participating, and demonstrating leadership during their internships to meet the SREB 13 Critical Success Factors and 36 associated competencies.

• assure that mentors understand the program's expectations as they relate to the ISLLC Standards and the ISBE requirements for licensure.

• establish modes of communication between mentors and faculty supervisors.

3. Understanding the new Illinois Principal Preparation Program

4. The Internship Experience

• Roles and responsibilities of the intern, mentor principal, and faculty supervisor 5. Formative and Summative Assessments

• Illinois Principal Preparation Program Internship Assessment Rubric (Internship Handbook-page 74)

• SREB Rubric (Internship Handbook-page 116) • LINC Rubric (Internship Handbook-page 127)

6. Discussion/Questions

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Intern Evaluation of Mentor Principal

District Name: Intern Name:

School Name: Mentor Principal:

Directions: Check the column that best describes your Mentor Principal’s typical practices in

his/her work with you. Omit items that are not applicable.

Mentor Principal Practice Most of the

time

Somewhat Not often

Remained available for mentoring on a regular basis.

Addressed appropriate issues during mentorship.

Provided useful positive feedback.

Provided constructive criticism.

Helped me identify legal and ethical issues when

appropriate.

Helped me develop problem-solving skills.

Helped me develop my interpersonal relationship skills.

Helped me recognize and deal with complex issues.

Helped me resolve conflicts.

Modeled professional behavior.

Remained open to feedback about his/her mentorship.

Maintained a heightened awareness of my professional

development.

Remained reflective and open about his/her own strengths

and weaknesses.

Met with the Faculty Supervisor a minimum of four times to

discuss my progress.

Understood that I was responsible for completing the

Assessment and SREB activities for certification.

Circle the word that best describes overall evaluation of

Mentor Principal.

exemplary satisfactory unsatisfactory

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University Supervisor Evaluation of Mentor Principal

District Name: Mentor Principal Name:

School Name:

Directions: Check the column that best describes the Mentor Principal’s typical practices in his/her work.

Omit items that are not applicable.

Mentor Principal Practice Most of the

time

Somewhat Not often

Remained available for mentoring on a regular basis.

Addressed appropriate issues during mentorship.

Provided useful positive feedback.

Provided constructive criticism.

Helped intern identify legal and ethical issues when

appropriate.

Helped intern develop problem-solving skills.

Helped intern develop his/her interpersonal relationship skills.

Helped intern recognize and deal with complex issues.

Helped intern resolve conflicts.

Modeled professional behavior.

Remained open to feedback about his/her mentorship.

Maintained a heightened awareness of intern’s professional

development.

Remained reflective and open about his/her strengths and

weaknesses.

Met with the University Supervisor a minimum of four times to

discuss intern’s progress.

Understood that intern was responsible for completing the

Assessment and SREB activities for certification.

Circle the word that best describes overall evaluation of

Mentor Principal.

exemplary satisfactory unsatisfactory

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Supervision of Marginal Interns

An intern is considered “marginal” if performing unsatisfactorily in one or more of the

internship duties, assignments, or assessments. The general procedure to follow when

supervising a marginal intern is listed below:

Efforts should be made to identify the marginal intern as soon as possible.

At the first indication of failure by the intern to meet requirements, responsibilities, or

satisfactory performance on assessments, the Faculty Supervisor and the Mentor Principal

should confer to develop an intervention plan with the intern.

A three-way conference involving the intern, the Faculty Supervisor and the Mentor

Principal will occur to review the situation, attempt to resolve the problem with the

intern, and develop a remedial plan of action,

The remedial plan will identify specific areas of weakness and associated corrective action

to be taken by the candidate, the Faculty Supervisor, and the Mentor Principal.

Corrective actions on the plan will be supervised by the Faculty Supervisor and the

Mentor Principal with frequent observations and written evaluations of the candidate’s

progress or lack thereof being documented.

Other professionals in the field may be asked to observe and offer suggestions or

methods to assist the intern in demonstrating improved performance.

If significant progress has occurred, the intern may be able to continue with the internship

without further remediation.

If there has been insufficient improvement within the remediation period a conference

will be scheduled to determine one of the following:

1) continue corrective action with new, specific timelines; 2) the intern may be advised to

withdraw from the internship

In a situation where the intern has been advised to withdraw from the internship or has

been terminated from the internship and wishes to be readmitted to repeat the

internship in another semester, an appeal must be filed with the EDL Department Chair

and will be reviewed on an individual basis.

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ON CAMPUS SEMINARS

The internship cohort will meet as a group at least three times during the 12-month internship.

Additional meetings may be required depending upon the cohort. Below are the outlines for the

three mandatory meetings which will focus on candidate learning and school improvement. At

each meeting there will be time for candidates to share across mentor sites.

Seminar One – This is an orientation to the Principal Internship and will provide the information

that interns will need in order to begin their work. Interns will receive detailed information on

the requirements of the internship, instruction on developing Action Plans, plus suggestions on

managing the activities and workload. Each Intern will complete the Interns Self-Assessment

Inventory. Interns need to bring laptop computers, as they will establish their Box e-file and

construct the template for their e-folios. Attendance at the orientation seminar is mandatory. If

a candidate fails to attend, they will not be allowed to begin the internship that semester.

Title: School Improvement Planning

Objectives: Candidates will:

1. discuss the new Illinois Principal Preparation Program. 2. discuss strategies for gathering and examining data to assess progress on the School

Improvement Plan (SIP). 3. discuss strategies for identifying areas for improvement and interventions, with particular

attention given to student subgroups. 4. discuss strategies for evaluating a school improvement action plan. 5. share experiences across mentor sites.

Seminar Two –This seminar will be held around week ten of EDL 526. During this seminar each

intern will present a short oral presentation describing their experiences. The University

Supervisor will lead a discussion of problems and successes of interns in order to discover best

practices and mistakes to avoid. Information on the Capstone Project will be presented.

Title: RTI Discussion and review of Assessment responsibilities and needed detail.


1. differentiate between Response to Intervention (RtI) and special education. 2. determine the appropriate RtI Tier for students when given several scenarios. 3. participate in discussions by sharing personal experiences and expertise regarding RtI and

special education including but not limited to identification, interventions, progress monitoring, scheduling, and referral process.

4. Candidate will be clear about responsibilities and detail needed for completing Assessments.

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Seminar Three – This seminar will be held on week eight of EDL 527 and will feature a panel of

first year principals who will share their experiences. There will be a University led discussion of

problems and successes and information on the completion of the four formal assessments and

other course requirements.

Title: The Change Game for School Improvement


1. be confronted with realistic decisions and experiences. 2. be compelled to consider new ways of looking at school improvement goals and their (the

candidates’) mental models for dealing with change. 3. try proven methods for making system-wide change. 4. discuss how their experiences in the game mirror or do not mirror their experiences at

their internship sites.

ACTIVITIES

Activities are tasks and actual administrative work done by interns. A minimum of 120

hours of activities must be recorded for both EDL 526 and EDL 527 for a minimum total of 240

hours for the internship. All activities must be related to the provision of instruction at the

school. Even though an intern may concentrate their activities at one particular school, they

must participate in activities at all levels, (pre-K, elementary, middle school and high school), in

order to gain a perspective of how those schools provide instruction. Interns must also complete

activities involving teachers in special education, bilingual or ESL, and gifted programs. Interns

must complete activities in each of the six ISLLC standards, meet the four formal assessments and

allow for the successful completion of the SREB Competencies Rubric.

Activities and the hours that they take to accomplish are to be recorded on the Activity

Log which will become part of the intern’s e-folio and reported weekly to the University

Supervisor on Blackboard. In keeping with the above requirements, activities should be planned

and selected that meet the intern’s professional development needs and career goals.

TIME COMMITMENT

The internship requirement is designed to encompass two two-credit-hour courses over

two consecutive semesters. Each course requires a minimum of 120 hours of on the-job

activities. This equates to an average activity load of eight hours per week. The activities are real

work and the work load can be intense. Time management is the skill to be learned here!! The

number of hours per week will fluctuate due to variables such as opportunities for activities,

availability of the Mentor Principal, and the intern’s regular work load. If a candidate does not

complete all of the required hours within a given semester, they may receive a “Deferred grade”

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for the course and the grade will be changed when the work is done. Please note that you would

only have one additional year to finish the internship or no credit will be received. The Mentor

Principal and the University Supervisor will work to keep candidates on task.

EVALUATION

Throughout the internship there are four formal Assessments as required by Section 23 of

the Illinois Administrative Code, Part 30. Four additional assessments have been developed by

the university to address the development of knowledge and skills in working with special

education populations, English Language Learners (ELL), Gifted students and programs, and the

need to serve all students including pre-school age children and serving all students and families

with equity on their behalf.

In addition, each candidate will complete the second Intern Self-Assessment Inventory

(page 47) and the Intern Evaluation of Mentor Principal (page 11) by the end of the course. Each

candidate will also receive formal feedback on the Internship Evaluation by the Mentor Principal

(page 31) and the Internship Evaluation by the University Supervisor (page 37).

1. Interns’ competency with IEP, IFSP, Section 504 Plan and ELL will be assessed using the

principal preparation program internship assessments for 30.45A, 4, A, B, C, D, E, F, G

(page 74).

2. Interns’ competency with the 36 SREB Competencies will be assessed using page 116 and

written reflections.

3. Interns’ competency will also be assessed through an additional eight assessments,

including the three ISBE required assessments (page 127).

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ACTION PLAN

Prior to beginning any activities, the intern must complete an Action Plan for the conduct

of their internship. It is to be developed cooperatively with the Mentor Principal and approved

by the University Supervisor. It is a planning tool and serves as a guide for the conduct of the

internship. The Action Plan will contain the following sections:

Purpose:

A discussion of career goals and professional development needs that the Candidate plans

to meet during the internship.

Setting:

A description of the demographics of the sites involved in the internship and the reasons

why those settings are suitable for meeting the candidate’s objectives.

Standards:

The Action Plan must reflect work in each of the six ISLLC standards

Objectives:

Objectives indicate what is to be learned in each standard. Objectives should be specific,

measurable and related to one of the formal evaluations and/or the SREB Competencies

Rubric.

Activities:

Activities indicate what the intern will do to meet the stated objectives. These are

administrative tasks to be completed by the intern. This is the work of the internship.

Time Line:

The time line is a proposed schedule of when activities will be accomplished.

A Sample Action Plan is shown on page 59.

DOCUMENTATION

In order to adequately track and evaluate candidate progress and to illustrate program

compliance with various accrediting agencies, the following documentation of the internship is

necessary.

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1. A clinical internship agreement between the candidate, supervising school and the

University.

2. The Internship Action Plan.

3. An activity log maintained by the candidate throughout the term of the internship.

4. A mid-term reflection written by the candidate at the end of the first semester.

5. A final reflection written by the candidate at the end of the second semester.

6. Completed evaluation forms for each semester.

7. Site evaluation reports by the University Supervisor.

8. Evidence of completion of the four formal evaluations.

9. A completed SREB Competencies Rubric.

10. A Principals Self-Evaluation Inventory from both the beginning of Internship, EDL 526

and the end of the internship, after EDL 527.

11. A completed e-folio.

12. A final letter of completion from the Mentor Principal.

THE e-FOLIO

Each candidate must maintain an electronic portfolio; the e-folio is a detailed record of

their internship. The e-folio is developed and maintained on Box during the time the candidate is

enrolled in EDL 526/527. During the orientation class at the beginning of EDL 526, each

candidate will be logged into their individual Box internship file. The file contains a template and

a set of individual folders for maintaining records. At the conclusion of the internship, each

candidate will transfer their Box file to a disk which will become part of their permanent

internship record. Candidates will also be encouraged to edit the contents of their e-folio and

use the information to build and electronic employment portfolio.

MID-TERM AND FINAL REFLECTIONS

The mid-term reflection is due at the end of EDL 526 and should be submitted during the

final site visit for the semester. It should center on what the candidate has learned, how their

perceptions of school leadership may have changed, and how the internship thus far has

prepared them to become entry level school administrators. If there are any major changes

planned for EDL 527 that are not included in the initial Action Plan they should be outlined in the

mid-term reflection. The final reflection, due at the end of EDL 527 should look back over the

candidate’s entire internship experience and examine its value as a learning experience, critique

what went well and what did not and what was learned from the activities and evaluations. It

should also include a self-assessment of the knowledge and skills they now possess that will

enable them to enter the principalship and what they may yet need to learn.

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EMBEDDED FIELD EXPERIENCES

EDL 502 SCHOOL FINANCE

Field experience associated with the course requires that the student conduct an analysis of a local school's (preferably their own) fiscal program for a given school year. This requires examining tax rates, revenues by source and purpose, fiscal policy, expenditures by fund and function, and contrasting these analyses with similar districts and state averages.

EDL 503 SCHOOL LAW

Associated field experiences require that each student develop a model program for some aspect of the school enterprise and relate that model to appropriate legal specification. This model may relate to personnel, business, finance or any other major aspect of schools.

EDL 509 ORGANIZATIONAL DYNAMICS

Field experiences focus on the major theoretical analysis of their organization in terms of motivation, leadership, formal and informal organization, decision-making, culture and climate, and organizational change. Theoretical concepts are tested against the student's view of current events in which they are intimately involved. A written report including observations and conclusions and an oral report to the class are required.

EDL 511 SCHOOL IMPROVEMENT

Course is based on assessment of student learning and of programs and using those assessments to build, adjust and implement curriculum at both the classroom and school levels. The course involves data collection and is rich in school-based field activities for students, including building a map of an existing year long course, conducting an in-depth analysis of one field of study in a school district, a number of reflections on assessment practices in actual school buildings and the application of data to improve curriculum.

EDL 519 THE PRINCIPALSHIP

Field experiences in this course include a PDSA project which involves solving a real problem relating to school improvement in the student’s school. The project involves data collection and analysis through the use of “quality tools” and concludes with a presentation of the project to the class by the student which must include the use of the technology included in a “smart’ classroom. The students are also required to conduct

20

weekly interviews with principals and develop a “Principals To Do List” from those interviews.

EDL 525 SUPERVISION OF INSTRUCTION

Specific goal is improvement of curricular and instructional practices through the supervisory role, and to develop comprehensive understanding and performance in

conducting teacher hiring, faculty evaluation and professional development. Field experiences include a full cycle of teacher evaluation including a pre-observation conference, classroom observation and a post-observation conference.

EDL 531/532 – CAPSTONE I/CAPSONTE II

These courses are designed to run concurrently with the internship and will require students to conduct research geared to solving an existing problem in the school where their internship takes place using real data from that school.

21

Components of Coursework Requirements

Department of Educational Leadership ISBE Coursework Requirements

Course Name/Number

Embedded Field Experiences

1 2 3 4 5 6 7 8

EDL 502 School Finance

1 Interview Paper

X

EDL 503 School Law

1 & 2 Handbook Review 8 Evaluate District Supervision Plan

X X X

EDL 509 Org Dynamics

3 Technology Plan analysis X

EDL 511 School Improvement

2 Evaluation of curriculum for ELL, gifted, & students with disabilities 4, 5, 6, 7 Mapping & Assessment Project

X X X X X

EDL 519 Principalship

1 & 2 Handbook Analysis 5, 6, 7 Instructional Plan Analysis

X X X X X

EDL 525 Supervision of Instruction

4,5,6 Teacher Observation 8 Danielson Model Evaluation Design

X X X X

EDL 531/532 Capstone

1-8 Content may be addressed in the focus of the Capstone research project

X X X X X X X

22

UNIVERSITY OF ILLINOIS AT SPRINGFIELD SPRINGFIELD, ILLINOIS

College of Education & Human Services Council on Professional Education

CLINICAL PRACTICE CONTRACT

THIS AGREEMENT, entered into at Springfield, Illinois, this __ day of __ , by and between The

Board of Trustees of the University of Illinois for the University of Illinois at Springfield, hereinafter

referred to as "University," and the Board of Education of School District No. __ of ____ County

Illinois, hereinafter referred to as "District,"

WITNESSETH: The parties agree as follows:

1. During the _________________ school years, the University will send to the District students for student teaching/internship experience.

2. The District will accept qualified student teachers/interns without regard to race, creed, color, sex, religion, age, marital status, unfavorable discharge from the military or status as a disabled veteran or a veteran of the Vietnam era, physical or mental handicap unrelated to ability, or national origin and will provide for the participation of its staff members in the supervision of such student teachers/interns in their student teaching/internship under the conditions provided in the Student Teaching/Internship Handbook of the University.

3. In consideration for such services the University agrees to pay the District by tuition waiver per student per term. This will be paid in the following manner:

Payment to the individual cooperating teacher(s) and individual school principal(s). One four credit hour tuition waiver to be given to each individual cooperating teacher and one four credit hour tuition waiver to be given to each individual school principal. The waiver must be used within one year.

4. It is agreed and understood that all student teachers/interns accepted by the District from University under and pursuant to this agreement shall be considered as agents of the District and shall not constitute agents of the University. Further, it is understood and agreed that the cooperating teacher/principal mentor remains an employee of the District and shall not be deemed an employee of the University for any purpose.

5. By acceptance of this agreement the District agrees to or certifies the following:

a. The District certifies it is not barred from bidding with a unit of state or local government due to unlawful bid-rigging or bid-rotating as prohibited by Section 33E-3 or 33E-4 of the Criminal Code of 1961.

23

b. The District certifies it is not barred pursuant to 30 ILCS 505/10.1 & 10.2 from being awarded a contract or subcontract with an agency of the State of Illinois or conducting business with the State of Illinois or any State Agency.

c. The District agrees to comply with Article VI - the Equal Opportunity Clause of the public contract section of the Rules and Regulations of the Illinois Department of Human Rights, which article and the provisions thereof are fully incorporated in this agreement by reference.

d. The District agrees to maintain, for a minimum of 5 years after the completion of this Agreement, adequate books, records, and supporting documents to verify the amounts, recipients, and uses of all disbursements related to the Agreement; the Agreement and all books, records, and supporting documents related to the Agreement shall be available for review and audit by the Illinois Auditor General; and the District agrees to cooperate fully with any audit conducted by the Auditor General and to provide full access to all relevant materials. Failure to maintain such books, records, and supporting documents shall establish a presumption in favor of the State of Illinois for the recovery of any funds paid by the State under the Agreement for which adequate books, records, and supporting documentation are not available to support their purported disbursement.

e. The District agrees to comply with an act to prohibit discrimination and intimidation on account of race, creed, color, sex, religion, physical or mental handicap unrelated to ability, or national origin in employment [775 ILCS 10/1 et seq.].

f. The District agrees that, if it receives funds which are wholly or partially allotted to the State of Illinois from Federal financial assistance, it shall comply with Section 504 of the Rehabilitation Act of 1973 [29 U.S.C. 794].

g. The District certifies that it is in compliance with the Drug Free Workplace Act [PA 86-1459] which requires, in part, that contractors with 25 or more employees take steps to ensure a drug free workplace by informing employees of the dangers of drug abuse, of the availability of any treatment or assistance programs, of prohibited activities and of sanctions that will be imposed for violation; and that individuals with contracts not engage in the manufacture, distribution, dispensation, possession or use of a controlled substance in the performance of the contract. These requirements apply to state contracts of $5,000 or more.

h. The District certifies that is its correct Federal Taxpayer number

and that it is doing business as a governmental entity.

6. All notices, questions and other matters related to clinical internship shall be directed to:

For District: For University of Illinois at Springfield:

__________________, University Supervisor

University of Illinois at Springfield

Department of Educational Leadership, BRK 377

Springfield, IL 62703

24

7. This agreement shall be automatically renewed for the subsequent school year, up to a maximum

of ten (10) years total, unless either party is given notice to the other thirty (30) days prior to the

start of the school year of its intent not to renew.

IN WITNESS WHEREOF the parties hereunto have caused this Agreement to be executed by duly authorized

officers by affixing their respective signatures on the day and year first above written.

BOARD OF EDUCATION OF SCHOOL

DISTRICT NO. ___ OF

_____ ___ COUNTY, ILLINOIS

BY: ______ BY: _______________________

TITLE: Comptroller

DATE: DATE _____________________

Approved as to form: Mark Henss, University Legal Counsel

February 20. 2012

wp15.0/newest contract mark henss February 20, 2012/multiple years newest public school contract. -sent updated 11 5 14

25

Current EDL Internship Locations

Athens School District #213 Cantrall Elementary School

Athens School District #213 Cantrall Elementary School

Ball Chatham School District Glenwood High School

Ball Chatham School District Glenwood Intermediate

Ball Chatham School District Central Office

Berry Western High School

Bunker Hill School District Wolf Ridge Education Center

Chatham Glenwood Middle School

Chatham Ball Elementary

Franklin School District Franklin Jr. – Senior High School

Greenvalley Midwest Central Middle School

Greenvalley Midwest Central Middle School

Illini Central District #189 Illini Central High School

Illini Central District #189 Middle School

Illini Central District #189 High School – Middle School

Jacksonville School District Turner Junior High School

Jacksonville School District Central Office

Jacksonville School District Jacksonville High School

Lincoln Lincoln Elem.

Litchfield Litchfield Middle School

Mason City Illini Central Elementary North Greene School District #3 –White Hall North Greene High School

Pawnee Pawnee Grade School

Petersburg Porta Jr. High

Pikeland School District Pikeland Elementary School

Porta District #2 – Petersburg Porta Jr. High

Porta District #2 – Petersburg Jr. High School

Riverton Riverton High School

Rochester Rochester Intermediate / Middle School

Rochester Rochester High School

School District #11 – Pawnee Pawnee Grade School

Springfield Springfield Christian School

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Springfield Trinity Lutheran

Springfield 186 Alt. School

Springfield 186 Douglas Alternative School

Springfield 186 Early Learning Center

Springfield 186 Enos Elementary

Springfield 186 Franklin Middle School

Springfield 186 Franklin Middle School

Springfield 186 Hope School

Springfield 186 Jefferson Middle School

Springfield 186 Jefferson Middle School

Springfield 186 Laketown Elementary

Springfield 186 Lanphier High School

Springfield 186 Matheny-Withrow Elementary

Springfield 186 Ridgely Elementary

Springfield 186 Sangamon Area Sp. Ed.

Springfield 186 Southeast High School



Springfield 186 Springfield

Springfield 186 Springfield High School

Springfield 186 Springfield High School

Springfield 186 The Early Learning Center

Tri-City District #1 – Buffalo Tri-City Elementary School

Tri-City District #1 – Buffalo Elementary School

Tri-City District #1 – Buffalo High School

Triopia CUSD #27 Triopia Grade School

Waverly Waverly High School

Waverly St. Patrick Elementary

Waverly School District Waverly High School

White Hall North Green High School

Williamsville CUSD Sherman Elementary

Williamsville CUSD Williamsville High School

Winchester School District Winchester Elementary

Winchester School District Winchester High School

27

Non-Partner Schools Internship Site Agreement

In the interest of providing Illinois Principal Preparation Candidates with rigorous internship experiences that will prepare them to meet the real challenges of school leadership roles, the EDL Department of the College of Education & Human Services of the University of Illinois at Springfield and the Mentor Principal below enter into this agreement regarding internship

placement and supervision.

__________________________________ of ____________________________ located in the Principal School

, agrees to serve as a mentor principal for School District the purpose of providing internship activities outlined in the Internship Handbook

for, , a student in the University of Illinois at Springfield

Principal Preparation Program, for the period of __________________________________.

Dates As a party of the agreement, the EDL Department shall provide a University Supervisor who will:


2. Conduct a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting University Supervisors and Mentor Principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.

3. Conduct three on-campus seminars to discuss issues related to student learning and school improvement arising from the interns’ experiences.




7. Maintain a Box site for the purpose of maintaining intern e-folios and monitoring progress.




28

As a party of the agreement, the Mentor Principal agrees to:

1. Submit a Mentor Principal Certification Form (page 30) to the EDL University Supervisor verifying that they hold a current and valid Illinois Principals’ Endorsement, and have a minimum of three years of successful experience as a principal.

2. Attend a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting university supervisors and mentor principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.

3. Be willing to delegate responsibility to the intern. 4. Provide and support meaningful administrative activities related to the school’s

instructional program and school improvement plan. 5. Attend at least 4 on-site meetings with the intern and University Supervisor. 6. Provide constant advice, guidance and formative evaluation to the intern. 7. Maintain contact with the University Supervisor relating to the intern’s progress. 8. Validate the intern’s activity log. 9. In conjunction with the University Supervisor, evaluate and or monitor the Illinois Principal

Preparation Internship Rubrics, the LINC rubric and the SREB Competencies Rubric. 10. Submit a summary letter to the Educational Leadership Department at the end of the

internship verifying the intern has met the requirements of the internship under their direct supervision.

11. Meet regularly with intern (at a minimum of once per week, ideally daily) to plan and to provide feedback on his/her participation in and leading of internship activities.

12. Confer regularly with the intern concerning his/her performance and progress. 13. Work directly with intern so that he/she can participate in 100% of the specific tasks

related to meeting the SREB Critical Success Factors and 36 Competencies. 14. Work directly with intern so that he/she can lead 80% of the specific tasks related to

meeting the SREB Critical Success Factors and 36 Competencies. 15. In conjunction with the University Supervisor, develop and monitor any needed

remediation plans for strengthening the intern’s performance. 16. Provide on-site opportunities for the intern to observe participate and lead supervisory

and administrative activities that are related to student learning when and where possible, in accordance with the Internship Plan.

17. Supervise a maximum of two interns from any Principal Preparation Program at a time.

The Mentor Principal and University Supervisor shall assume joint responsibility for the evaluation

of the intern.

Mentor Principal Date

_____________________________

EDL University Supervisor Date

29

PRINCIPAL INTERNSHIP AGREEMENT FOR EDL 526-527

Candidate _______________________________________________________

Site of the Internship Experiences __________________________________

Date(s) of the Internship Experiences __________________________________

The following relates to the internship experiences of candidates pursuing supervision and/or principalship entitlement through the University of Illinois at Springfield Educational Leadership program:

1. The candidate's internship experiences will be under the direct supervision of the Mentor Principal

Name: _______________________________________________________________

2. The schedule (days and hours) for the internship experiences will typically be

______________________________________________________________________

Note: It is understood that this schedule will vary from time to time.

3. During the above dates, the candidate will be performing the following general duties

______________________________________________________________________

4. The candidate will be available for conferences at UIS during the course of the internship experiences. The number and dates of these conferences will be jointly determined by the candidate and University Supervisor.

5. The University Supervisor will have permission to visit for purposes of supervision and evaluation.

6. The Mentor Principal will report to the University Supervisor regarding the progress of the candidate at least two times each semester.

____________________________ ______________________________

Date Candidate

____________________________ ______________________________

University Supervisor Mentor Principal

30

Mentor Principal Certification Form

Name________________________________________________

Current Job Title_______________________________________

School________________________________________________

School Address___________________________________________

School Phone____________________________________________

E-mail Address____________________________________________

Number of Years in Current

Position_____________________________

Total Number of Years as a

Principal____________________________________

Illinois Administrative Certificate

Number_________________________________

Signature______________________________

Date______________

Note: This form must be accompanied by a letter from the District Superintendent stating

that the Principal has three years of successful experience as a building principal. The letter

should include evidence illustrating candidate growth in two of the Principal’s previous five

years of experience.

31


Educational Leadership Department

INTERNSHIP EVALUATION BY MENTOR PRINCIPAL

Intern:

Mentor:

Mentor’s Position:

Internship Site: School, Office or Program:

School District

Street Address

City, State, Zip Code

Phone Number

E-mail Address

Internship Period From: Month/Day ______/_______ to: Month/Day _______/________

Total Internship Hours

32

INTERNSHIP EVALUATION BY MENTOR PRINCIPAL

Six Standards for School Leaders (ISLLC 2008)

Levels of Performance

The Six Standards for School Leaders were developed by the Interstate School Leaders Licensure Consortium (ISLLC). Each

element of a standard has four levels of performance: Distinguished, Independent, Developing, and Novice. The levels range from

describing interns who are considered exemplary in addressing the standard, to interns who are just beginning to master the basics

of school leadership. Please use N/O (Not Observed) if you are unable to comment on any of the standards. Below are general

definitions of the four levels of performance for each standard:

NOVICE DEVELOPING INDEPENDENT DISTINGUISHED

The intern is just beginning to understand the concepts underlying the standard. The intern does not demonstrate an understanding of what is needed to perform effectively in the designated area.

*Comments required

The intern appears to

understand the concepts

underlying the standard and

attempts to implement its

elements. Implementation is

inconsistent or otherwise not

entirely successful.

Performance is adequate and

the intern seeks resources to

build knowledge and enhance

skills. Additional experience,

education, and mentoring will

enhance the intern’s

proficiency in this area.

*Comments requested

The intern clearly understands

the concepts underlying the

standard and applies

knowledge and skill in

implementing it as well. The

intern is reflective, learns from

experience and manages

his/her own professional

development. Resources are

utilized to build knowledge and

skills. The intern regards self

as effective in the standard

and is regarded by others as

performing well.

*Comments requested

Interns at this level are

considered to be

exemplary in addressing

the standard. They make

a contribution to the field,

both in and outside the

school. The interns

synthesize information,

integrate concepts and

resources, and have the

courage to risk new

possibilities. Their work is

consistently exceptional in

quality and they have

earned the respect of staff,

students, and parents.

*Comments required

33

STANDARD #1: A school administrator is an educational leader who promotes the success of all students by facilitating the

development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school

community.

PERFORMANCES: The intern facilitates processes and engages in activities that:

ELEMENTS RATING COMMENTS

Identify and support a vision, mission, and supporting beliefs

Communicate the vision, mission and supporting beliefs to stakeholders

Implement the vision, mission, and supporting beliefs in the school and community by developing a plan that aligns the building efforts/resources toward achieving the vision of the school

Monitor and revisit the vision, mission, and supporting beliefs

Distinguished

Independent

Developing

Novice

STANDARD #2: 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 growth.



Ensure leadership in instruction

Develop an instructional program to support school improvement

Consider diversity and equity in developing learning experiences

Use effective supervisory models when interacting with and evaluating staff

Model lifelong learning and encourage staff development

Use multiple sources of information when assessing staff and student performance

Distinguished

Independent

Developing

Novice

34

STANDARD #3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.



Maintain an organizational structure designed to maximize opportunities for success

Implement policies and procedures to achieve the vision and goals of the school

Utilize resources responsibly, efficiently, and effectively

Manage the building to maximize alignment with the goals of the school

Assure that student management supports the learning environment in the school

Distinguished

Independent

Developing

Novice

STANDARD #4: A school administrator is an educational leader who promotes the success of all students by collaborating

with families and community members, responding to diverse community interests and needs, and mobilizing community

resources.



Work effectively with school families

Model community collaboration for staff

Show active involvement in outreach efforts to the larger community

Develop and maintain a well-defined and effective public relations plan

Distinguished

Independent

Developing

Novice

35

STANDARD #5: A school administrator is an educational leader who promotes the success of all students by acting with

integrity, fairness, and in an ethical manner.



Treat people fairly, equitably, and with dignity and respect

Demonstrate a personal and professional code of ethics

Demonstrate values, beliefs, and attitudes that inspire others to higher levels of performance

Support the development of a caring community

Distinguished

Independent

Developing

Novice

STANDARD #6: A school administrator is an educational leader who promotes the success of all students by understanding,

responding, to, and influencing the larger political, social, economic, legal, and cultural context.



Work within the framework of policies, laws, and regulations enacted by local, state, and federal authorities

Communicate with the school community concerning trends, issues and potential changes in the broader community

Advocate for the school in the broader community

Foster ongoing dialogue with diverse community groups

Work effectively with the media

Distinguished

Independent

Developing

Novice

36

Please use this space to add OTHER COMMENTS about the intern’s work that were not covered by

the six standards:

___________________ ____________________

Intern Mentor Principal

________________ _________________

Date Date

37


College of Education & Human Services

Department of Educational Leadership

INTERNSHIP EVALUATION BY UNIVERSITY SUPERVISOR

Intern:

Principal Mentor:

Mentor’s Position:

Internship Site: School, Office or Program:

School District

Street Address

City, State, Zip Code

Phone Number

E-mail Address

Internship Period From: Month/Day ______/_______ to: Month/Day _______/________

Total Internship Hours

38

INTERNSHIP EVALUATION BY UNIVERSITY SUPERVISOR

Six Standards for School Leaders

Levels of Performance

The Six Standards for School Leaders were developed by the Interstate School Leaders Licensure Consortium (ISLLC). Each

element of a standard has four levels of performance: Distinguished, Independent, Developing, and Novice. The levels range from

describing interns who are considered exemplary in addressing the standard, to interns who are just beginning to master the basics

of school leadership. Please use N/O (Not Observed) if you are unable to comment on any of the standards. Below are general

definitions of the four levels of performance for each standard:

NOVICE DEVELOPING INDEPENDENT DISTINGUISHED

The intern is just beginning to understand the concepts underlying the standard. The intern does not demonstrate an understanding of what is needed to perform effectively in the designated area.

*Comments required

The intern appears to

understand the concepts

underlying the standard

and attempts to

implement its elements.

Implementation is

inconsistent or otherwise

not entirely successful.

Performance is adequate

and the intern seeks

resources to build

knowledge and enhance

skills. Additional

experience, education,

and mentoring will

enhance the intern’s

proficiency in this area.

*Comments requested

The intern clearly

understands the concepts

underlying the standard

and applies knowledge

and skill in implementing it

as well. The intern is

reflective, learns from

experience and manages

his/her own professional

development. Resources

are utilized to build

knowledge and skills.

The intern regards self as

effective in the standard

and is regarded by others

as performing well.

*Comments requested

Interns at this level are

considered to be

exemplary in addressing

the standard. They make

a contribution to the field,

both in and outside the

school. The interns

synthesize information,

integrate concepts and

resources, and have the

courage to risk new

possibilities. Their work is

consistently exceptional in

quality and they have

earned the respect of

staff, students, and

parents.

*Comments required

39

STANDARD #1: A school administrator is an educational leader who promotes the success of all students by facilitating the

development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school

community.



Identify and support a vision, mission, and supporting beliefs

Communicate the vision, mission and supporting beliefs to stakeholders

Implement the vision, mission, and supporting beliefs in the school and community by developing a plan that aligns the building efforts/resources toward achieving the vision of the school

Monitor and revisit the vision, mission, and supporting beliefs

Distinguished

Independent

Developing

Novice

STANDARD #2: 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 growth.



Ensure leadership in instruction

Develop an instructional program to support school improvement

Consider diversity and equity in developing learning experiences

Use effective supervisory models when interacting with and evaluating staff

Model lifelong learning and encourage staff development

Use multiple sources of information when assessing staff and student performance

Distinguished

Independent

Developing

Novice

40

STANDARD #3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.



Maintain an organizational structure designed to maximize opportunities for success

Implement policies and procedures to achieve the vision and goals of the school

Utilize resources responsibly, efficiently, and effectively

Manage the building to maximize alignment with the goals of the school

Assure that student management supports the learning environment in the school

Distinguished

Independent

Developing

Novice

STANDARD #4: A school administrator is an educational leader who promotes the success of all students by collaborating with

families and community members, responding to diverse community interests and needs, and mobilizing community resources.



Work effectively with school families

Model community collaboration for staff

Show active involvement in outreach efforts to the larger community

Develop and maintain a well-defined and effective public relations plan

Distinguished

Independent

Developing

Novice

41

STANDARD #5: A school administrator is an educational leader who promotes the success of all students by acting with

integrity, fairness, and in an ethical manner.



Treat people fairly, equitably, and with dignity and respect

Demonstrate a personal and professional code of ethics

Demonstrate values, beliefs, and attitudes that inspire others to higher levels of performance

Support the development of a caring community

Distinguished

Independent

Developing

Novice

STANDARD #6: A school administrator is an educational leader who promotes the success of all students by understanding,

responding, to, and influencing the larger political, social, economic, legal, and cultural context.



Work within the framework of policies, laws, and regulations enacted by local, state, and federal authorities

Communicate with the school community concerning trends, issues and potential changes in the broader community

Advocate for the school in the broader community

Foster ongoing dialogue with diverse community groups

Work effectively with the media

Distinguished

Independent

Developing

Novice

42

Please use this space to add OTHER COMMENTS about the intern’s work that were not covered by

the six standards:

______________________________________ ____________________________________ Intern Signature University Supervisor Signature ______________________________________ ____________________________________ Date Date

43

UNIVERSITY SUPERVISOR’S VISITATION REPORT

Intern ______________________________________________________________________

Date _________________________ Site/Mentor Principal __________________________________________________________ List of Standards met to date - Current Projects/Activities - Nature of professional relationship with Mentor principal - Nature of professional relationship with faculty/staff as related to Internship duties - Area of success/high comfort level - Problem areas/low comfort level -

44

Skills/knowledge/activities to be stressed in future

General observation/leadership ability

Compatibility of school sites faculty, staff and educational program to meeting the goals of the

intern/internship.

Degree of support, mentoring and instruction offered by the Mentor principal.

University Supervisor_____________________________________

Signature_______________________________________________

45

INTERN’S SELF-EVALUATION

Directions: Rate your performance as a clinical student candidate in an administrative position

for the clinical experiences assignment. Each item that represents excellent or outstanding

performance should be marked with an E. Each item that is satisfactory or meets expectations

should be marked with an S. Any item which is not satisfactory should be marked with an N for

needs improvement. Any item that does not pertain to your particular assignment or activities

should be marked N/A i.e. not applicable. You may make any comments or explanations as

necessary.

Candidate’s Job Skills and Abilities:

Teamwork E S N N/A

Communication Skills E S N N/A

Initiative E S N N/A

Judgment E S N N/A

Creativity E S N N/A

Sensitivity to Students E S N N/A

Sensitivity to Parents E S N N/A

Interpersonal Skills E S N N/A

Candidate’s Knowledge and Skills:

Ability to manage E S N N/A

Ability to lead E S N N/A

Ability to make decisions E S N N/A

Responsiveness to others E S N N/A

Ability to implement district policies and procedures E S N N/A

Ability to manage physical and fiscal resources E S N N/A

46

Candidate’s Dispositions

Leadership (insight, enthusiasm, courage, collegiality) E S N N/A

Management (self-discipline, responsibility, perseverance) E S N N/A

Personal (non-judgmental, compassion, friendliness, respectfulness) E S N N/A

Ethics (integrity, honesty, fairness and equity) E S N N/A

Overall Performance E S N N/A

Comments (optional):

________________________ _______________________

Mentor Principal’s Name (print) Candidate’s Name (print)

________________________ _______________________ _______

Mentor Principal’s Signature Candidate’s Signature Date

47

University of Illinois at Springfield Intern’s Self-Assessment Inventory

Name: EDL Semester/Date: Items are based on five standards articulated in the Illinois Content Area Standards for School Principals,

(Content-Area Standards for Educators, Adopted June 2000, ISBE, p. 236-240) Respond to each question by placing a number 1 through 4 in the box next to each question. If you

answer Practical Experience, please describe your practical experience with the area. 1 = Practical Experience (brief description) 2. = Understand Conceptually 3. = Some Understanding 4. = Little Understanding

STANDARD 1 – Facilitating a Vision of Learning

1A. I am able to facilitate and engage in understanding learning goals in a pluralistic society, and comprehend the principles of developing and implementing long-term plans.

1B. I am able to facilitate and engage in recognizing theories of educational leadership, and understand

information sources, data collection, and data analysis strategies.

1C. I am able to facilitate and engage in understanding effective communication, consensus-building and negotiation skills.

1D. I am able to facilitate and engage in the knowledge of the philosophy and history of education.

1E. I am able to facilitate and engage in designing curricula with consideration for philosophical, sociological, and historical foundations, democratic values and the community’s values, goals, social needs and changing conditions; facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning.

1F. I am able to facilitate and engage in analyzing, evaluating and monitoring operational plans and processes to accomplish strategic goals, using practical applications of organizational theories, and solicit and use financial, human and material resources to support the implementation of the school mission and goals.

1G. I am able to facilitate and engage in identifying and critiquing several theories of leadership and their application to various school environments, and conduct needs assessments and use qualitative and quantitative data to plan and assess school programs.

1H. I am able to facilitate and engage in analyzing and interpreting educational data, issues, trends, and use appropriate interpersonal skills and apple appropriate and effective communication strategies when using written, verbal, and nonverbal communication.

1I. I am able to facilitate and engage in consensus building and display effective negotiation skills, and frames, analyze and resolve problems using appropriate problem-solving techniques and decision-making skills.

1J. I am able to facilitate and engage in analyzing school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society.

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STANDARD 2 – School Culture and Instructional Program 2A. I am able to facilitate and engage in understanding of school cultures, and the continuum of student

growth and development. 2B. I am able to facilitate and engage in the procedures used in the assessment of the learning environment,

and understanding applied learning theories.

2C. I am able to facilitate and engage in curriculum design, implementation, evaluation, and refinement.

2D. I am able to facilitate and engage in recognizing the components of a special education comprehensive case study evaluation, and understanding principles of effective instruction and best practices.

2E. I am able to facilitate and engage in measurement, evaluation, and assessment strategies, and understand diversity and its meaning for educational programs.

2F. I am able to facilitate and engage in adult learning and professional development models, and understand the change process for systems, organizations, and individuals.

2G. I am able to facilitate and engage in recognizing the role of technology in promoting student learning and professional growth, and understand classroom management.

2H. I am able to facilitate and engage in creating a positive school culture that promotes learning with

teachers, parents and students, and promotes an inclusive educational culture.

2I. I am able to facilitate and engage in the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs.

2J. I am able to facilitate and engage in promoting an environment where all individuals are treated with fairness, dignity, respect, and develop a culture of high expectations for self, student and staff performance where accomplishments are recognized.

2K. I am able to facilitate and engage in applying the principles of student growth and development to the learning environment and the educational program, and utilize procedures in the assessment of the learning environment.

2L. I am able to facilitate and engage in developing collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum and incorporates best practice and developmentally appropriate instruction for varied teaching and learning styles as well as specific student needs considering gender, ethnicity, culture, social class and exceptionalities.

2M. I am able to facilitate and engage in analyzing various staffing patterns, student grouping plans, class scheduling forms, school organizational structures and facilitate design processes to support various teaching strategies, desired student outcomes, and assess student progress using a variety of appropriate techniques.

2N. I am able to facilitate and engage in base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates.

49

2O. I am able to facilitate and engage in aligning curricular goals and objectives with state learning standards, and facilitate the design, implementation and evaluation of curricular, co-curricular and extracurricular programs for continuous improvement.

2P. I am able to facilitate and engage in using resources to support instructional programs and best practices, incorporates a variety of supervisory models to improve teaching and learning, and uses qualitative and quantitative data to plan and assess school programs.

2Q. I am able to facilitate and engage in promoting an inclusive educational culture, and identify needs for professional development, incorporate adult learning strategies and assessment in the formulation of self-development plans for staff.

2R. I am able to facilitate the change process for systems, organizations, and individuals by using qualitative and quantitative data to plan and assess school programs, and studying best practices, relevant research and demographic data to analyze their implications for school improvement.

2S. I am able to facilitate and engage in developing, analyzing and implementing operational plans and processes to accomplish strategic goals using practical applications of organizational theories, apply a systems perspective, monitor and assess the progress of activities, make adjustments and formulate new action steps as necessary.

2T. I am able to facilitate and engage in using technology, telecommunications and information systems to enrich curriculum and instruction, and develop and implement long-range plans for school and district technology information systems.

2U. I am able to facilitate and engage in using a variety of supervisory models to improve teaching and learning, and implementing collaboratively developed policies and procedures that provide a safe school environment and promote health and welfare. STANDARD 3 – Management

3A. I am able to facilitate and engage in understanding theories and models of organizations and the principles of organizational development, and am aware of local operational policies and procedures.

3B. I am able to facilitate and engage in understanding principles and issues relating to school safety and

security, and am knowledgeable about management and development of human resources.

3C. I am able to facilitate and engage in comprehending principles and issues relating to fiscal considerations of school management, and understand principles and issues relating to school facilities and use of space.

3D. I am able to facilitate and engage in recognizing legal issues impacting school operations, and am knowledgeable of current technologies that support management functions.

3E. I am able to facilitate and engage in applying theories to create conditions that motivate staff, students and families to achieve the school’s vision, and analyze school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society.

50

3F. I am able to facilitate and engage in applying effective job-analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff, and utilize appropriate policies, criteria and processes for the recruitment, selection, induction, compensation and separation of personnel with attention to issues of equity, diversity and exceptionalities.

3G. I am able to facilitate and engage in developing and implementing an efficient building-level budget planning process that is driven by school priorities, and understands federal, state and local statutory and regulatory provisions and judicial decisions governing education.

3H. I am able to facilitate and engage in applying common law and contractual requirements and procedures in an n educational setting, and assessing current technologies for school management and business procedures. STANDARD 4 – Collaboration with Families and Communities

4A. I am able to facilitate and engage in recognizing emerging issues and trends that potentially impact the school community, and comprehend parents’ rights, including the right to an independent evaluation and the use of that evaluation by the special education multidisciplinary team.

4B. I am able to facilitate and engage in understanding the conditions and dynamics of the diverse school

community, and have knowledge of community resources.

4C. I am able to facilitate and engage in understanding community relations and marketing strategies and processes, and am aware of successful models of school, family, business, community, government, and higher education partnerships.

4D. I am able to facilitate and engage in assessing emerging issues and trends to determine their impact on the school community, and engage in activities that address parents’ rights, including the right to an independent evaluation and the use of that evaluation by the special education multidisciplinary team.

4E. I am able to facilitate and engage in analyzing community and district power structures and identify major opinion leaders and their relationships to school goals and programs also identify and analyze the major sources of fiscal and non-fiscal resources for schools.

4F. I am able to facilitate and engage in developing and implementing an effective staff communication plan and public relations program, and articulate the district’s school’s vision, mission and priorities to the community and media and understand how to build community support for district or school priorities and programs.

STANDARD 5 – Acting with Integrity, Fairness and in an Ethical Manner

5A. I am able to facilitate and engage in understanding the purpose of education and the role of leadership in modern society, and recognize various ethical frameworks and perspectives on ethics.

5B. I am able to facilitate and engage in understanding the values and challenges of the diverse school

community, and am aware of the professional code of ethics.

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5C. I am able to facilitate and engage in analyzing school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society, and manifest a professional code of ethics and values.

5D. I am able to facilitate and engage in base decisions on the moral and ethical implications of policy options and political strategies, and promote the values and challenges of the diverse school community.

5E. I am able to facilitate and engage in communication effectively with various cultural, ethnic, racial, special interest groups and other diverse populations in the community, and treat people fairly, equitably and with dignity and respect, and protect the rights and confidentiality of others.

5F. I am able to facilitate and engage in encouraging others in the school community to demonstrate integrity and exercise ethical behavior. STANDARD 6 – The Political, Social, Economic, Legal and Cultural Context

6A. I am able to facilitate and engage in comprehending principles of representative governance that under grid the system of American schools, and recognize the role of public education in developing and renewing a democratic society and an economically productive nation.

6B. I am able to facilitate and engage in understanding the law as related to education, state and federal

requirements regarding least restrictive environment (including placement based on the student’s Individualized Education Program [IEP] and the Individual Family Service Plan [IFSP]) for student’s age’s birth through 21 years old.

6C. I have knowledge of the political, social, cultural, and economic systems and processes.

6D. I am able to facilitate and engage in understanding models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling, also knows about global issues and forces affecting teaching and learning.

6E. I am able to facilitate and engage in recognizing dynamics of policy development and advocacy under our democratic political system, and understand federal, state and local statutory and regulatory provisions as well as judicial decisions governing education.

6F. I am able to facilitate and engage in considering the general characteristics of internal and external political systems as they apply to school settings, also influences policy development at the federal, state, district, and school-site level.

6G. I am able to facilitate and engage in applying knowledge of common law and contractual requirements and procedures in an educational setting, analyzing appropriate procedures and relationships for working with local governing boards.

6H. I am able to facilitate and engage in developing lines of communication with decision makers outside the school community, and frames, analyze and resolve problems using models and strategies of change and conflict solution as applied to the larger political, social, cultural, and economic contexts of schooling.

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6I. I am able to facilitate and engage in base decisions on the moral and ethical implications of policy options and political strategies.

I. Are you a degree seeking student or a “certification only” student?

II. How many years of teaching experience do you have (to the nearest year)?

III. How many years of administrative experience do you have (to the nearest year)?

IV. Your employment/current position.

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Common Portfolio Rubric

Exceeds Meets Does Not Meet

ISLLC Standard 1 Artifacts clearly and

effectively demonstrate

the knowledge,

dispositions and

complex performance

related to the standards.

Artifacts clearly

demonstrate the

knowledge, dispositions

and complex

performance related to

the standards.

Improvements could be

made in theory-practice

connections.

Artifacts are ineffective

in demonstrating the

knowledge,

dispositions, and

complex performance

related to the

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



connections.



knowledge,

dispositions, and

complex performance

related to the

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



connections.



knowledge,

dispositions, and

complex performance

related to the

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



connections.



knowledge,

dispositions, and

complex performance

related to the

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



knowledge,

dispositions, and

complex performance

related to the

54



connections.

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



connections.



knowledge,

dispositions, and

complex performance

related to the

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



connections.



knowledge,

dispositions, and

complex performance

related to the

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



connections.



knowledge,

dispositions, and

complex performance

related to the

standards.



the knowledge,

dispositions and

complex performance


Artifacts clearly

demonstrate the


and complex


the standards.



connections.



knowledge,

dispositions, and

complex performance

related to the

standards.

55

Internship Portfolio Grading Rubric

Student's Name

Criteria Does Not Meet - No Credit Meets - Credit

Proposal - Action Plan No completed Action Plan Included Well written Action Plan Submitted and Complete

Intern Self-Evaluation No Intern Self- Evaluation Submitted Self-Evaluation Submitted

EDL 526 Activity Log - 120 Hours No Complete Activity Log for EDL 526 Activity Log for EDL 526 Complete

Mid- Term Reflection No Mid-term Reflection Submitted Mid- Term Reflection Submitted

Final Reflection No Final Intern Self Evaluation Submitted Final Intern Self Evaluation Submitted

EDL 526- 2 Formal Supervisor Evaluation Reports

No Formal Supervisor Evaluation Reports Submitted

EDL 526 Supervisor Formal Evaluation Reports Submitted

EDL 527/- 2 Formal Supervisor Evaluation Reports

No Formal Supervisor Evaluation Reports Submitted

EDL 527 Supervisor Formal Evaluation Reports Submitted

EDL 527 Activity Log - 120 Hours No Complete Activity Log for EDL 527 Activity Log for EDL 527 Complete

Final Intern Self Evaluation No Final Intern Self Evaluation Submitted Final Intern Self Evaluation Submitted

Action Plan Complete with Mentor Signatures

No Completed Action Plan with Mentor Signatures Submitted

Completed Action Plan with Mentor Signatures Submitted

Principal Intern Evaluation of Mentor Principal No Completed Evaluation of Mentor Principal

Completed Evaluation of with Mentor Principal Submitted

Internship Evaluation by Mentor Principal No Completed Evaluation by Mentor Principal

Completed Evaluation by Mentor Principal Submitted

Evidence Provided for Standard 1

No evidence of Activities relating to Standard One as outlined in the Proposal

Evidence of Activities relating to Standard One as outlined in the Proposal Submitted

Evidence Provided For Standard 2

No evidence of Activities relating to Standard Two as outlined in the Proposal

Evidence of Activities relating to Standard Two as outlined in the Proposal Submitted


No evidence of Activities relating to Standard Three as outlined in the Proposal

Evidence of Activities relating to Standard Three as outlined in the Proposal Submitted


No evidence of Activities relating to Standard Four as Outlined in the Proposal

Evidence of Activities relating to Standard Four as outlined in the Proposal Submitted

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No evidence of Activities relating to Standard Five as Outlined in the Proposal

Evidence of Activities relating Standard Five as outlined in the Proposal Submitted


No evidence of Activities relating to Standard Six as Outlined in the Proposal

Evidence of Activities relating to Standard Six as outlined in the Proposal Submitted

Assessment 1 Assessment 1 Incomplete or Missing Assessment 1 well written and complete








Evidence Provided for all ISLLC Standards

No evidence provided for all ISLLC Standards as outlined in the Proposal

Evidence provided for all ISLLC Standards as outlined in the Proposal

Evidence Provided for SREB Competencies No evidence provided for all SREB Standards

Evidence provided for all SREB Standards as outlined in the Proposal

Summary Letter by Mentor Principal

No summary letter is submitted verifying the candidate has met requirements of the Internship

Summary letter is submitted verifying the candidate has met the requirements of the Internship

Mentor Principal: Date:

57

University of Illinois Springfield

Educational Leadership Department

Application for Principal Internship Extension

Name_______________________ Date____________________

Date of Beginning of Internship_________________ Semester and

Year__________

Completion Date of EDL 526 ___________________

Date of Beginning of EDL 527 ___________________ Semester and

Year___________

Make statement of reason for requesting time beyond 24 months from beginning of

Principal Internship. Be specific and detailed in the explanation. Attach any supporting

documentation.

Date expected to leave Principal Internship______________

Date expected to return to the Principal Internship__________

Date expected to complete the Principal Internship______________

Intern Signature

Faculty Supervisor Signature __Approved __Denied

Department Chair Signature __Approved

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SAMPLE ACTION PLAN

INTERNSHIP ACTION PLAN (SAMPLE)

EDL 526/527

Fall 2014/Spring 2015

Chris Candidate

1442 Weaver Drive

Centerville, Illinois 64037

217/555-2324 (home)

217/555-4141 (school)

217/912-5521 (cell)

[email protected]

Mentor Principal

Susan Sharp, Principal

Scott Day Middle School

102 Shady Lane


217/555-4141

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Internship Action Plan 2

Location:

Scott Day Middle School

102 Shady Lane


Directions:

I 55 North to Exit 132/ Illinois Route 64

Turn left (West) onto Route 64 and travel approximately four miles to Centerville.

At the first stop light, turn right (North) onto Phillips Road and travel about ½ mile.

You will drive through a new subdivision of large homes and come to the North edge of

Centerville.

The first cross road after leaving the subdivision is Shady Lane. Turn left (West) and the

school is immediately on your right at the edge of the subdivision. (By the end of 527, it

might be in the middle of the subdivision!)

There is visitor parking to the left of the main entrance. You must “buzz in” at the main

door and report to the office, which is a short distance straight down the main hallway

on the left.

Travel time is approximately 35 minutes

Best Time to Visit

Day Middle School is open from 7:30 A.M. until 4:00 P.M. daily. The most convenient

time for a visit is after 2:00 P.M.

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Purpose Internship Action Plan 3

One of the key players in the school improvement process is the building principal. A principal

fills many roles, wears many hats, and needs a wide range of knowledge and skills in order to be an

effective educational leader and building manager. This internship experience is designed to provide

an inside view of the role of the principal, offer a chance to wear some of the hats and to acquire as

many of the necessary skills and as much knowledge as time and opportunities allow. The Centerville

School District has granted this student an additional “prep period” for this school year to form a

block of time during the afternoon to assume internship experience duties and assist the building

principal. This is part of a “grow your own” philosophy of developing administrators for a rapidly

growing school district. It is a unique opportunity for this student and every effort will be made to

capitalize on it. There are specific objectives built into the Action Plan that fit the educational

philosophy of the district, the culture of Day Middle School and meet the goals of the school

improvement plan which is designed to manage the increase in the student population and changing

community demographics. This internship offers a unique professional growth experience, that, if

completed successfully, will likely lead to an administrative position in the district.

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School Setting Internship Action Plan

4

Centerville Unit School District # 1 is located in Logan County approximately 25 miles to the

Northwest of the State Capital. There are currently 1823 students enrolled in the District’s schools,

which consist of Washington and Jefferson elementary schools, Scott Day Middle School and

Centerville High School. Day Middle School has 463 students in grades five through eight. Eighty

one percent of the students are Caucasian, eleven percent are Hispanic, six percent are African

American and two percent are Asian. Well over half of the teaching staff have Masters Degrees ,

but there are no minorities on staff. For the past three years, all of the schools in the district have

met AYP. Average daily attendance is above ninety-six percent and the drop-out rate is under 2

percent. The district is financially sound and is generally viewed in a favorable light by parents and

taxpayers.

Centerville is an old community steeped in its history relating to the Lincoln era, and has until

recently been a farming community. Centerville’s population is about 4200 and that reflects an

increase of over one thousand in the past three years. This is the result of two high tech industries

that have located in the area and support large, highly skilled and well paid work forces. Many have

chosen to live in the Centerville District. This presents some challenges to the school district. In

addition to the rapid growth and changing student demographics, there is a change in the culture of

the community and of the school district. There is a tension between the affluent well educated

“New Folks”, and farm - oriented long - time residents. Those factions have differing views of

schools and schooling and somewhat conflicting expectations for their children’s education. Those

challenges will impact this internship.

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STANDARDS, OBJECTIVES AND ACTIVITIES

Standard 1 - Facilitating a Vision of Learning

A school administrator is an educational leader who promotes the success of all students by facilitation

the development, articulation, implementation and stewardship of a vision of learning that is shared and

supported by the school community.

Objective 1: To understand the principals of long range planning

Activity 1a: Attend meetings of the school/community Joint Committee on Facilities Planning

Activity 1b: Work with the Assistant Superintendent in the development of a staffing needs

assessment.

Estimated Timeline:

Activity 1a Start – September 12th Meeting End – November 14th Meeting

Activity 1b Start – Mid November End – End of November

Evaluation:

Activity 1a Completion Date _________ Mentor Principal Signature _____________________

Activity 1b Completion Date _________ Mentor Principal Signature _____________________

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Standard 2 - School Culture and Instructional Program

The competent 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 growth.

Objective 2.1: Gain an understanding of the conflicting expectation of the various groups that make up

the school community.

Activity 2.1: Use the National School Assessment Association’s school culture survey to collect and

analyze data relating to community expectation for the school district’s future and prepare a

report for the superintendent.

Objective 2.2: To understand curriculum design and implementation.

Activity 2.2a: Do a curriculum analysis of Day Middle School’s vocational/technical sequence.

Activity 2.2b: Develop an introductory curriculum mapping in-service program for the Day Middle

School staff.

Estimated Timelines:

Activity 2.1 Start – Mid September End - End of November

Activity 2.2a Start – Beginning of October End - Last week of October

Activity 2.2b Start – Last week in August End - Second week in September

Evaluation:

Activity 2.1 Completion Date _________ Mentor Principal Signature__________________

Activity 2.2a Completion Date _________ Mentor Principal Signature__________________

Activity 2.2b Completion Date _________ Mentor Principal Signature__________________

65

Standard 3 – Management

The competent school administrator is an educational leader who promotes the success of all students by

ensuring management of the organization, operations and resources for a safe, efficient and effective

learning environment.

Objective 3: To understand operational policies and procedures of both the Centerville district and Scott

Day Middle School.

Activity 3a: Review the Districts Board Policy Manual

Activity 3b: Update the middle school’s student handbook

Activity 3c: Conduct interviews with key district and building personnel such as the transportation

director, head cook, head custodian, and lead teachers.


Activity 3a Start – Mid September End - Late September

Activity 3b Start – Early October End - Mid November

Activity 3c Start – Late August Early May

Evaluation:

Activity 3a Completion date________ Mentor Principal Signature _________________

Activity 3b Completion date________ Mentor Principal Signature _________________

Activity 3c Completion date________ Mentor Principal Signature _________________

Standard 4

An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Objective 4: To collaborate with faculty and community members to promote the success of every

student.

Activity 4a: Analyze data Z(including standardized test scores, teacher assessment etc.) to develop/refine

instructional activities and set instructional goals.

Circle school level: ece elem ms hs

Circle Participation Level: observe participate lead

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Activity 4b: Facilitate data disaggregation for use by faculty and other stakeholders.


Activity 4a Start – Mid September End - Late September


Evaluation:



Standard 5

An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner Objective 5: To understand the responsibilities of the principal to work with staff and community

members to promote the success of every student.

Activity 5a: Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other

artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP

action plans.



Activity 5b: Analyzes the student mentor program, if one exists. If not, creates a document that clearly outlines the process for beginning one. Circle school level: ece elem ms hs



Activity 5a Start – Early September End - Mid November

Activity 5b Start – Mid January End- Early March

Evaluation:



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Standard 6

An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Objective 6: To understand the steps in preparing a presentation to the school board and community

stakeholders about a school improvement initiative.

Activity 6a: Creates a document that clearly outlines the process used in preparing for the presentation,

communicating with the audience and planning the follow up meeting.



Activity 6b: Creates the presentation and additional documents as needed.




Activity 6a Start – Mid September End – Early October


Evaluation:



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FORMAL ASSESSMENT DESCRIPTIONS

There are four formal assessments that are required by 23 Illinois Administrative Code, Part 30. Each intern must successfully complete all four in order to obtain a Principal’s Endorsement from the Illinois Teacher’s Certification Board. Four additional assessments have been developed by the university to address the development of knowledge and skills in working with Special Education populations, English Language Learners (ELL), Gifted students and programs, and the need to serve all students including pre-school aged children and serving all students and families with equity on their behalf. The assessments are embedded into the internship and are, essentially, a series of administrative activities. They are in no specific order and may be completed at any time during the internship as opportunities present themselves. The following is a brief description of each assessment. In- depth descriptions can be found in the rubrics on page 73 of this handbook. It would be wise to be familiar with these requirements in order to plan and incorporate them into the schedule of your internship. Assessment 1 has six requirements and deals with understanding data analysis and school improvement.

1.1 Explain the purpose of the School Improvement Plan to a group of stakeholders. Documentation of successful completion includes: an outline; a presentation using technology; a handout; and documentation of input from the group as a result of the presentation.

1.2 Work with a faculty team to analyze data and identify an area of school improvement. Documentation of successful completion includes: an outline; a presentation using technology; a handout; and documentation of input from the group as a result of the presentation.

1.3 Work with faculty to create, implement and evaluate a school improvement action plan. That includes using student data to work collaboratively with teachers to modify curriculum and instructional strategies to meet the needs of each student and to incorporate the data into the School Improvement Plan. You must also provide evidence working with faculty or faculty teams to create, implement, and formatively evaluate a school improvement action plan that includes ELL students, at risk early childhood students, and students with disabilities and to incorporate the data into the School Improvement Plan. The candidate must produce the following artifacts: a copy of the action plan, data and other information used with staff who work on the creation and implementation of the action plan, documentation of meetings and processes used to monitor their progress of the implementation, and evidence of a formative evaluation process and impacts on student learning attained as a result of the initiative.

1.4 Provide clear evidence of working with faculty or faculty teams to gather and examine data to assess progress on the SIP and make recommendations for improvements or modifications to the SIP for the following year; this includes the analysis and use of student

69

information to design instruction that meets the diverse needs of students and leads to ongoing growth and development of all students (including early childhood and gifted students). Candidates must produce the following artifacts: an outline, a multimedia presentation, handouts, explanation of the analysis of interventions implemented in support of the SIP and how the recommendations incorporate the analysis, list of recommendations, meeting minutes, and input received as a result of the presentation.

1.5 Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses on improvement of the needs of the school to support services required to meet individualized instruction for at-risk early childhood students. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.

1.6 Provides clear evidence of working with faculty or faculty teams to gather and examine data to assess progress on the SIP and make recommendations for improvements or modifications to the SIP for the following year. Included in the recommendation is the recognition of the individual needs of students by working with general education teachers, certified staff, special education teachers and bilingual education teachers to develop school support systems so that teachers can differentiate strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs.

Assessment 2 has three requirements and deals with teacher hiring, evaluation and professional development.

2.1 Participate in the process of hiring one or more teachers, including creating a job description, interview questions and evaluation tools, and participate in interviews and make recommendations. Candidates must produce the following documentation: description of collaboration with staff on alignment of the job description with student learning needs; a job description that the candidate created or a critique of a standard district job description; interview questions; development of a recruitment strategy; convening a selection committee; utilizing effective selection and evaluation tools to rate the applicants; rejection letters for candidates who were not selected; and onboarding of new staff. Candidates must also participate in the hiring process for at least one certified staff member and one non-certified staff member. Finally, candidates must document evidence of effectively working with a new staff member to orient them to school vision, goals, programs, expectations, policies and procedures. As well as developing a recruitment strategy for filling positions.

2.2 Conduct a full cycle of evaluation of a teacher. Candidates must produce an articulate and well-organized summary of the formative clinical supervision process that includes documentation from the formative pre observation conference, classroom observation, post observation conference and summative evaluation of the teacher’s performance for multiple teachers. In a reflection the candidate articulates the effects of the supervision on student learning and the school improvement process. Artifacts include notes and forms used in the pre-observation conference, classroom observation and post observation conference; write up or formative evaluation form; summative evaluation form; and professional development

70

recommendations. Candidates must document that they have identified and analyzed appropriate teacher and student data in evaluating teacher effectiveness. Candidates must also document evidence of participating in supervision and evaluation of other certified and non-certified staff.

2.3 Lead the development of a professional development plan for a school building. The candidate’s internship time log and reflections clearly indicate knowledge of staff development standards, application of the standards to the professional development plan embedded in the school’s SIP, and a mechanism for evaluating the effectiveness of the plan to improve student learning. Candidates must provide evidence that they have, in conjunction with stakeholders, led in the development of a professional development plan for a school building that includes 1) data analysis, 2) multiple options for teacher development, and 3) a method for evaluating a professional development plan and the extent to which it will lead to school improvement.

Assessment 3 has three requirements and deals with understanding and conducting school wide management of personnel, resources and systems.

3.1 Investigate and define the systems within the school that advocate, nurture, and sustain a culture that leads to high expectations and a motivating learning environment. Candidates must produce the following: a review and map of the learning environment, an analysis of supporting and impeding factors, and an evaluation of the systems’ effectiveness and recommendations for improvement. Potential learning environment system areas include professional learning communities, the school improvement process, professional development, teacher leadership, school leadership teams, cultural proficiency, and guaranteed and viable curriculum climate.

3.2 Review the school’s budget and other resources and provide recommendations for improvement. Candidates must produce the following: a copy of the school budget he/she has reviewed and initialed by the mentor; a report containing the details of how the budget resources are used, and how resources are evaluated for adequacy and assessed for effectiveness and efficiency; and recommendations for improvement. The final report addresses the impact of the budget on student sub groups such as ELL, special education, and economically disadvantaged.

3.3 Choose one instructional and one management system and create an assessment tool that will rate the systems and to make recommendations for their improvement. Candidates must produce a report that contains the following: a clear connection of recommended changes to the mission of the school; a mapping of two systems, one instructional and one management; an assessment tool used for the systems’ evaluation; an analysis of data; and recommendations for improvement.

Assessment 4 has 10 requirements and involves working with special education programs, teachers and students.

71

4. 1 Visit special education classrooms at the Pre-K, elementary, middle and secondary levels and to dialogue with the teachers about their teaching strategies and expectations and to observe student behavior. Candidate completes written reflection on classroom observations and lessons learned and posts to e-portfolio.

4. 2 Follow the screening of a potential special education student and to attend that students IEP meeting. Candidate enters - in keeping with FERPA and district policy- copies of forms and documents including agenda and findings of IEP meetings in e-portfolio.

4. 3 Interview the District’s special education administrator in order to obtain an understanding of the overall special education program. Candidate will complete a written reflection on the interview and lessons learned to be included in the e-portfolio.

4. 4 Document work with teachers to demonstrate an understanding of the unique characteristics of special education students.

4. 5 Analyze data and resource allocation on students in special education settings.

4. 6 Document evidence of plans incorporating special education students in instructional strategies and programs.

4.7 Document collaboration with teachers and staff on development and evaluation of IEPs.

4. 8 Document work with teachers to analyze LRE and have a basic understanding of special education rules and regulations.

4. 9 Work in conjunction with special education teachers, the candidate provides evidence of the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students and included the activity in the systems improvement processes.

4.10 Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses on improvement of the needs of the school to support services required to meet individualized instruction for students with IEPs (Individualized Education Program), IFSPs (Individual Family Service Plans), or Section 504 plans. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.

Assessment 5 has 4 requirements and involves working with teachers to demonstrate an understanding of the unique characteristics of preschool, elementary and high school students including a basic understanding of child development.

5. 1 Document visits to a classroom at each school level and dialogue with the teacher about student (i.e. child/adolescent) development at the relevant level.

72

5. 2 Document work with teachers at each school level to analyze data and resource allocation on all levels of students across the P-12 spectrum.

5.3 Document participation in activities related to articulation between grade levels including early childhood to elementary and elementary/middle school to high school.

5.4 Work in conjunction with general education and the certified staff the candidate provides evidence of the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students and included the activity in the systems improvement processes;

Assessment 6 has 7 requirements and involves working with ELL programs, teachers and students.

6. 1 Visit an ELL classroom at the elementary and middle or secondary level and to dialogue with the teachers about their teaching strategies and expectations and to observe student behavior. This includes ELLs, students with disabilities, early childhood, struggling and advanced readers (five student populations). Candidate completes five written reflections (one per student population) on classroom observations and lessons learned and posts to e-portfolio.

6. 2 Interview a district’s ELL administrator in order to obtain an understanding of the overall ELL program. Candidate completes written reflection on classroom observations and lessons learned and posts to e-portfolio.

6. 3 Work with teachers to demonstrate an understanding of the unique characteristics of ELL students including a basic understanding of language acquisition and bilingual education strategies.

6. 4 Work with teachers to analyze data and resource allocation on ELL students and bilingual programs.

6.5 Work with teachers to include plans for ELL students in instructional strategies or programs and create targeted instructional interventions.

6. 6 Work in conjunction with bilingual education teachers, the candidate provides evidence of the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students and included the activity in the systems improvement processes.

6. 7 Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses on improvement of the needs of the school to support services required to meet

73

individualized instruction for ELL students. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.

Assessment 7 has 4 requirements and involves working with gifted programs, teachers and students.

7. 1 asks you to work with teachers to understand the unique characteristics of gifted students. Candidate completes written reflection on classroom observations and lessons learned and posts to e-portfolio.

7. 2 Work with teachers to analyze data and resource allocation on students in gifted education settings.

7. 3 Work with teachers and utilizing the systems investigation, the candidate produces a plan

that focuses on improvement of the needs of the school to support services required to meet

individualized instruction for students identified as gifted. As evidence of this work, a written

plan is submitted to the faculty for consideration, review and comment.

7. 4 Work with teachers to incorporate plans for gifted students in instructional strategies and programs and differentiate classroom instruction to meet their needs.

Assessment 8 has 2 requirements and involves proactively serve all students and their families

with equity and honor and advocate on their behalf, ensuring an opportunity to learn and the

well-being of each child in the classroom.

8.1 Provides evidence of proactively serving all students (including Early Childhood students)

and their families and advocating on their behalf for an opportunity to learn and for the well-

being of each child in the classroom. Written evidence of an event or series of events where

the candidate advocated for a student or students, family or families, or caregiver or

caregivers is verified by the mentor principal.

8. 2 Provide evidence of proactively serving all students (including Early Childhood students)

and their families with equity and honor on their behalf for an opportunity to learn and for

the well-being of each child in the classroom. Written evidence of an event or series of

events where the candidate served student or students, family or families, or caregiver or

caregivers with equity and honor is verified by the mentor principal.

74

RUBRICS FOR FORMAL ASSESSMENTS

Assessment 1-Demonstrate a comprehensive understanding and performance in data analysis, school

improvement, and conducting the School Improvement Plan (SIP) process (to the extent possible).

Focus Area: 1.1-Explain the purpose of the SIP and its relationship to the school's vision in a presentation to a

group of stakeholders (e.g., at a faculty meeting, department meeting, parent group, community group).

1.1 Meets the Standard Does Not Meet the Standard Score

Content:

ISLCC Standards

1.A through 1.E,

4.A, and 4.A

Appropriateness of

the content

The candidate uses media in a compelling

presentation format that focuses on the

school's vision and mission and its

connection to the work of the staff and

principal to attain greater student

achievement. The presentation also

connects the vision to the work of the

school's improvement plan and is tailored to

the audience.

The candidate’s presentation does

not bring vision and mission of the

school into focus for the attainment

of greater student achievement. The

school improvement plan is

mentioned but is not a central part of

the work to accomplish greater

student achievement. The

presentation is too generic to

specifically connect the audience to

the material.

1 / 0

Process:

Follows theory of

practice

Logical and

sequential

Understandable

Achieves the

purpose

The candidate creates a document that clearly

outlines the process used in preparing for the

presentation, communicating with the

audience, and planning the follow-up

meeting. The Candidate provides additional

artifacts to support the presentation. There is

a logical sequence to all events, all are well-

planned and executed, and achieve the stated

purpose.

The candidate's outline is brief or

incomplete for the presentation. Few

artifacts support the presentation. It

lacks organizational logic and

reflects poor planning. The purpose

is vague, clear communication to the

audience is lacking, and the

presentation does not achieve its

purpose.

1 / 0

Outcomes:

Clearly stated

Clearly

demonstrated

Data support the

results

The candidate clearly states the outcomes and

expectations of the presentation. The

candidate has additional data and documents

to support the outcomes and expectations.

The candidate provides artifacts to support

the presentation.

The outcomes of the candidate's

presentation are vague and unclear

(few or no artifacts support the

presentation). There are few

supporting documents or data to back

up the presentation.

1/ 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion

The candidate produces the following

presentation items: an outline, a multi-media

presentation (Power Point or other),

handouts, meeting minutes, and

documentation of the input from the audience

as a result of the presentation. (More artifacts

are encouraged to demonstrate greater

competency.)

The candidate produces few of the

following suggested items and

artifacts did not demonstrate

competency: an outline, a multi-media

presentation (Power Point or other),

handouts, meeting minutes, and

documentation of the input from the

audience as a result of the

presentation.

1 / 0

Quality: Candidate demonstrates quality in all

materials: correct formatting in accordance

The candidate’s materials lack

quality: correct AP A formatting;

75

First-year

principal or better

Complete

Accurate

with the "Publication Manual of the

American Psychological Association (APA),

Sixth Edition" (no later amendments to or

editions of these standards are incorporated);

correct spelling and grammar; completeness;

accuracy; comprehensiveness. The candidate

meets or exceeds the standards and

competencies of this assessment.

correct spelling and grammar;

completeness; accuracy;

comprehensiveness. The candidate

does not meet or exceed the standards

and competencies of this assessment.

1 / 0

1.1 Candidate must meet 5 of 5 to demonstrate competency.

Total Score

Focus Area: 1.2 – Analyze and review data, including but not limited to, State test results, and work with a faculty team

to identify areas for improvement and interventions, with particular attention given to student subgroups identified under

23 Ill. Admin. Code 1.60 (Subgroups of Students; Inclusion of Relevant Scores) and low-performing students.


Content:

ISLLC Standards 2.A

through 2.I, 5.A, 5.C, 5.D,

and 5.E

Appropriateness of the

content

The candidate works with faculty

to review and analyze national,

State, district, school and

classroom data to identify

academic achievement

interventions for each of the

schools’ subgroups or low-

performing students. Candidate’s

work reflects new interventions

that align to the School

Improvement Plan and the

school’s student achievement

goals.

The candidate’s work with faculty

to analyze and review data will not

likely result in improved student

learning for each of the schools’

subgroups or low-performing

students. The candidate’s work

with faculty is sporadic,

disconnected, or does not connect

the intervention to the SIP and the

school’s student achievement

goals.

1 / 0

Process:

Follows theory to practice

Logical and sequential

Understandable

Achieves the purpose

The candidate produces an

analysis of data (an artifact) and

has other artifacts to demonstrate

the process used in preparing for,

working with, and following up

on the work with the faculty in the

identification of interventions that

will improve student learning for

all subgroups. There is a logical

sequence to all activities. Planning

and execution is of high quality

and achieves the purpose.

The candidate is not able to

produce a useable process for the

review and analysis of data (an

artifact) or other artifacts that

demonstrate a reliable process for

preparing, working with, and

following up on the work with the

faculty. The candidate identifies

inadequate improvement.

1 / 0

Outcomes:

Clearly stated

Clearly demonstrated

Data support the results

The candidate produces clearly

stated outcomes and expectations,

performs data analysis, reviews

the process used with the faculty

(artifacts to demonstrate

The candidate produces unclear

outcomes and expectations for the

data analysis and review process

with the faculty (and has poorly

constructed artifacts). Further,

76

accomplishment) and has

additional data and documents to

support the outcomes of specific

new outcomes of specific new

improvement interventions for all

subgroups.

additional data and documents to

support the outcomes of specific

improvement interventions for all

subgroups are lacking or absent.

1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion

The candidate produces the

following suggested items: a

document detailing the data

analysis and review process and

products; all materials created and

used in leading the faculty

through the analysis and

identification of specific

interventions; and the meeting

minutes verifying input of, and

work done by, the faculty on the

interventions (more artifacts are

encouraged to demonstrate greater

competency).


suggested items. Those produced

do not demonstrate competency in

the documentation of the following

processes: conducting a review of

the analysis data; leading the

faculty through the analysis and

identification of specific

instructional interventions;

detailing meeting minutes

indicating faculty worked on the

interventions discussed; or

soliciting input from faculty in the

school improvement process.

1 / 0

Quality:

First-year principal or

better

Complete

Accurate

The candidate demonstrates

quality in all materials: correct

APA formatting; correct spelling

and grammar; completeness;

accuracy; comprehensiveness. The

candidate meets or exceeds the

standards and competencies of

this assessment.

The candidates materials lack

quality: correct APA formatting,




does not meet or exceed the

standards and competencies of this

assessment.

1 / 0

1.2 Candidate must meet 5 of 5 to demonstrate competency. Total Score

Focus Area: 1.3 – Work with family or faculty teams to create, implement, and formatively evaluate a school

improvement action plan.


Content:

ISLLC Standards 1.B through

1.E, 2.A, 2.D, 2.E, 2.I

4.A through 4.D, and 5.A


content

The candidate demonstrates his or

her work with the faculty to

create, implement and evaluate an

SIP action plan. The action plan

is based on current data, reflects

current research and best

practices, and is connected to the

work outlined in the school’s SIP.

The candidate’s action plan does

not clearly focus on the work of the

faculty to attain greater student

achievement. The plan is not based

on data, does not reflect current

research, and is not clearly

connected to the work outlined in

the school’s SIP

1 / 0

Process:



The candidate creates a clear

action plan (an artifact) in

collaboration with the faculty and

The candidate’s action plan is not

clear or is missing (an artifact), and

other artifacts that demonstrate the

77

Understandable


possesses other artifacts that

demonstrate the processes used in

preparing for, implementing and

evaluating the SIP action plan.

There is a logical sequence to all

events, all are well-planned and

executed, and achieve the purpose

of improving student

achievement.

processes used in preparing for,

implementing, and evaluating the

action plan are inadequate to create

success. The candidate does not

engage faculty in the creating of the

action plan. The sequence of events

is illogical, often unplanned and

executed, and they do not achieve

the purpose of improving student

achievement.

1 / 0

Outcomes:

Clearly stated



The candidate clearly states the

outcomes and expectations of the

action plan. The candidate and

the faculty demonstrate a clear

understanding of the roles and

responsibilities required for the

implementation of the action plan

and the continuous school

improvement process.

The candidate states the outcomes

and expectations of the initiatives

but the focus is unclear. The

candidate’s action plan is unclear or

lacks faculty input. The additional

data and documents to support the

outcomes of the initiative are

lacking or absent. The process for

the formative evaluation of the

action plan is lacking or absent.

1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion


following artifacts: a copy of the

action plan; data and other

information used with staff who

work on the creation and

implementation of the action

plan; documentation of meetings

and processes used to monitor the

progress of the implementation;

and evidence of a formative

evaluation process and impacts

on student learning attained as a

result of the initiative (more

artifacts are encouraged to

demonstrate greater competency).

The candidate produces a few but

not all of the suggested items: a

copy of the action plan; data and

other information used with staff

who work on the creation and

implementation of the action plan;

documentation of meetings and

processes used to monitor the

progress of the implementation;

evidence of a formative evaluation

process and measurement of impact

on student learning attained as a

result of the action plan.

1 / 0

Quality:

First-year principal or better

Complete

Accurate



APA formatting; spelling and

grammar; completeness;

accuracy; comprehensiveness.

The candidate meets or exceeds

the standards and competencies

of this assessment.

The candidates materials lack

quality: correct APA formatting;






assessment.

1 / 0


78

Focus Area: 1.4 – Work with faculty or faculty teams to gather and examine data to assess progress on the SIP and make

recommendations for improvements or modifications to the SIP for the following year.


Content:

ISLLC Standards 1.B

through 1.E, 2.A, 2.D,

2.E, 2.I, 4.A-4.D, and

5.A


content

The candidate presents to the

school's leadership team a

comprehensive examination of the

progress made by the staff and

principal toward the identified

goals of the SIP. The presentation

clearly explains the data used to

analyze the impact of various

interventions toward the goals

identified in the SIP. The

candidate's recommendations are

based on an analysis of

interventions implemented in

support of the SIP, faculty input,

and are aligned with the mission

and vision of the school. The

presentation focuses on the work

of the staff and principal to attain

improved and increased student

achievement and demonstrates

significant logical and practical

improvements for future planning

by the school's leadership team.

The candidate's presentation to the

school's leadership team is an

incomplete examination of the

school's SIP; the analysis of action

plans is lacking and

recommendations are not logical or

practical for future improvement

planning. The recommendations are

not based on an analysis of


support of the SIP or are lacking in

detail. The presentation is unclear

in its focus on the work of the staff

and principal to increase student

achievement. The recommendations

are not aligned with the mission

and vision of the school or are not

clearly articulated as such.

1 / 0

Process:

Follows theory to

practice


Understandable


The candidate demonstrates the

analysis and presentation as an

artifact and has other artifacts that


preparing for, presenting, and

following up on the meeting after

the presentation. There is a logical

sequence to all events, all are

well-planned and executed, and

they achieve the purpose of

improving student achievement.

The candidate has an incomplete


artifact and does not provide other

artifacts that demonstrate the


presenting, and following up on the

meeting after the presentation. The

sequence of events is illogical,

often unplanned and executed, and

the events do not achieve the

purpose of improving student

achievement.

1 / 0

Outcomes:

Clearly stated





presentation (and possesses

artifacts to demonstrate

accomplishment). The candidate

produces additional data and

documents to support the

outcomes or expectations from the

presentation.





supporting documents or data to

back up the presentation.

1 / 0

79

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion


following presentation items: an

outline, a multi-media presentation

(Power Point or other), handouts,

explanation of the analysis of


support of the SIP and how the

recommendations incorporate that

analysis, list of recommendations,

meeting minutes, and input

received as a result of the

presentation. (More artifacts are

most certainly welcome to

demonstrate greater competency.)


following items and those presented

do not demonstrate competency:

handouts, explanation of the

analysis of interventions

implemented in support of the SIP

and how the recommendations

incorporate that analysis, list of

recommendations, and meeting

minutes, and input received as a

result of the presentation.

1 / 0

Quality:


better

Complete

Accurate


quality in all materials: correct AP

A formatting; correct spelling and

grammar; completeness; accuracy;


meets or exceeds the standards

and competencies of this

assessment.


quality: correct AP A formatting;






assessment.

1 / 0


Focus Area: 1.5 – Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses

on improvement of the needs of the school to support services required to meet individualized instruction for at risk early

childhood students. As evidence of this work, a written plan to is submitted to the faculty for consideration, review and

comment.


Content:

ISLLC Standards 1.B


2.E, 2.I, 4.A-4.D, and

5.A


content





principal toward the identified

goals of the SIP. The presentation

clearly explains the data used to

analyze the impact of various

interventions toward the goals

identified in the SIP. The

candidate's recommendations are

based on an analysis of















1 / 0

80

support of the SIP, faculty input,

and are aligned with the mission

and vision of the school. The

presentation focuses on the work





improvements for future planning

by the school's leadership team.






Process:

Follows theory to

practice


Understandable







following up on the meeting after

the presentation. There is a logical

sequence to all events, all are

well-planned and executed, and

they achieve the purpose of

improving student achievement.












achievement.

1 / 0

Outcomes:

Clearly stated





presentation (and possesses

artifacts to demonstrate

accomplishment). The candidate

produces additional data and

documents to support the


presentation.







1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion







support of the SIP and how the



meeting minutes, and input

received as a result of the

presentation. (More artifacts are

most certainly welcome to

demonstrate greater competency.)












1 / 0

Quality: The candidate demonstrates


APA format, correct spelling and


quality: correct APA format,

correct spelling and grammar,

81


better

Complete

Accurate

grammar, completeness, accuracy,

and comprehensiveness; meets or

exceeds the standards and


completeness, accuracy, and

comprehensiveness; did not meet

the standards and competencies of

this assessment.

1 / 0

Focus Area: 1.6 – Provides clear evidence of working with faculty or faculty teams to gather and examine data to assess

progress on the SIP and make recommendations for improvements or modification to the SIP for the following year.

Included in the recommendation is the recognition of the individual needs of students by working with general education

teachers, certified staff, special education teachers and bilingual education teachers to develop school support systems so

that teachers can differentiate strategies, materials, pace, levels of complexity, and language to introduce concepts and

principles so that they are meaningful to students at varying levels of development and to students with diverse learning

needs.


Content:

ISLLC Standards 1.B


2.E, 2.I, 4.A-4.D, and

5.A


content





principal toward the identified goals

of the SIP. The presentation clearly

explains the data used to analyze the

impact of various interventions

toward the goals identified in the

SIP. The candidate's

recommendations are based on an


implemented in support of the SIP,

faculty input, and are aligned with

the mission and vision of the school.

The presentation focuses on the work





improvements for future planning by

the school's leadership team.



















1 / 0

Process:

Follows theory to

practice


Understandable







following up on the meeting after the

presentation. There is a logical

sequence to all events, all are well-

planned and executed, and they










1 / 0


82

achieve the purpose of improving

student achievement.



achievement.

Outcomes:

Clearly stated


Data support the

results



presentation (and possesses artifacts

to demonstrate accomplishment).

The candidate produces additional

data and documents to support the


presentation.







1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion






interventions implemented in support

of the SIP and how the



meeting minutes, and input received

as a result of the presentation. (More

artifacts are most certainly welcome

to demonstrate greater competency.)












1 / 0

Quality:


better

Complete

Accurate

The candidate demonstrates quality

in all materials: correct APA format,



comprehensiveness; meets or exceed


this assessment.







this assessment.

1 / 0

Assessment 2 – Demonstrate comprehensive understanding and performance in conducting teacher hiring, faculty

evaluation, and professional development.

Focus Area: 2.1 – Participate in the hiring process including, at a minimum, creation of a job description; creation of

interview questions and evaluation tools; participation in 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.


Content: The candidate collaborates with

staff to align the teacher job

The candidate does not collaborate

with staff on the alignment of the


83

ISLLC Standards 3.A, 3.B,

4.B, 5.B, and 6.A


content

description to student learning

needs. The candidate creates a

job description. Alternatively, if

the school district uses a

standard job description, the

candidate analyzes an existing

job description and composes a

memo to the human resources

director or superintendent with

recommendations for

improvements to the job

description. The candidate

creates interview questions and

a tool to evaluate the applicants'

competence. The interview

questions are aligned with

student learning needs. The

evaluation tools are based on

the job description and provide

clear criteria for evaluating the

applicants for the position. The

interview questions are relevant

to making judgments about the

competency of applicants and

do not request information that

violates anti-discrimination

laws.

teacher job description to student

learning needs. The candidate

neither creates nor analyzes the

standard job description provided by

the school district and does not write

a critique of it or the analysis is

lacking in substance. The candidate

does not create interview questions,

and tools to evaluate the applicants

or the interview questions are not

aligned with student learning needs.

The candidate does not create

evaluation tools, the evaluation tools

are not based on the job description,

or the tools do not provide clear

criteria for evaluating applicants for

the position. One or more of the

interview questions are not relevant

to making judgments about the

competence of applicants or request

information that violates anti-

discrimination laws.

1 / 0

Process:



Understandable


The candidate participates in

the interviews of applicants for

the position. The candidate

greets applicants, states the

purpose of the interview, asks

relevant questions, takes

accurate notes, and provides

information to applicants about

the school and district. The

candidate completes the

evaluations of the applicants.

The candidate prepares

rejection letters for candidates

who were not selected.

The candidate does not complete one

or more important aspects of the

process. The candidate does not

participate in the interviews of

applicants for the position; does not

perform one or more of the

following: greets applicants, states

the purpose of the interview, asks

relevant questions, takes accurate

notes, or provides information to

applicants about the school and

district; does not complete the

evaluations of the applicants; or does

not prepare rejection letters for

candidates who were not selected.

1 / 0

84

Outcomes/Resources:

Clearly stated


Data supports the

results

Reflection

The candidate recommends an

applicant for employment as a

teacher, and the recommendation is

supported with a sound rationale and

data from the evaluation. (In the

event an applicant was not

acceptable, the candidate explained

why.) The candidate reflects on the

knowledge and skills required to

effectively perform his or her role

and explains how the outcome of the

hiring process contributes to student

learning.

The candidate recommends an

applicant for the position, but the

rationale is weak or is not supported

with data from the evaluation. The

candidate does not reflect on the

knowledge and skills required to

effectively perform his or her role,

or the reflection is superficial. The

candidate does not explain how the

outcome of the hiring process

contributes to student learning or the

explanation is facile.

1 / 0

Focus Area: 2.2 - Conduct a full cycle of clinical supervision, including a pre-observation conference, a classroom

observation, and a post-observation conference. Write a summary that provides evidence using actual notes, observations,

discussion, forms, and student achievement data providing feedback to the teacher. Provide examples of interventions and

supports needed for the non-tenured or struggling teacher.


Content: The candidate clearly

demonstrates knowledge and skills

of clinical supervision and

The candidate does not demonstrate

knowledge and skills of clinical

supervision and formative and

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion

The candidate produces (1) a

description of collaboration with

staff on alignment of the job

description with student learning

needs; (2) the job description the

candidate creates or, if a standard

job description is used by the

district, a recommendation memo

to human resources or the

superintendent; (3) interview

questions; (4) evaluation tools to

rate the applicants; and (5)

rejection letters for candidates who

were not selected.

The candidate is missing one or more

of the following: (1) description of

collaboration with staff on alignment

of the job description with student

learning needs; (2) job description the

candidate creates or, if a standard job

description is used by the district, a

critique of the job description; (3)

interview questions; (4) evaluation

tools to rate the applicants; and (5)

rejection letters for candidates who

were not selected.

1 / 0

Quality:


better

Complete

Accurate









quality: correct APA format, correct

spelling and grammar, completeness,

accuracy, and comprehensiveness;

did not meet the standards and


1 / 0


85

ISLLC Standards 1.B

through 1.E, 2.A, 2.D.

2.F, 2.G, 2.H, 2.I, 3.C,

3.D, 3.E, 5.B, 5.C, and

5.E


content

formative and summative

evaluation (through a summary

based upon notes, observations,

meeting with a teacher, forms and

student achievement data). The

candidate demonstrates knowledge

of methods that school leaders

employ to strengthen the vision

and mission of the school through

alignment of clinical supervision

with the school improvement

process. The candidate

demonstrates the communication,

interpersonal, and ethical skills

and understandings necessary for

effective school leadership

through clinical supervision.

summative evaluation (through a

summary based upon notes,

observations, meeting with a teacher,

forms and student achievement data).


knowledge of methods that school

leaders employ to strengthen the

vision and mission of the school

through alignment of clinical

supervision with the school

improvement process. The candidate

does not demonstrate the

communication, interpersonal, and

ethical skills and understandings

necessary for effective school

leadership through clinical

supervision.

1 / 0

Process:

Follows theory to

practice


Understandable


Based upon best practices in

clinical supervision, the candidate

clearly connects the three stages of

clinical supervision: the pre-

observation conference, classroom

observation, and post-observation

conference. The candidate's

process is coherent and purpose-

driven. The pre-observation

conference establishes the purpose

of the observation and the tools

used to gather data on the

classroom instructional process.

The observation is focused and

aligned to its purpose. During the

post-observation conference,

results are shared,

recommendations for

improvement provided, and

professional development

activities identified.

The candidate does not follow the

three-step clinical supervision

process. The candidate's process is

disjointed, not purpose-driven, and

unfocused. The process does not

result in useful and data-based

recommendations for improvement

that could guide ongoing

professional development.

1 / 0

Outcomes/Reflection:

Clearly stated



Reflection


outcomes of the clinical

supervision process and formative

and summative evaluation. The

candidate demonstrates

accomplishment of the purpose of

the process using appropriate data

and other information to assess

teacher performance from the

observation. The candidate

provides examples of professional

The candidate does not clearly

identify outcomes for the clinical

supervision and formative and

summative evaluation process during

the pre-observation conference. As a

result, data and information collected

during the observation and disjointed

and unfocused. The lack of

identification of outcomes negatively

impacts the post-conference. The

candidate’s personal reflection lacks

1 / 0

86

development connected to the

school’s improvement process for

the majority of teachers or

necessary interventions and

support for non-tenured or

struggling teachers. The candidate

reflects individually and seeks

feedback on performance as an

evaluator from the evaluated

teacher or mentor principal to

assess personal effectiveness.

depth or does not address the

individual teacher who was

observed. The candidate does not

solicit feedback on his or her

performance as an evaluator from the

teacher being evaluated or the

internship principal.

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion

The candidate produces an

articulate and well-organized

summary of the formative clinical

supervision process that includes

documentation from the formative

pre-observation conference,

classroom observation, the post-

observation conference and the

summative evaluation of the

teacher's performance. In a

reflection, the candidate articulates

the effects of supervision on

student learning and the school

improvement process. Artifacts

include notes and forms used in

the pre-observation conference,

classroom observation, post-

observation conference, write-up

or formative evaluation form;

summative evaluation;


recommendations.

The candidate is missing one or

more of the artifacts that summarizes

the candidate's work in the clinical

supervision process, including

documentation from the formative

pre-observation conference,

classroom observation, the post-

observation conference or the

summative evaluation of the

teacher's performance. Artifacts

missing include notes and forms

used in the pre-observation

conference, classroom observation,

post-observation conference; post-

observation conference write-up or

formative evaluation form;

summative evaluation; or


recommendations.

1 / 0

Quality:


better

Complete

Accurate














1 / 0


87

Focus Area: 2.3 – In conjunction with stakeholders, lead in the development of a professional development plan for a school

building that includes (1) data analysis (reviewed in Focus Area 1.2); (2) multiple options for teacher development; and (3) a

method for evaluating the professional development plan and the extent to which it will lead to school improvement.


Content:

ISLLC Standards

1.B through 1.E,

2.A, 2.D, 2.F, 2.G,

3.D, 4.A through

4.D, and 5.A

Appropriateness of

the content

The candidate clearly demonstrates

knowledge and understanding of

the 12 components of the National

Staff Development Council’s

Standards for Staff Development

(2001).

The candidate does not or inadequately

demonstrates knowledge of the National

Staff Development Council’s Standards

for Staff Development (2001).

1 / 0

Process:

Follows theory to

practice

Logical and

sequential

Understandable

Achieves the

purpose

The candidate clearly demonstrates

application of the staff

development standards to his or her

school’s professional development

needs by analyzing data, creating

options, and creating an evaluation

plan in collaboration with

stakeholders.


demonstrates application of the staff

development standards to his or her

school’s professional development

needs by analyzing data, creating

options, and creating an evaluation plan

in collaboration with stakeholders.

1 / 0

Outcomes:

Clearly stated

Clearly

demonstrated

Data support the

results


outcomes of the school’s

professional development plan in

relationship to school

improvement.


states the outcomes of the school’s

professional development plan in

relationship to school improvement.

1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion

The candidate’s internship time-log

and reflections clearly indicate

knowledge of the staff development

standards, application of the

standards to the professional

development plan embedded in the

school’s SIP, and a mechanism for

evaluation the effectiveness of the

plan to improve student learning.

The candidate’s internship time-log and

reflections do not indicate or adequately

indicate knowledge of staff development

standards, application of the standards to

the professional development plan

embedded in the school’s SIP, and a

mechanism for evaluating the

effectiveness of the plan to improve

student learning.

1 / 0

Quality:

First-year principal

or better

Complete

Accurate


in all materials: correct APA

format, correct spelling and





The candidate’s materials lack quality:

correct APA format, correct spelling and

grammar, completeness, accuracy, and

comprehensiveness; did not meet the


assessment.

1 / 0


88

Assessment 3 – Demonstrate comprehensive understanding and performance in conducting school wide management of

personnel, resources, and systems for adequacy and equity.

Focus Area 3.1 – Investigate, define, and delineate the systems and factors within the internship school for advocating,

nurturing and sustaining a culture of collaboration, trust, learning, high expectations and a personalized and motivating

learning environment for students.


Content:

ISLLC Standards 1.D,

2.A through 2.I, 4.A

through 4.D, 5.B, 5.C,

5.E, and 6.A through

6.C


content


knowledge and skills in an

understanding of systems and

factors within the internship

school that advocate, nurture

and sustain a culture of

collaboration, trust, learning,

high expectations and a

personalized and motivating

learning environment for

students. Content knowledge is

demonstrated in the following

areas: professional learning

community, school

improvement process,

professional development,

teacher leadership, building

leadership teams, cultural

proficiency and guaranteed and

viable curriculum and climate.


knowledge and skills in an

understanding of systems and factors

within the internship school that

advocate, nurture and sustain a culture

of collaboration, trust, learning, high

expectations and a personalized and

motivating learning environment for

students. Content knowledge is not

demonstrated in the following areas:

professional learning community, school

improvement process, professional

development, teacher leadership,

building leadership teams, cultural

proficiency and guaranteed and viable

curriculum and climate.

1 / 0

Process:

Follows theory to

practice


Understandable


The candidate clearly

demonstrates an understanding

of the systems and factors


advocate, nurture and sustain a

culture of collaboration, trust,

learning, high expectations and

a personalized and motivating


students through the graphic

mapping of the system and

recommendations for

improvement.

Recommendations are accurate,

complete, logical, and able to be

implemented in a school setting.

The candidate does not demonstrate an

understanding of the systems and factors


advocate, nurture and sustain a culture

of collaboration, trust, learning, high

expectations and a personalized and

motivating learning environment for

students through the graphic mapping of

the system and recommendations for

improvement. Recommendations are

inaccurate, incomplete, illogical, and not

able to be implemented in a school

setting.

1 / 0


Clearly stated and

demonstrated



outcomes and expectations for

improving student learning

through the analysis of two

areas of the school’s learning

The candidate does not clearly state the

outcomes and expectations for

improving student learning through the

analysis of two areas of the school’s

learning environment as evidenced by a

89

Candidate reflects on

his or her role in the

process

Reflection

environment as evidenced by

conducting a review of data,

identifying supporting factors,

creating a graphic map of the

system, evaluating effectiveness

and making recommendations

for improvement. The candidate

reflects on his or her

involvement and the potential

impact these systems may have

on school personnel and student

achievement and learning.

poor review of data, lack of

identification of supporting factors and

impeding factors, poorly graphed map of

the system, incomplete evaluation of

effectiveness and poor recommendations

for improvement. The candidate is not

able to adequately reflect his or her

involvement and the potential impact the

work may have on school personnel and

student achievement and learning.

1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion


following: a review and map of

the learning environment, an

analysis of supporting and

impeding factors, and an

evaluation of the systems’

effectiveness and

recommendations for

improvement. Potential learning

environment system areas

include professional learning

communities, the school

improvement process,

professional development,

teacher leadership, school

leadership teams, cultural

proficiency and guaranteed and

viable curriculum and climate.

The candidate does not or poorly

produces the following items: a review

and map of the learning environment, an

analysis of supporting and impeding

factors, and an evaluation of the

systems’ effectiveness and

recommendations for improvement.

Potential learning environment system

areas include professional learning

communities, the school improvement

process, professional development,

teacher leadership and building

leadership teams, and these are

minimally or not included.

1 / 0

Quality:


better

Complete

Accurate



APA format, correct spelling

and grammar, completeness,

accuracy, and

comprehensiveness; meets or


competencies of this

assessment.






assessment.

1 / 0


90

Focus Area: 3.2 – Review the school's budget and other resources with the mentor. Detail how the resources are typically

used, evaluated for adequacy and assessed for effectiveness and efficiency. Provide recommendations for improvement.

Address the impact of the budget on the following student subgroups: limited English proficiency, special education and

economically disadvantaged. Present recommendations for improvement to a faculty group and solicit input in the budget

development process.


Content:

ISLLC Standards

1.D, 2.E, 3.A through

3.E, 4.A, and 5.A

through 5.E

Appropriateness of

the content

The candidate's presentation and

artifacts support a clear

understanding of the school's

budget and delineate the use of

available resources, evaluate

adequacy and assess for

effectiveness and efficiency. The

candidate's presentation provides


to a specific audience and solicits

input. The candidate's presentation

and final report addresses the

impact of the budget on student

subgroups, such as limited English

proficiency, special education and

economically disadvantaged.

The candidate does not present or

poorly presents his or her

understanding of the school budget,

available resources and specific impact

of the budget on student subgroups,

such as limited English proficiency,

special education and economically

disadvantaged. The candidate's final

budget report does not provide or

minimally provides appropriate


1 / 0

Process:

Follows theory to

practice

Logical and

sequential

Understandable


The candidate documents a meeting

with the mentor to review the

school's budget (an artifact). The

candidate demonstrates an

understanding of the school budget

and resources available, providing

details of how the resources are

used, and an assessment of

adequacy, effectiveness, and

efficiency as delineated in a report

prepared and shared with the

mentor. The candidate documents

the presentation of

recommendations for budget

improvement to the faculty and

receives input. The candidate and

mentor meet to discuss the

candidate's recommendations and

reflections on the school budget,

resources, impact on student

subgroups and recommendations.

The candidate fails to demonstrate an

understanding of the school budget and

resources. The candidate's report does

not show an understanding of how

resources are used or provide an

assessment of adequacy, effectiveness

and efficiency. The candidate does not

present the budget to a faculty group

for input. No meeting or a limited

meeting is held between the candidate

and mentor to discuss the school

budget, resources, impact on student

subgroups, the candidate's

recommendations or the candidate's

reflections on the school budget and

other resources.

1 / 0

3.2 Outcomes/

Reflection:

Clearly stated and

demonstrated

The candidate clearly understands

the school budget and resources as

evidenced by a formal report

detailing how the resources are

used, including an assessment of

The candidate reviews the budget.

Knowledge of other resources is

minimal. The details on how the

resources are used, including an

assessment of adequacy, effectiveness

91

Data support the

results



process

Reflection

adequacy, effectiveness and

efficiency. Appropriate

recommendations are made for

improvement. The report

specifically addresses the impact of

the budget on student subgroups,

such as limited English proficiency,

special education and economically

disadvantaged. The report findings

are presented to the principal. The

candidate is able to reflect on his or

her involvement in the budget

review process, resources available

and the impact the

recommendations will have on the

school.

and efficiency, are incomplete. School

budget recommendations are poor or

inappropriate. Little or no specificity

is given to the impact of the budget on

student subgroups, such as limited

English proficiency, special education

and economically disadvantaged. The

candidate unable to accurately reflect

on his or her involvement in reviewing

the school budget, resources and

impact on subgroups.

1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion


following: a copy of the school

budget he or she has reviewed,

initialed by the mentor; a report

containing the details of how the

budget resources are use, and how

the resources are evaluated for

adequacy and assessed for

effectiveness and efficiency; and


The final report addresses the

impact of the budget on student

subgroups, such as limited English

proficiency, special education and

economically disadvantaged.

The candidate does not produce a copy

of the school budget he or she has

reviewed, initialed by the mentor. The

report does not contain the details of

how resources are used, or how the

resources are evaluated for adequacy or

assessed for effectiveness and

efficiency. The candidate makes

inadequate or inappropriate

recommendations for budget

improvements or the final report does

not specifically address the impact of

the Budget on student subgroups, such

as limited English proficiency, special

education and economically

disadvantaged.

1 / 0

Quality:


better

Complete

Accurate









correct APA format, correct spelling

and grammar, completeness, accuracy,

and comprehensiveness; did not meet

the standards and competencies of this

assessment.

1 / 0


92

Focus Area: 3.3 – State the mission of the school. Determine and analyze the different systems that exist within the

school to fulfill the school's mission (i.e., instructional (curriculum, assessment, technology, class structure), and

management (discipline plan, attendance, maintenance, transportation). Choose one instructional and one management

system and create an assessment tool that will be used to rate the two systems. Finally, develop recommendations for

improvement of aspects of the two systems that need improvement and report the findings to the mentor.


Content:

ISLLC Standards

1.A, 1.B, 1.D, 2.E,

2.G, 2.H, 3.A, 3.B,

4.A, and 5.A

Appropriateness of

the content

The candidate clearly incorporates

the mission of the school in

determining and analyzing the two

different systems (one instructional

and one management). The

candidate creates an assessment tool

for analysis to use in developing


in the final report.

The candidate does not clearly

incorporate the mission of the school

in determining and analyzing the two

different systems (one instructional

and one management). The candidate's

assessment tool for analysis lacks

development for accurate and

worthwhile recommendations for

improvement in the final report.

1 / 0

Process:

Follows theory to

practice

Logical and

sequential

Understandable


The candidate demonstrates an

understanding of two school

systems (instructional and

management) through the use of an

accurately created assessment to

analyze the two systems. Results of

the analysis are connected to

practical recommendations for

improvement.

The candidate is unable to demonstrate

an understanding of two school

systems (instructional and

management). The assessment is not

accurate for use in analysis of the two

systems. The analysis is unconnected

to practical recommendations for

improvement.

1 / 0


Clearly stated and

demonstrated

Data support the

results



process

Reflection


outcomes and expectations of

analyzing two systems (one

instructional and one management)

through reviewing data and systems,

creating an assessment tool,

evaluating effectiveness, making

recommendations and report

findings to the principal. The

candidate is able to reflect on his or

her involvement in the project and

the impact the recommendations

will have on the school.

The candidate does not clearly state

the outcomes and expectations of

analyzing two systems (one

instructional and one management).

The reviewed data are lacking, the

assessment is ineffective and lacks

connection to the recommendations,

and the reported findings are not

appropriate. The candidate is lacking

in the reflection on his or her

involvement in the project and the

impact the recommendations will have

on the school.

1 / 0

Products:

Align to standards

Articulate and well

organized

Demonstrates full

completion

The candidate produces a report that

contains the following: a clear

connection of recommended

changes to the mission of the

school; a mapping of two systems

(one instructional and one

management); an assessment tool

used for the systems’ evaluation; an

The candidate is unable to produce a

report that contains clear connections

of recommended changes to the

mission of the school, an analysis of

two systems in the school (one

instructional and one management); an

assessment tool used for analysis; and


1 / 0

93

analysis of the data; and


Quality:


better

Complete

Accurate






exceed the standards and


The candidate’s material lack quality:





assessment.

1 / 0


Assessment 4 - Demonstrate a comprehensive understanding of special education practices and procedures at the

Classroom, building and district levels.

Focus Area: 4.1 – Observe special education teachers and students in their classroom settings and dialogue with

teachers concerning their classroom practices and expectations for their students. An observation should be at each level,

elementary, middle and secondary.

4.1

Meets the Standard

Does not meet the standard

Score

Content:

Section 30.40, 1C of

ISBE Internship

Requirements.

Candidate spends a minimum of

one class period in each of three

levels of special education

classrooms observing instructional

practices and student behavior and

conferring with the teachers about

classroom practices and

expectations for their student’s

success.

Candidate does not visit special education

classrooms.

1 / 0

Process:

The intern actively

engages the special

education teacher in

professional

dialogue in order to

understand

classroom

procedures and

outcomes.

Candidate is actively engaged in

classroom activities and dialogue

with teachers.

Candidate has no dialogue with special

education classroom teachers

1 / 0

Outcomes/ Reflection:

Clearly stated

outcomes and

reflection on what

was learned.

Candidate can speak

knowledgeably about special

education classroom practices and

expectations.

Candidate cannot answer basic questions

relating to the conduct and expectations

for students in special education

classrooms.

1 / 0

94

Products:

Align to standards

Demonstrates full

completion.

c

Candidate completes written

reflection on classroom

observations and lessons learned

and posts to e-folio.

Candidate provides no written reflection

posted on e-folio.

1 / 0

Quality:

First-year principal

or better

Complete

Accurate




grammar, completeness,

accuracy, and









assessment.

1 / 0

4.1 Candidate must meet

4 of 4 to demonstrate

competency.

Total Score

Focus Area 4.2: - In collaboration with a special education teacher, track a potential special education through the entire

screening process that determines their eligibility for special education services, including attendance at the student’s IEP

meeting.

4.2 Meets the Standard Does not meet the Standard Score

Content:

Section 30.40,1C of

ISBE Internship

Requirements ISLLC

2008 Standard 2I

The candidate collaborates with a

special education teacher or special

education administrator and actively

participates in the process to screen

student for eligibility for special

education services.

The candidate must attend the

students (or another students) IEP

meeting.

The candidate does not actively

participate in the screening

process for a special education

student and does not attend an IEP

meeting.

1 / 0

Process:

Follows legal

requirements and

policy thru to practice.


Candidate is actively engaged in

screening process including observing

interviews, monitoring forms and

records and engaging in dialogue with

professionals conducting the process.

Candidate demonstrates no

engagement in the process,

no observation of interviews,

no monitoring of paperwork and

no dialogue with professionals.

1 / 0


Clearly stated


Ability to reflect on

what was learned

Candidate gains a working knowledge

of the screening/IEP process and can

speak knowledgeably about them with

special education professionals.

Candidate gains no working

knowledge of the screening/IEP

process and is unable to engage in

productive conversation about the

process with special education

professionals.

.

1 / 0

Products:

Aligned to standards

Well organized

Complete

Candidate enters – in keeping with

FERPA and District Policy- copies of

forms and documents, including

agenda and findings of IEP meeting

into e-folio.

Candidate provides no

documentation from process or

IEP meeting.

1 / 0

Quality:


better

The candidate demonstrates quality in

all materials: correct APA format,







95

Complete

Accurate



assessment.



this assessment.

1 / 0


Focus 4.3 – Participate in an interview/discussion with a special education administrator focusing on the policies and

operation and leadership of the special education program in the district. The administrator should ideally be special

education co-op’s coordinator for the district, or the district’s special education director.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3A

Candidate conducts and in-

depth interview/discussion

with a district special

education administrator to gain

and understanding of the

district’s special education

policies and operational

practices, including the

leadership skills involved in

guiding the special education

program.

Candidate has no interview/discussion

Gains no understanding of special

education policy, operational practices

or leadership.

1 / 0

Process:

Follows law and policy

to practice


Candidate asks relevant

probing questions that focus on

the district’s special education

policies and practices, and the

leadership role of the

administrator.

Candidate asks no relevant questions.

1 / 0


Clearly stated


Candidate can demonstrate

knowledge of district’s special

education policies, operational

practices and the skills

involved in special educational

leadership.

Candidate cannot demonstrate any

knowledge of district’s special education

policies or practices and can

demonstrate no knowledge of special

education leadership.

1 / 0

Products:


Demonstrates full

completion

Candidate will complete a

written reflection on the

interview and lessons learned

to be included in the e-folio.


in

e-folio.

1 / 0

Quality:


better

Complete

Accurate





accuracy, and




assessment.






assessment.

1 / 0


96

Focus Area 4.4 - Document work with teachers to demonstrate an understanding of the unique characteristics of special

education students.


Content:


ISBE internship

requirements ISLLC 2008

Standard 3A

Candidate conducts and in-depth

interview/discussion with a district

special education teacher to

understand the unique characteristics

of special education students.

Candidate has no

interview/discussion

Gains no understanding of

characteristics of special

education students.

1 / 0

Process:

Follows law and policy to

practice


Candidate asks relevant probing

questions that focus on the unique

characteristics of special education

students, services, practices and

interventions.

Candidate asks no relevant

questions

1 / 0


Clearly stated




education policies and the skills

involved in special educational

services.

Candidate cannot demonstrate

any knowledge of district’s

special education policies or

practices.

1 / 0

Products:


Demonstrates full

completion

Candidate will complete a written

reflection on the interview and

lessons learned to be included in the

e-folio.

Candidate provides no written

reflection in e-folio.

1 / 0

Quality:


better

Complete

Accurate







this assessment.





comprehensiveness; did not

meet the standards and


1 / 0


Focus Area 4.5 – Analyze data and resource allocation on students in special education settings.


Content:

Section 30.40, 1C of ISBE

internship requirements

ISLLC 2008 Standard 3A


interview/discussion with a

district special education

administrator to gain and

understanding of the district’s

special education policies and

resource allocation.

Candidate has no

interview/discussion and

gains no understanding of

special education resource

allocation.

1 / 0

Process:

Follows law and policy to

practice



questions that focus on the


policies, practices, and resource

allocation.


questions.

1 / 0






97

Clearly stated


education policies, operational

practices and resource allocation.

special education policies,

practices and resource

allocation.

1 / 0

Products:


Demonstrates full completion



interview and lessons learned to

be included in the e-folio.



1 / 0

Quality:


Complete

Accurate





accuracy, and











1 / 0


Focus Area 4.6 – Document evidence of plans incorporating special education students in instructional strategies and

programs.


Content:

Section 30.40, 1C of ISBE

internship requirements

ISLLC 2008 Standard 3A

Candidate conducts an in-depth


special education

teacher/administrator to gain and


special education policies,

programs, and instructional

strategies.

Candidate has no



education policy, programs and

instructional strategies.

1 / 0

Process:

Follows law and

policy to practice





policies, program and instructional

strategies.


questions.

1 / 0


Clearly stated




education policies, programs and




education policies, programs and


1 / 0

Products:


Demonstrates full

completion



lessons learned to be included in

the e-folio



1 / 0

Quality:


Complete

Accurate










spelling and grammar,




this assessment.

1 / 0


98

Focus area 4.7 – Document collaboration with teachers and staff on development and evaluation of IEP’s


Content:


ISBE internship

requirements ISLLC

2008 Standard 3A



special education teacher/staff to gain

an understanding of the development

and evaluation of an IEP.

Candidate has no


Gains no understanding of the

development and evaluation of an

IEP.

1 / 0

Process:

Follows law and

policy to practice



questions that focus on the development



questions.

1 / 0


Clearly stated


Candidate can demonstrate knowledge

about the development and evaluation

of an IEP.


knowledge about the development


1 / 0

Products:


Demonstrates full

completion


reflection on the interview and lessons

learned to be included in the e-folio.

No written reflection in

e-folio.

1 / 0

Quality:


better

Complete

Accurate





comprehensiveness; meets or exceeds


assessment.







this assessment.

1 / 0


Focus Area 4.8 – Document work with teachers to analyze LRE and have a basic understanding of special education rules

and regulations.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3A



special education teacher/administrator

to gain and understanding of the

district’s special education policies

about LRE.

Candidate has no



education policy, operational

practices and LRE.

1 / 0

Process:


to practice



questions that focus on the district’s

special education policies and practices,

and how LRE is determined.


questions

1 / 0


Clearly stated



of district’s special education policies,

operational practices and LRE.



education policies or practices and

LRE.

1 / 0

Products:




learned to be included in the e-folio



1 / 0

99

Demonstrates full

completion

Quality:


better

Complete

Accurate





comprehensiveness; meets or exceed the


assessment.







this assessment.

1 / 0


Focus Area 4.9 – work in conjunction with special education teachers, the candidate provides evidence of the ability to

identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into

consideration the impact of disabilities, methods, communication, cultural background, and primary language on

measuring knowledge and performance of students and included the activity in the systems of improvement processes.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3A



special education administrator/teacher

to gain an understanding of the

district’s special education policies and

non-discriminatory practices in

identifying and selection of non-

discriminatory assessment strategies.

Candidate has no



education policy and non-

discriminatory practices in


discriminatory assessment

strategies.

1 / 0

Process:


to practice



questions that focus on the district’s

special education policies and practices,

and identification and selection of

assessment strategies.


questions.

1 / 0


Clearly stated



of district’s special education policies,

practices and identification and

selection of assessment strategies.



education policies practices and

identification and selection of


1 / 0

Products:

Aligned to the

standards

Demonstrates full

completion






1 / 0

Quality:


better

Complete

Accurate







assessment.







this assessment.

1 / 0


100

Focus Area 4.10 – Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses

on improvement of the needs of the school to support services required to meet individualized instruction for student with

IEP’s or 504 plans. As evidence of this work a written plan is submitted to the faculty for consideration, review and

comment.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3A

Candidate works with special

education teachers to discuss and

analyze the needs of support services

to meet individualized instruction.

(IEP or 504)

Candidate has no


Gains no understanding of the needs

of support services to meet

individualized instruction. (IEP or

504)

1 / 0

Process:


to practice



questions that focus on how the

support services are working and



questions.

1 / 0


Clearly stated



knowledge of current support services

and effectiveness in meeting the needs

of individual student plans. (IEP or

504)


knowledge of current support

services and effectiveness in meeting

the needs of individual student plans.

(IEP or 504)

1 / 0

Products:


Demonstrates full

completion






1 / 0

Quality:


better

Complete

Accurate







assessment.







1 / 0


Assessment 5 involves working with teachers to demonstrate an understanding of the unique characteristics of pre-

school, elementary and high school students including a basic understanding of child development.

Focus Area 5.1 – Document visits to a classroom at each school level and dialogue with the teacher about the student (i.e.

child/adolescent) at the relevant level.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2


interview/discussion with a pre-

school, elementary and high school

teacher to gain an understanding of

the student needs and development

at that level.


Gains no understanding of student

needs and development at the pre-

school, elementary and high school

level.

1 / 0

Process:


to practice




child/adolescent development,

instructional strategies and

instructional needs at each level.

Candidate asks no relevant questions

1 / 0

101


Clearly stated



knowledge of pre-school,

elementary and high school

child/adolescent development,

instructional strategies and needs at

each level.


knowledge of pre-school, elementary

and high school child/adolescent

development, instructional strategies

and needs at each level.

1 / 0

Products:


Demonstrates full

completion


reflection on the interviews and

lessons learned to be included in the

e-folio.

Candidate has no written reflection in

e-folio.

1 / 0

Quality:


better

Complete

Accurate







this assessment.






assessment.

1 / 0


Focus Area 5.2 – Document work with teachers at each school level to analyze data and resource allocation on all levels

of students across the P-12 spectrum.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3

Candidate analyzes data and

conducts an in-depth


district/building

administrator/teacher to gain an


policies about budget practices and

resource allocation on all levels for

P-12 students and staff.

Candidate analyzes no data and has

no interview/discussion.


budgetary policy, practices and

resource allocation on all levels

for P-12 students and staff.

1 / 0

Process:


to practice




district/building budgetary policies

and practices for resource allocation

for all P-12 students and staff.


questions.

1 / 0


Clearly stated



knowledge of district’s /building

policies and budgetary practices for

resource allocation for P-12 students

and staff.


knowledge of district’s /building

policies and budgetary practices

for resource allocation for P-12

students and staff.

1 / 0

Products:


Demonstrates full

completion


reflection on the data analysis and

interview including lessons learned

to be included in the e-folio.



1 / 0

Quality:


better

Complete

Accurate











1 / 0

102


this assessment.

the standards and competencies

of this assessment.

5.2 Candidate must meet 5

of 5to demonstrate

competency.

Total Score

Focus Area 5.3 – Document participation in activities related to articulation between grade levels including early

childhood to elementary and elementary/middle school to high school.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2


interview/discussion with an

Administrator about articulation

activities involving

teachers/counselors/buildings

including early childhood to

elementary and elementary/middle

school to high school.


Gains no understanding of articulation


teachers/counselors/buildings including

early childhood to elementary and

elementary/middle school to high

school.

1 / 0

Process:


to practice



questions that focus on important

curriculum and student articulation







1 / 0


Clearly stated



knowledge of district’s/building

articulation activities involving







articulation activities involving

teachers/counselors/buildings including

early childhood to elementary and

elementary/middle school to high

school.

1 / 0

Products:


Demonstrates full

completion




the e-folio.


in e-folio.

1 / 0

Quality:


better

Complete

Accurate








The candidate’s materials lack quality

is: correct APA format, correct spelling




assessment.

1 / 0


103

Focus Area 5.4 – Work in conjunction with general education and the certified staff, the candidate provides evidence of

the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while

taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language

on measuring knowledge and performance of students and included the activity in the systems improvement processes.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2



Administrator/teacher about

assessment strategies used by the

school that are non-discriminatory

while taking into consideration the

impact on students with

disabilities, ELL students, cultural

background diversity that measure

the knowledge and performance of

students.

Candidate has no


Gains no understanding about




impact on students with disabilities,

ELL students, cultural background

diversity that measure the

knowledge and performance of

students.

1 / 0

Process:


to practice











students.


questions.

1 / 0


Clearly stated











students.






impact on students with disabilities,

ELL students, cultural background

diversity that measure the


students.

1 / 0

Products:


Demonstrates full

completion




the e-folio.


reflection in

e-folio.

1 / 0

Quality:


better

Complete

Accurate














this assessment.

1 / 0


104

Assessment 6 involves working with ELL programs, teachers and students.

Focus area 6.1 – Visit an ELL classroom at the elementary and middle or secondary level and to dialogue with the

teachers about their teaching strategies and expectations and to observe student behavior. This includes ELLS, students

with disabilities, early childhood, struggling and advance readers (five student populations). Candidate completes five

written reflections (one per students population) on classroom observations and lessons learned and posts to e-portfolio.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3

Candidate visits and ELL

classroom at the elementary and

middle or secondary level and

dialogues with the teachers

about their teaching strategies

and expectations. Intern also

observes student behavior. This

includes ELLS, students with

disabilities, early childhood,

struggling and advanced readers

(five student populations), and

completes five written

reflections (one per student

population) on classroom

observations and lessons learned

and posts to e-folio.

Candidate has as no


Or visits and gains no understanding

of ELL classrooms at the elementary

and middle or secondary level and

dialogues with the teachers about

their teaching strategies and

expectations. Intern also observes

student behavior. This includes

ELLS, students with disabilities, early

childhood, struggling and advanced

readers (five student populations).

And completes five written reflections

(one per student population) on

classroom observations and lessons

learned and posts to e-folio.

1 / 0

Process:


to practice



questions that focus on ELLS,

students with disabilities, early

childhood, struggling and

advanced readers (five student

populations) completes five

written reflections (one per

student population) on

classroom observations and

lessons learned and posts to e-

folio.


1 / 0


Clearly stated



knowledge of ELLS, students

with disabilities, early



populations) and can articulate

classroom observations and

lessons learned.


knowledge of ELLS, students with

disabilities, early childhood,

struggling and advanced readers (five

student populations) and can

articulate classroom observations and

lessons learned.

1 / 0

Products:


Demonstrates full

completion



interview, observations and

lessons learned about ELLS,

students with disabilities, early



populations) and completes five

written reflections (one per

student population) and posts to

the e-folio.



1 / 0

105

Quality:


better

Complete

Accurate





accuracy, and




assessment.




accuracy, and comprehensiveness; did

not meet the standards and


1 / 0


Focus Area 6.2 – Interview a district’s ELL administrator in order to obtain an understanding of the overall ELL program.

Candidate completes written reflection on classroom observations and lesson learned and posts to e-portfolio.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2



district’s ELL administrator in

order to obtain an understanding

of the overall ELL program.

Candidate has no



district’s ELL program.

1 / 0

Process:


to practice




district’s ELL policies and

practices, identification and


Candidate asks no relevant questions

1 / 0


Clearly stated



knowledge of ELLS,

identification of students,


assessments used for these

students.


knowledge of ELLS, identification of

students, instructional strategies and

assessments used for these students.

1 / 0

Products:


Demonstrates full

completion



interview, observations and

lesson’s learned about ELL’s

students and completes a written

reflection on lessons learned and

posts to e-portfolio.



1 / 0

Quality:


better

Complete

Accurate





accuracy, and




assessment.







1 / 0

106


Focus Area 6.3 – Work with teachers to demonstrate an understanding of the unique characteristics of ELL students

including a basic understanding of language acquisition and bilingual education strategies.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2


interview/discussion with

teachers working with ELL

students and gains a basic

understanding of language

acquisition and teaching

strategies.


Gains no understanding of ELL

language acquisition and teaching

strategies.

1 / 0

Process:


to practice



questions that focus on

identification of ELL students

and legal requirements for

instruction and assessment.


1 / 0


Clearly stated



knowledge of district’s policies

and practices concerning

identification of ELL students,

language acquisition,


selection of assessment

strategies.


knowledge of district’s policies and

practices concerning identification of

ELL students, language acquisition,

instructional strategies and selection

of assessment strategies.

1 / 0

Products:


Demonstrates full

completion



unique characteristics of

ELL students, knowledge

of language acquisition,





1 / 0

Quality:


better

Complete

Accurate





accuracy, and




assessment.







1 / 0


Focus Area 6.4 – Work with teachers to analyze data and resource allocation on ELL students and bilingual programs.


Content:


ISBE internship



district administrator/teacher

and analyzes data and resource


Gains no understanding of resource

allocation for ELL students and

bilingual programs.

1 / 0

107

requirements ISLLC

2008 Standard 2

allocation for ELL students and

bilingual programs.

Process:


to practice





practices, data analysis and

resource allocation for students

and bilingual programs.


1 / 0


Clearly stated



knowledge of district’s policies

and practices concerning data

analysis and resource allocation

for students and bilingual

programs.


knowledge of district’s policies and

practices concerning data analysis and

resource allocation for students and

bilingual programs.

1 / 0

Products:


Demonstrates full

completion



district’s policies and practices

concerning data analysis and

resource allocation for students

and bilingual programs.



1 / 0

Quality:


better

Complete

Accurate





accuracy, and




assessment.







1 / 0


Focus Area 6.5 – Work with teachers to include plans for ELL students in instructional strategies or programs and create

targeted instructional interventions.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2



ELL teacher about instructional

strategies and targeted

instructional interventions.

Candidate has no


Gains no understanding of ELL

instructional strategies and targeted


1 / 0

Process:


to practice



questions that focus on ELL


targeted instructional

interventions.


questions.

1 / 0


Clearly stated



knowledge of ELL instructional





strategies and targeted instructional

interventions.

1 / 0

108

Products:


Demonstrates full

completion







1 / 0

Quality:


better

Complete

Accurate





accuracy, and




assessment.







this assessment.

1 / 0


Focus Area 6.6 – Work in conjunction with ELL/special education teachers, the candidate provides evidence of the ability

to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into

consideration the impact of disabilities, methods, communication, cultural background, and primary language on

measuring knowledge and performance of students and included the activity in the systems of improvement processes.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3



district ELL



ELL policies and non-




strategies while taking into

consideration the impact on

disabilities, methods of

communication, cultural

background and primary

language on measuring


students.

Candidate has no



district’s ELL policies and non-




strategies while taking into

consideration the impact on



background and primary language

on measuring knowledge and

performance of students.

1 / 0

Process:


to practice





practices, and identification and

selection of assessment

strategies that are non-

discriminatory.


questions.

1 / 0


Clearly stated








strategies and targeted instructional

interventions.

1 / 0

109

Products:


Demonstrates full

completion







1 / 0

Quality:


better

Complete

Accurate





accuracy, and




assessment.







this assessment.

1 / 0



on improvement of the needs of the school to support services required to meet individualized instruction for ELL

students. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3



district ELL


understanding of suggestions to

improve support services

required to meet individualized

instruction for ELL students.

Candidate has no



improvements needed for support

services required to meet

individualized instruction for ELL

students.

1 / 0

Process:


to practice





practices, identification of

students, instructional strategies,

assessments and supports for

students.


questions.

1 / 0


Clearly stated


Utilizing the systems

investigation, the Candidate can

demonstrate knowledge of

needed improvements to support

services required to meet

individualized instruction for

ELL students.


knowledge of needed

improvements to support services



1 / 0

Products:


Demonstrates full

completion



interview, lessons learned,

recommendations for

improvement and review and

comment from faculty for

suggested improvements and is

included in the e-folio.



1 / 0

Quality: The candidate demonstrates

quality all materials: correct



110


better

Complete

Accurate



accuracy, and




assessment.





this assessment.

1 / 0


Assessment 7 involves working with gifted programs, teachers and students.

Focus Area 7.1 – Work with teachers to understand the unique characteristics of gifted students. Candidate completes

written reflection on classroom observations and lessons learned and posts to e-portfolio.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2



teacher of gifted students to

understand the unique

characteristics of gifted

students.

Candidate has no



unique characteristics of gifted

students.

1 / 0

Process:


to practice




district’s gifted policies and

practices, identification of

students and selection of



questions.

1 / 0


Clearly stated



knowledge about the unique

characteristics of gifted

students, selection process,




knowledge about the unique

characteristics of gifted students,

selection process, instructional

strategies and assessment

strategies.

1 / 0

Products:


Demonstrates full

completion



interview, lessons learned and is

included in the e-folio



1 / 0

Quality:


better

Complete

Accurate





accuracy, and




assessment.







this assessment.

1 / 0

7.1 Candidate must meet 5/5 to demonstrate

competency

111

Total Score

Focus Area 7.2 – Work with teachers to analyze data and resource allocation on students in gifted education settings.


Content:


ISBE internship

requirements ISLLC

2008 Standard 3



gifted administrator/teacher to gain

an understanding of the district’s

gifted policies, analysis of data

and resource allocation for

students and staff.

Candidate has no



district’s gifted policies,

analysis of data and resource

allocation for students and staff.

1 / 0

Process:


to practice




district’s gifted policies and

practices, analysis of data and

resource allocation for gifted

students and staff.


questions.

1 / 0


Clearly stated



knowledge of district’s gifted

policies, practices analysis of data

and resource allocation for gifted

students and staff.



gifted policies, practices

analysis of data and resource

allocation for gifted students

and staff.

1 / 0

Products:


Demonstrates full

completion




the e-folio.



1 / 0

Quality:


better

Complete

Accurate















assessment.

1 / 0



on improvement of the needs of the school to support services required to meet individualized instruction for students

identified as gifted. As evidence of this work, a written plan is submitted to the faculty for consideration, review and

comment.


Content:


ISBE internship



district gifted


Candidate has no


1 / 0

112

requirements ISLLC

2008 Standard 3

understanding of suggestions to

improve instruction for gifted

students.


suggestions to improve instruction

for gifted students.

Process:


to practice




district’s gifted education

policies and practices, and

identification and selection of

gifted students.


questions.

1 / 0


Clearly stated




policies, practices analysis of

data, and recommendations for

improvement for the needs of

the school to support gifted

services.



policies, practices analysis of data

or recommendations for

improvement of gifted services.

1 / 0

Products:


Demonstrates full

completion



interview, lessons learned,

recommendations for

improvement of gifted services

and feedback from the

faculty/building to be included

in the e-folio.



1 / 0

Quality:


better

Complete

Accurate


quality in all materials:

correct APA format, correct






assessment.







this assessment.

1 / 0


Focus Area 7.4 – Work with teachers to incorporate plans for gifted students in instructional strategies and programs and

differentiate classroom instruction to meet their needs.


Content:


ISBE internship

requirements ISLLC

2008 Standard 2




understanding of the gifted

program, instructional strategies

and differentiated instruction in

the classroom to meet the needs of

gifted students.

Candidate has no



gifted program, instructional

strategies and differentiated

instruction in the classroom to meet

the needs of gifted students.

1 / 0

Process:


questions that focus on the gifted

program, instructional strategies,


questions.

1 / 0

113


to practice


and differentiated instruction in

the classroom to meet the needs of

gifted students.


Clearly stated


Candidate writes a reflection and

can demonstrate knowledge of the

gifted program, instructional

strategies, and differentiated

instruction in the classroom to

meet the needs of gifted students.

Candidate provides no reflection

written with relevant information.

1 / 0

Products:


Demonstrates full

completion




the e-folio



1 / 0

Quality:


better

Complete

Accurate














this assessment.

1 / 0


Assessment 8 involves proactively serve all students and their families with equity and honor and advocate on their

behalf, ensuring an opportunity to learn and the well-being of each child in the classroom

Focus Area 8.1 – Provides evidence of proactively serving all students (including Early Childhood students) and their

families and advocating on their behalf for an opportunity to learn and for the well-being of each child in the classroom.

Written evidence of an event or series of events where the candidate advocated for a student or students, family or families

or caregiver or caregivers is verified by the mentor principal


Content:


ISBE internship

requirements ISLLC

2008 Standard 4

Candidate proactively serves

students and their families and

advocates on their behalf for the

well-being of the child for an

opportunity to learn through

participating in an event or

events.

Candidate does not serve student

or their families and does not

advocate on their behalf for the

well-being of the child.

1 / 0

Process:


to practice


Candidate participates in an

event or series of events and

proactively serves all students

including Early Childhood and

has evidence of this

participation.

Candidate does not participate in

any event to proactively serve all

students.

1 / 0


Clearly stated


Candidate writes a reflection

about the event or events and

how proactively served students

and their families and advocated

on their behalf for the well-


reflection with relevant

information.

1 / 0

114

being of the child for an

opportunity to learn.

Products:


Demonstrates full

completion


written reflection on the events

and lessons learned to be




1 / 0

Quality:


better

Complete

Accurate





accuracy, and










this assessment.

1 / 0


Focus Area 8.2 – Provides evidence of proactively serving all students (including Early Childhood students) and their

families with equity and honor on their behalf for an opportunity to learn and for the well-being of each child in the

classroom. Written evidence of an event or series of events where the candidate served student or students, family or

families or caregiver or caregivers with equity and honor is verified by the mentor principal


Content:


ISBE internship

requirements ISLLC

2008 Standard 4

Candidate proactively serves

students and their families with

equity and honor on their behalf

for the well-being of the child for

an opportunity to learn through

participating in an event or

events.

Candidate does not serve student or

their families with equity and honor

on their behalf for the well-being of

the child.

1 / 0

Process:


to practice


Candidate participates in an

event or series of events and

proactively serves all students

including Early Childhood with

equity and honor on their behalf

for an opportunity to learn and

for the well-being of each child

in the classroom. Intern has

evidence of this participation in

the event or events.

Candidate does not participate in

any event to proactively serve all

students with equity and honor.

1 / 0


Clearly stated


Candidate’s outcome/reflection is

clearly stated and clearly

demonstrated.


reflection with relevant information.

1 / 0

Products:


Demonstrates full

completion


written reflection on the events

and lessons learned to be




1 / 0

115

Quality:


better

Complete

Accurate





accuracy, and










this assessment.

1 / 0


116

SREB Competencies (36) Aligned with the Internship Assessment Rubric

Scoring Guide -Template (P) Participating Had the opportunity to join/share in the activity and decision-making resulting from it. One hundred percent

of the competencies must be completed at the participation level.

(L) Leading Had the opportunity to plan, direct and develop activities and oversee decision-making that may be required by or

result from the activity. Eighty percent of the competencies must be completed at the leading level. *Assessments refer to the ISBE Component #1 Assessment Rubric (Assessment #1 FA 1.3 refers to Assessment #1 Focus Area 1.3). 1. School leaders are able to create a focused mission to improve student achievement and a vision of the elements of school, curriculum and instructional practices that make higher achievement possible. (ISLLC Standard 1)

Internship Experience *Assessment P L 1a. …working with teachers to

implement curriculum that produces gains in student achievement as defined by the mission of the school.

Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement

Assessment # 1 FA 1.3

1b. …working with the administration to develop, define and/or adapt best practices based on current research that supports the school’s vision.

Demonstrates the analysis and presentation as an artifact and has other artifacts that demonstrate the processes used in preparing for, presenting, and following up on the meeting after the presentation. There is a logical sequence to all events, all are well planned and executed, and they achieve the purpose of improving student achievement.


1c. …working with the faculty to develop, define, and/or adapt best practices, based on current research, that support the school’s vision.

Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.


117

1d. …assisting with

transitional activities for students as they progress to higher levels of placement (e.g., elementary to middle, middle to high school, high school to higher education).

Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve student learning for all subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.


2. School leaders are able to set high expectations for all students to learn high-level content. (ISLLC Standard 2)

Internship Experience Assessment P L

2a

.

…developing/overseeing

academic recognition programs that acknowledge and celebrate student’s success at all levels of ability.

Demonstrate the analysis and presentation as an artifact and has other artifacts that demonstrate the processes used in preparing for, presenting, and following up on the meeting after the presentation. There is a logical sequence to all events, all are well planned and executed, and they achieve the purpose of improving student achievement.

Assessment #1 FA 1.4

2b

.

…activities resulting in raising standards and academic achievement for all students and teachers.

Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement


2c

.

…authentic assessments of student work through the use and/or evaluation of rubrics, end-of-course tests, projects.



118

3. School leaders are able to recognize and encourage implementation of good instructional practices that motivate and increase student achievement. (ISLLC Standard 2)

Internship Experience Assessment P L 3a. …using a variety of

strategies to analyze and evaluate the quality of instructional practices being implemented in a school.

Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.


3b. …working with teachers to select and implement appropriate instructional strategies that address identified achievement gaps.



3c. …working on a school team

to prioritize standards and map curriculum in at least one content area across all grade levels of the school.

Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are


119

accurate, complete, logical, and able to be implemented in a school setting.

3d. …working with a group of

teachers to unwrap adopted standards and develop assignments and assessments aligned with the standards.



3e.

…working with a school

team to monitor implementation of an adopted curriculum.

Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting


3f. …involvement in the work of

literacy and numeracy task forces.

Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical,


120

and able to be implemented in a school setting.

3g. …working with curriculum

that is interdisciplinary and provides opportunities for students to apply knowledge in various modalities across the curriculum.



4. The school leader is able to create a school organization where faculty and staff understand that every student counts and where every student has the support of a caring adult.(ISLLC Standard 5)

Internship Experience Assessment P L 4a. …working with staff to

identify needs of all students.

Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement.


4b. …collaborating with adults from within the school and community to provide mentors for all students.



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4c. …engaging in activities designed to increase parental involvement.

Demonstrate the analysis and presentation as an artifact and has other artifacts that demonstrate the processes used in preparing for, presenting, and following up on the meeting after the presentation. There is a logical sequence to all events, all are well planned and executed, and they achieve the purpose of improving student achievement.


4d. …engaging in parent/student/school collaborations that develop long-term educational plans for students.



5. The school leader is able to use data to initiate and continue improvement in school and classroom practices and student achievement. (ISLLC Standard 4)

Internship Experience Assessment P L 5a. …analyzing data (including

standardized test scores, teacher assessments, psychological data, etc.) to develop/refine instructional activities and set instructional goals.



5b. …facilitating data disaggregation for use by faculty and other stakeholders.

Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve


122

student learning for all subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.

6. The school leader is able to keep everyone informed and focused on student achievement. (ISLLC Standard 4)

Internship Experience Assessment P L 6a. …analyzing and

communicating school progress and school achievement to teachers, parents and staff.



6b. …gathering feedback regarding the effectiveness of personal communication skills.



7. The school leader is able to make parents partners in their student’s education and create a structure for parent and educator collaboration. (ISLLC Standard 4)

Internship Experience Assessment P L 7a. …working in

meaningful relationships with faculty and parents to develop action plans for student

achievement.



8. The school leader is able to understand the change process and have the leadership and facilitations skills to manage it effectively. (ISLLC Standard 3)

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Internship Experience Assessment P L 8a

.

…working with faculty and staff in professional development activities.

Demonstrates application of the NSDC standards to their own school professional development needs by analyzing data, creating options, and creating an evaluation plan in collaboration with stakeholders.


8b

.

…inducting and/or mentoring new teaching staff.



8c

.

…building a “learning community” that includes all stakeholders.



9. The school leader is able to understand how adults learn and knows how to advance meaningful change through quality sustained professional development that benefits students. (ISLLC Standard 3)

Internship Experience Assessment P L 9

a.

…study groups, problem-solving sessions and/or ongoing meetings to promote student achievement.



9

b

.

…scheduling, developing and/or presenting

Demonstrates an understanding of the systems and factors within the internship school that advocate,


124

professional development activities to faculty that positively impact student achievement.

nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting

10. The school leader is able to organize and use time in innovative ways to meet the goals and objectives of school improvement. (ISLLC Standard 3)


.

…scheduling of classroom and/or professional development activities in a way that provides meaningful time for school improvement activities.

Demonstrates application of the NSDC standards to their own school professional development needs by analyzing data, creating options, and creating an evaluation plan in collaboration with stakeholders.


10b

.

… scheduling time to provide struggling students with the opportunity for extra support (e.g., individual tutoring, small-group instruction, extended-block time) so that they may have the opportunity to learn to mastery.



11. The school leader is able to acquire and use resources wisely. (ISLLC Standard 3)


.

…writing grants or developing partnerships that provide needed resources for school improvement.

Documents a meeting with the internship principal to review the school’s budget (an artifact). The candidate demonstrates an understanding of school budget and resources available providing details of how the resources are used, and an assessment of adequacy, effectiveness,


125

and efficiency as delineated in a report prepared and shared with the internship principal. The candidate documents the presentation of recommendations for budget improvement to the faculty and receives input. The candidate and the internship principal meet to discuss the candidate’s recommendations and reflections on the school budget, resources, impact on student subgroups, and recommendations.

11b

.

…developing schedules that maximize student learning in meaningful ways with measurable success.

Demonstrates an understanding of two school systems (instructional and management) through the use of an accurately created assessment to analyze the two systems. Results of the analysis are connected to practical recommendations for improvement.


12. The school leader is able to obtain support from the central office and from community and parent leaders for their school improvement agenda. (ISLLC Standard 6)

Internship Experience Assessment P L 12a. …working with

faculty to communicate with school board and community stakeholders in a way that supports school improvement.



12b. …working with faculty, parents and community to build collaboration and support for the school’s agenda.



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13. The school leader is able to continuously learn and seek out colleagues who keep them abreast of new research and proven practices. (ISLLC Standard 4)

Internship Experience Assessment P L 13a. …working with

faculty to implement research based instructional practices.



13b. …working with professional groups and organizations.



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Principal Preparation Program Internship Assessments for 30.45 a), 4), A, B, C, D, E, F, and G [Developed by the McCormick Grant LINC Project]

Scoring Guide Section

3.B Specific Areas to

Assess: [Rules 30.45 (a)

(4)]

Assessment: Scoring Guide: Meets the

Expectation

Scoring Guide: Does Not

Meet the Expectation

Score

M/DNM

A) use student data to work

collaboratively with teachers

to modify curriculum and

instructional strategies to

meet the needs of each

student, including ELLs and

students with disabilities, and

to incorporate the data into

the School Improvement

Plan;

(Focus Area: 1.3)

A) Work with faculty or

faculty teams to create,

implement, and formatively

evaluate a school

improvement action plan

including using student data

to work collaboratively with

teachers to evaluate and

modify curriculum and

instructional strategies to

meet the needs of each

student, including ELLs, at-

risk early childhood

students, and students with

disabilities and to

incorporate the data into the

School Improvement Plan.

A.1)The candidate provides

evidence of working with

faculty or faculty teams to

create, implement, and

formatively evaluate a school

improvement action plan that

includes using student data to

work collaboratively with

teachers to modify curriculum

and instructional strategies to

meet the needs of each student

and to incorporate the data into

the School Improvement Plan;

The candidate does not provide

evidence of working with faculty

or faculty teams to create,


evaluate a school improvement

action plan that includes using of

student data to work

collaboratively with teachers to

modify curriculum and

instructional strategies to meet the

needs of each student;

A.2) The candidate provides






includes ELL students and to


School Improvement Plan;






action plan that includes ELL

students;







includes at-risk early

childhood students and to


School Improvement Plan.






action plan that includes at-risk

early childhood students.

128







includes students with

disabilities and to incorporate

the data into the School

Improvement Plan.






action plan that includes students

with disabilities.

B) evaluate a school to

ensure the use of a wide

range of printed, visual, or

auditory materials and online

resources appropriate to the

content areas and the reading

needs and levels of each

student (including ELLs,

students with disabilities, and

struggling and advanced

readers);

(Focus Area: 3.1)

B) Investigate, define, and

delineate the systems and


school for advocating,

nurturing, and sustaining a

culture of collaboration,

trust, learning, and high

expectations and a



students. Include in this

process the evaluation of the

use of a wide range of

printed, visual, and auditory

materials and online


content areas and the

reading needs and

developmental levels of

each student including

ELLs, students with

disabilities, early childhood

students, and struggling and

advanced readers to ensure

their use in the school.

B.1) The candidate provides

evidence of the ability to

evaluate a school to ensure the

use of a wide range of printed,

visual, and auditory materials

and online resources

appropriate to the content areas

and the reading needs and

developmental levels of each

student including ELLs;


evidence of the ability to evaluate

a school to ensure the use of a

wide range of printed, visual, and




needs and developmental levels of

each student including ELLs;



evaluate a school to ensure the

use of a wide range of printed,

visual, and auditory materials

and online resources




student including students with

disabilities;



a school to ensure the use of a

wide range of printed, visual, and





each student including students

with disabilities;



evaluate a wide range of


materials and online resources




student including early

childhood students to ensure

their use in the school;



a wide range of printed, visual, and





each student including early

childhood students to demonstrate

their use in the school;

129



evaluate a wide range of


materials and online resources




student including struggling

and advanced readers to ensure

their use in the school.



a wide range of printed, visual, and





each student including struggling

and advanced readers to

demonstrate their use in the

school.

C) in conjunction with

special education and

bilingual education teachers,

identify and select

assessment strategies and

devices that are

nondiscriminatory to be used

by the school, and take into

consideration the impact of



background, and primary


knowledge and performance

of students leading to school

improvement;

(Focus Area: 3.1)

C) Investigate, define, and





culture of collaboration,

trust, learning, and high

expectations and a



students. Work in

conjunction with general

education, certified staff,

special education, and

bilingual education teachers

to identify and select


devices that are

nondiscriminatory and that

are to be used by the school

while taking into






knowledge and performance

of students; include this

C.1) Working in conjunction

with general education the

candidate provides evidence of

the ability to identify and

select assessment strategies

and devices that are

nondiscriminatory used by the

school, while taking into







students and included the

activity in the systems

improvement processes;

Working in conjunction with

general education teachers, the

candidate is unable to provide

evidence of the ability to identify

and select assessment strategies







background, and primary language


performance of students and was

unable to include this activity in

the systems improvement

processes;


with certified staff, the

candidate provides evidence of

the ability to identify and

select assessment strategies











certified staff, the candidate is

unable to provide evidence of the

ability to identify and select

assessment strategies and devices

that are nondiscriminatory used by

the school, while taking into








130

work in the systems

improvement processes.





processes;


with special education

teachers, the candidate

provides evidence of the ability



devices that are













special education teachers, the















processes;


with bilingual education

teachers, the candidate

provides evidence of the ability



devices that are













bilingual education teachers, the















processes;

D) work with teachers to

develop a plan that focuses

(Focus Area: 3.1)

D.1) Working with teachers

and utilizing the systems

investigation, the candidate

Working with teachers and

utilizing the systems investigation,

the candidate was unable to

131

on the needs of the school to

support services required to

meet individualized

instruction for students with

special needs (i.e., students

with IEPs, IFSPs, or Section

504 plans, ELLs, and

students identified as

gifted);

D) Investigate, define, and





culture of collaboration, trust,

learning, and high

expectations and a



students. Working with

teachers and utilizing the

systems investigation

processes, produce a plan that

focuses on the needs of the

school to support services

required to meet

individualized instruction for

students with special needs

including students with IEPs,

IFSPs (Individualized Family

Service Plans), or Section

504 plans; ELLs; at-risk early

childhood students; and

students identified as gifted.

produces a plan that focuses on

improvement of the needs of

the school to support services


instruction for students with

IEPs, IFSPs, or Section 504

plans. As evidence of this

work, a written plan is

submitted to the faculty for

consideration, review and

comment.

produce a plan that focuses on

improvement of the needs of the

school to support services required

to meet individualized instruction

for students with IEPs, IFSPs, or

Section 504 plans. Little or no

evidence of this work, such as a

written plan, was able to be



comment.









As evidence of this work, a

written plan is submitted to the

faculty for consideration,

review and comment.








for ELL students. Little or no

evidence of this work, such as a

written plan, was able to be



comment.








instruction for at-risk early

childhood students. As

evidence of this work, a



review and comment.








for at-risk early childhood

students. Little or no evidence of

this work, such as a written plan,

was able to be submitted to the

faculty for consideration, review

and comment.

132








instruction for students

identified as gifted. As

evidence of this work, a



review and comment.








for students identified as gifted.

Little or no evidence of this work,

such as a written plan, was able to

be submitted to the faculty for


comment.

E) proactively serve all

students and their families

with equity and honor and

advocate on their behalf,

ensuring an opportunity to

learn and the well-being of

each child in the classroom;

(ISLLC Standard 6.0)

E) Demonstrate

understanding, responding to,

and influencing the larger

political, social, economic,

legal, and cultural context

through advocating for

school students, families, and

caregivers; acting to

influence local, district, state,

and national decisions

affecting student learning in a

school environment; and

anticipating and assessing

emerging trends and

initiatives in order to adapt

school-based leadership

strategies. Include in this

demonstration your ability to

proactively serve all students

(including Early Childhood)

and their families with equity

and honor and advocate on

their behalf, ensuring an

opportunity to learn and the

well-being of each child in

the classroom

E.1) The candidate provides

evidence of proactively serving

all students (including Early

Childhood students) and their

families and advocating on

their behalf for an opportunity

to learn and for the well-being

of each child in the classroom.

Written evidence of an event

or series of events where the

candidate advocated for a

student or students, family or

families, or caregiver or

caregivers is verified by the

mentor principal.


evidence of proactively serving all

students (including Early


families and advocated on their

behalf for an opportunity to learn

and for the well-being of each

child in the classroom. Little or no

evidence, documented in writing,

is verified by the mentor principal

of an event or series of events

where the candidate advocated for

a student or students, family or


caregivers.

E.2) The candidate provides

evidence of proactively serving

all students (including Early


families with equity and honor

on their behalf for an

opportunity to learn and for the

well-being of each child in the

classroom. Written evidence

of an event or series of events

where the candidate served



caregivers with equity and


evidence of proactively serving all

students (including Early


families with equity and honor on

their behalf for an opportunity to

learn and for the well-being of

each child in the classroom. Little

or no evidence, documented in

writing, is verified by the mentor

principal of an event or series of

events where the candidate served


133

honor is verified by the mentor

principal.

families, or caregiver or caregivers

with equity and honor.

F) analyze and use student

information to design

instruction that meets the

diverse needs of students

and leads to ongoing growth

and development of all

students; and

(Focus Area: 1.4)

F) Work with faculty or

faculty teams to gather and

examine data to assess

progress on the SIP and make

recommendations for

improvements or

modifications to the SIP for

the following year including

the analysis and use of

student information to design

instruction that meets the

diverse needs of students and

leads to ongoing growth and

development of all students

(including early childhood

and gifted students)

F.1) The candidate provides

clear evidence of working with


gather and examine data to

assess progress on the SIP and

make recommendations for

improvements or modifications

to the SIP for the following

year; this includes the analysis

and use of student information

to design instruction that meets

the diverse needs of students

and leads to ongoing growth

and development of all

students (including early

childhood and gifted students).



faculty or faculty teams to gather

and examine data to assess


recommendations for

improvements or modifications to

the SIP for the following year; the

inclusion of the analysis and use of

student information to design

instruction that meets the diverse

needs of students and leads to

ongoing growth and development

of all students (including early

childhood and gifted students) is

lacking in content and quality.

G) recognize the individual

needs of students and work

with special education and


to develop school support

systems so that teachers can

differentiate strategies,

materials, pace, levels of

complexity, and language to

introduce concepts and principles so that they are

meaningful to students at

varying levels of

development and to students

with diverse learning needs.

(Focus Area: 1.4)

G) Work with faculty or

faculty teams to gather and

examine data to assess


recommendations for

improvements or

modifications to the SIP for

the following year. This

includes the recognition of

the individual needs of

students by working with

general education, certified

staff, special education, and






G.1) The candidate provides








year. Included in the

recommendation is the

recognition of the individual

needs of students by working

with general education

teachers to develop school

support systems so that

teachers can differentiate

strategies, materials, pace,

levels of complexity, and

language to introduce concepts

and principles so that they are


The candidate is unable to provide

clear evidence and had difficulty in

working with faculty or faculty

teams to gather and examine data

to assess progress on the SIP and



the SIP for the following year. The

inclusion in the recommendation

of the recognition of the individual

needs of students by working with

general education teachers to

develop school support systems so

that teachers can differentiate

strategies, materials, pace, levels

of complexity, and language to

introduce concepts and principles

so that they are meaningful to

students at varying levels of

development and to students with

134


introduce concepts and

principles so that they are


varying levels of

development and to students

with diverse learning needs.

varying levels of development

and to students with diverse

learning needs.

diverse learning needs was lacking

and of poor quality.













with certified staff to develop

school support systems so that









learning needs.












certified staff to develop school

support systems so that teachers

can differentiate strategies,





















with special education teachers















special education teachers to





135



introduce concepts and

principles so that they are




learning needs.



















with bilingual education

teachers to develop school

support systems so that









learning needs.












bilingual education teachers to











136



Principal Preparation

Program Evaluation

Date____________________

How well did the Department of Educational Leadership principal preparation program at UIS prepare you in

the following areas? Please indicate by using the following scale

1 = Very unprepared 2 = Somewhat prepared 3 = Prepared 4= Very Prepared

1. I know how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. 1 2 3 4

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. I know how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. 1 2 3 4

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

137

3. I know how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. 1 2 3 4 Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. I know how to implement a staff evaluation and develop a system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. 1 2 3 4

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. I know how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. 1 2 3 4

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. I know how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. 1 2 3 4

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

138

7. I know how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. 1 2 3 4

Comments_______________________________________________________________

________________________________________________________________________

________________________________________________________________________

8. I know how to act with integrity, fairness, and in an ethical and legal manner. 1 2 3 4

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

9. I know how to respond to and influence the larger political, social, economic, legal, and cultural contexts of education to promote the success of all students. 1 2 3 4

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

139

Additional comments/suggestions to improve the principal preparation program:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________