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UNIVERSITY OF ILLINOIS SPRINGFIELD

DEPARTMENT OF EDUCATIONAL LEADERSHIP

PRINCIPAL INTERNSHIP HANDBOOK

EDL 526/527

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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 imbedded into

coursework that is part of the regular UIS administrator preparation program. A listing of

those courses and associated experiences may be found in Appendix A.

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 Faculty 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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COURSE REQUIREMENTS

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

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 24 hours of EDL coursework, including:

EDL 502 School Finance

EDL 503 School Law

EDL 505 Introduction to Research

EDL 511 School Improvement

EDL 519 Principalship

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. Evidence of having passed the ISBE Principal’s Test

Prior to Beginning Activities and Logging Hours:

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

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

Supervisor and the Mentor Principal.

3. Submit an original, signed Clinical Supervision Agreement to the University

Supervisor.

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4. Complete the Principals Self-Assessment Inventory.

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

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 four formal assessments.

5. Complete the thirty six SREB competencies.

6. Maintain an activity log.

7. Develop an e-folio utilizing Box

8. Attend three on-campus internship seminars.

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

of 527.

10. Complete a Principals Self-Assessment Inventory at the end of 527.

11. Complete the EDL Special Education and Reading Modules

PLACEMENT

The student will assume the primary responsibility for identifying the site for the internship

and contacting the proposed Mentor Principal. If the placement is in the students own district,

approval will be granted contingent upon the student demonstrating that they can attain the

objectives of the program as well as they could in another district within reasonable driving

distance. The internship experiences must be of a different nature than those of the students

current (or a previously held) position.

PLANNING

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

Principal and the University Supervisor. At the Internship Orientation Class the student 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 student to discuss

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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.

RESPONSIBILITIES

Student:

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:

1. Submit a Mentor Principal Certification Form (Appendix J) to the Educational

Leadership Department verifying that they hold a current and valid Illinois Principals

Endorsement, and have a minimum of two years of successful experience as a

principal.

2. Be willing to delegate responsibility to the intern

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

instructional program and school improvement plan.

4. Attend on-site meetings with the intern and Faculty Supervisor.

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

6. Maintain contact with the University Supervisor relating to the interns progress.

7. Validate the intern’s activity log

8. Conduct/monitor the four formal evaluations and the SREB Competencies Rubric

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

internship verifying the student has met the requirements of the internship under

their direct supervision.

Internship Supervisor:

1. Conduct the Internship Orientation class.

2. Conduct three on-campus seminars to discuss issues related to student learning and

school improvement arising from the interns’ experiences.

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

4. Work collaboratively with the Mentor Principal to complete the assessments of the

intern’s performance.

5. Maintain a course Blackboard site for the purpose of weekly communication with and

monitoring of interns.

6. Maintain an E-docs site for the purpose of maintaining student e-folios and

monitoring student progress.

7. Support the work of the Mentor Principal

8. Offer constant advice, guidance and formative evaluation to interns

9. Maintain the records required by ISBE and the University

Note: Faculty Supervisors will be full time faculty in the Educational Leadership

Department, hold valid Illinois Administrative Certification and have a minimum of

three years of successful experience as principals and/or superintendents.

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 Faculty

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.

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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 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 student does not complete all

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

course and the grade will be changed when the work is done. The Mentor Principal and the

University Supervisor will work to keep students on task.

EVALUATION

Throughout the conduct of the internship there are four formal, formative evaluations. Those

evaluations are outlined in Appendix G. The rubric for assessing those evaluations is found in

Appendix H. In addition, each candidate must meet the criteria of the SREB Competencies

Rubric found in Appendix I. Activities are imbedded into both the formal evaluations and the

rubric. Careful planning and wise selection of activities will aid in the successful completion of

these evaluations. Also there is an Intern Self-Assessment (Appendix E) and a Mentor

Principal’s Evaluation (Appendix C) that will be completed at the end of each semester.

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

Student plans to meet during the internship.

Setting:

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

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the reasons why those settings are suitable for meeting the student’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 contained in Appendix F

DOCUMENTATION

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

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

necessary.

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

University.

2. The internship Action Plan.

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

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

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

6. Completed evaluation forms for each semester.

7. Site evaluation reports by the University Supervisor.

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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 and the end of the

internship.

11. A completed e-folio

12. A final letter of completion from the Mentor Principal

THE e-Folio

Each student must maintain an electronic portfolio, the e-folio, that is a detailed record

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

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

each student 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 student will transfer their Box file to a disk which will become part of their

permanent internship record. Students will also be encouraged to edit the contents of their e-

folio and use the information to build and electronic employment portfolio.

DEFINITIONS

Faculty 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 conduct of the EDL 526/527 course sequence.

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.

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Mentor/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.

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 student 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 student’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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APPENDIX A

EMBEDDED CLINICAL EXPERIENCES

EDL 502 SCHOOL FINANCE

Clinical 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 clinical 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

Clinical 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 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

Clinical experiences in this course include a PDSA project which involves solving a real

problem relating to school improvement in the students 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 weekly interviews with principals

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

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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. Clinical experiences include a full

cycle of teacher evaluation including a pre-observation conference, classroom observation and a

post-observation conference.

EDL 531/532 – CAPSTONE PROJECT

This course is designed to run concurrently with the internship and will require students to

conduct research geared to solving and existing problem in the school where their internship

takes place using real data from that school.

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Appendix B

Principal Internship Agreement for EDL 526-527

Student _______________________________________________________

Site of the Internship Experiences __________________________________

Date(s) of the Internship Experiences __________________________________

The following relates to the clinical experiences of students pursuing supervision and/or administration entitlement

through the University of Illinois at Springfield educational leadership program:

1. The student's intership experiences will be under the direct supervision of

_______________________________________________________________

Field Supervisor(s)

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

_______________________________________________________________

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

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

_______________________________________________________________

4. The student will be available for conferences at UIS during the course of the clinical experiences. The number

and dates of these conferences will be jointly determined by the student and faculty coordinator.

5. The internship supervisor will have permission to visit for purposes of supervision and evaluation.

6. The mentor principal will report to the internship supervisor regarding the progress of the student at least two

times each semester.

____________________________ ______________________________

Date Student

____________________________ ______________________________

Internship Supervisor Mentor Principal

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APPENDIX C

INTERN EVALUATION

Student ___________________________ Date _____________________

Mentor Principal ___________________ Position __________________

School ____________________________ City ______________________

Which of the following activities have been afforded to the candidate? Please list specific

examples and grade levels.

Activity Specific Task/Activity

Leadership ____________________________________________________

Management ____________________________________________________

Finance ____________________________________________________

Supervision ____________________________________________________

Curriculum ____________________________________________________

Student Assessment ____________________________________________________

Student Discipline ____________________________________________________

Student Activities ____________________________________________________

Supervision of Staff ____________________________________________________

Parental/Community Involvement _____________________________________________

Special Education ____________________________________________________

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Gifted Students ____________________________________________________

Early Childhood ____________________________________________________

English Language Learners ____________________________________________________

Other ______________________________________________________

______________________________________________________

3. What opportunities will be afforded to the clinical candidate in the remainder of the internship? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. What strengths, knowledge, skills or expertise has the clinical candidate demonstrated during their internship? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. What suggestions for improvement, if any, can you offer to the intern? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6. What additional experiences, if any, would be beneficial to this intern? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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7. As an experienced administrator what advice, if any, can you offer this candidate about the administrative profession/career? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

8. What additional support or services, if any, can the UIS faculty offer to you to make this clinical experience more beneficial to the student and to you? ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

9. Additional Comments, commendations or concerns? Supervisor

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

___________________________ ______________________________

Student Mentor Principal

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APPENDIX D

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 -

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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_______________________________________________

Date ____________________________________

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APPENDIX E

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

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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

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

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APPENDIX F

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]

Principal Mentor

Susan Sharp, Principal

Scott Day Middle School

102 Shady Lane


217/555-4141

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Clinical 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 Vist

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 Clinical 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 clinical 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 clinical 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 Clinical 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 Master’s 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 dropout 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 reflect 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______________

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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.

Estimated Timelines:

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

STANDARD 5

STANDARD 6

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APPENDIX G FORMAL ASSESSMENTS

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. 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 in Appendix H. 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 four requirements and deals with understanding data analysis and school

improvement.

Requirement 1 asks you to explain the purpose of the School Improvement Plan to a group

of stakeholders.

Requirement 2 asks you to work with a faculty group to analyze data and identify an area

of school improvement.

Requirement 3 asks you to work with faculty to create, implement and evaluate a school

improvement action plan.

Requirement 4 asks you to work with faculty to assess progress on the current SIP and to

make recommendations for the following year.

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

development.

Requirement 1 asks you to participate in the process of hiring a teacher, including creating

a job description, interview questions and evaluation tools, and participate in interviews

and make recommendations.

Requirement 2 asks you to conduct a full cycle of evaluation of a teacher

Requirement 3 asks you to lead the development of a professional development plan for a

school building.

Assessment 3 has three requirements and deals with understanding and conducting school wide

management of personnel, resources and systems.

Requirement 1 asks you to 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.

Requirement 2 asks you to review the school’s budget and other resources and provide

recommendations for improvement.

Requirement 3 asks you to choose one instructional and one management system and

create an assessment tool that will rate the systems and to make recommendations for their

improvement.

29

Assessment 4 has 3 requirements and involves working with special education programs,

teachers and students.

Requirement 1 asks you to visit special education classrooms at the elementary, middle

and secondary levels and to dialogue

with the teachers about their teaching strategies and expectations and to observe student

behavior.

Requirement 2 asks you to follow the screening of a potential special education student

and to attend that students IEP meeting.

Requirement 3 asks you to interview the District’s special education administrator in order

to obtain an understanding of

the overall special education program.

30

APPENDIX H

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 presentation does not bring

the 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

31

Meets the Standard Does Not Meet the Standard Score

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


other), handouts, meeting

minutes, and documentation

of the input from the audience

as a result of the presentation.

1 / 0

Quality:

First-year principal or

better

Complete

Accurate

Demonstrates the following

quality in all materials:

correct formatting in

accordance 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.

The following quality is

lacking in materials: correct

AP A formatting; correct




candidate does not meet or

exceed the standards and


assessment.

1 / 0

1.1 Candidates must meet 5 of 5 to demonstrate

competency.

Total Score

32

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 NCLB student subgroups identified under 23 Ill. Admin. Code 1.60 (Subgroups of Students; Inclusion

of Relevant Scores) and low-performing students. As used in this Section, “NCLB” refers to Public Law

107-110, the No Child Left Behind Act of 2001 (20 USC 6301 et seq.).


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’ NCLB 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’ NCLB

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 NCLB 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

The candidate produces

clearly stated outcomes and

expectations, performs data

The candidate produces

unclear outcomes and

expectations for the data

33

Clearly

demonstrated

Data support the

results

analysis, reviews the process

used with the faculty

(artifacts to demonstrate

accomplishment) and has

additional data and


outcomes of specific new

outcomes of specific new

improvement interventions

for all NCLB subgroups.

analysis and review process

with the faculty (and has

poorly constructed artifacts).

Further, additional data and


outcomes of specific

improvement interventions

for all NCLB subgroups are

lacking or absent.

1 / 0

Products:

Align to standards

Articulate and

well organized

Demonstrates full

completion


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).


of the 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


demonstrated in all

materials: correct APA

formatting; correct spelling

and grammar; completeness;

accuracy;



the standards and


assessment.



APA formatting, correct







assessment.

1 / 0


competency.

Total Score

34

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

Appropriateness

of the 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:

Follows theory to

practice

Logical and

sequential

Understandable

Achieves the

purpose

The candidate 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

plan. There is a logical

sequence to all events, all

are well-planned and

executed, and achieve the

purpose of improving

student achievement.

The candidate’s action plan is

not clear or is missing (an

artifact), and other artifacts

that demonstrate the


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

Clearly

demonstrated

Data support the

results

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

The candidate states the


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

1 / 0

35

continuous school


absent. The process for the

formative evaluation of the

action plan is lacking or

absent.

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


demonstrated in all

materials: correct APA

formatting; spelling and

grammar; completeness;

accuracy;



the standards and


assessment.



APA formatting; correct







assessment.

1 / 0


competency.

Total Score

36

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

Appropriateness

of the 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


based on an analysis of

interventions implemented in

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


aligned with the mission and

vision of the school or are not

clearly articulated as such.

1 / 0

Process:

Follows theory to

practice

Logical and

sequential

Understandable

Achieves the

purpose

The candidate 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

The candidate has an

incomplete analysis and

presentation as an artifact and

does not provide other

artifacts that demonstrate the


for, 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

1 / 0

37

achievement. achievement.

Outcomes:

Clearly stated

Clearly

demonstrated

Data support the

results

The candidate clearly states the


the presentation (and possesses

artifacts to demonstrate

accomplishment). The

candidate produces additional

data and documents to support

the outcomes or expectations

from 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


following presentation items:

an outline, a multi-media


other), handouts, explanation of

the analysis of interventions


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.)


of the following items and

those presented do not

demonstrate competency:

handouts, explanation of the

analysis of interventions


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:

First-year

principal or better

Complete

Accurate


demonstrated in all materials:

correct AP A formatting;

correct spelling and grammar;



candidate meets or exceeds the

standards and competencies of

this assessment.



AP A formatting; correct







assessment.

1 / 0


competency.

Total Score

38

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:

ISLLC Standards

3.A, 3.B, 4.B,

5.B, and 6.A

Appropriateness

of the content

The candidate collaborates

with staff to align the teacher

job 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.


collaborate with staff on the

alignment of the teacher job

description to student


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


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

39

Process:

Follows theory to

practice

Logical and

sequential

Understandable

Achieves the

purpose

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.


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

Outcomes/Resources:

Clearly stated

Clearly

demonstrated

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

40

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:

First-year

principal or better

Complete

Accurate



correct APA format, correct

spelling and grammar,

completeness, accuracy, and

comprehensiveness; meets or

exceeds the standards and


assessment.



APA format, correct spelling

and grammar, completeness,

accuracy, and

comprehensiveness; did not

meet the standards and


assessment.

1 / 0


competency.

Total Score

41

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:

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

Appropriateness

of the content

The candidate clearly

demonstrates knowledge and

skills of clinical supervision

and 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.


demonstrate knowledge and

skills of clinical supervision

and formative and summative

evaluation (through a

summary based upon notes,

observations, meeting with a

teacher, forms and student

achievement data). The

candidate does not

demonstrate 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.


demonstrate the

communication,

interpersonal, and ethical

skills and understandings

necessary for effective school

leadership through clinical

supervision.

1 / 0

Process:

Follows theory to

practice

Logical and

sequential

Understandable

Achieves the

purpose

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

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

1 / 0

42

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.

improvement that could guide

ongoing professional

development.

Outcomes/Reflection:

Clearly stated

Clearly

demonstrated

Data support the

results

Reflection


the 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


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 principal

mentor to assess personal

effectiveness.

The outcomes for the clinical

supervision and formative

and summative evaluation

process are not clearly

identified 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

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.

1 / 0

43

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-


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


Artifacts include notes and

forms used in the pre-


classroom observation, post-


write-up or formative

evaluation form; summative

evaluation; professional

development

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-


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 professional development

recommendations.

1 / 0

Quality:

First-year

principal or better

Complete

Accurate









assessment.





accuracy, and




assessment.

1 / 0


competency.

Total Score

44

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


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


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.


inadequately 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


the outcomes of the school’s


plan in relationship to school

improvement.


inadequately states the

outcomes of the school’s


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

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

1 / 0

45

effectiveness of the plan to

improve student learning.

mechanism for evaluating the

effectiveness of the plan to

improve student learning.

Quality:

First-year

principal or

better

Complete

Accurate









assessment.





accuracy, and




assessment.

1 / 0


competency.

Total Score

46

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

Appropriateness

of the 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.


demonstrate 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



students. Content knowledge

is not demonstrated in the

following areas: professional

learning community, school

improvement process,


teacher leadership, building




climate.

1 / 0

Process:

Follows theory to

practice

Logical and

sequential

Understandable

Achieves the

purpose


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 and a




demonstrate an understanding

of the systems and factors

within the internship school

that advocate, nurture and

sustain a culture of

collaboration, trust, learning,

high expectations and a



students through the graphic

1 / 0

47

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.

mapping of the system and

recommendations for

improvement.

Recommendations are

inaccurate, incomplete,

illogical, and not able to be

implemented in a school

setting.


Clearly stated and

demonstrated

Data support the

results

Candidate reflects

on his or her role

in the process

Reflection


the outcomes and

expectations for improving

student learning through the

analysis of two areas of the

school’s learning

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.


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 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,



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,

1 / 0

48

teacher leadership, school




climate.


teacher leadership and

building leadership teams,

and these are minimally or

not included.

Quality:

First-year

principal or better

Complete

Accurate









assessment.





accuracy, and




assessment.

1 / 0


competency.

Total Score

49

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 NCLB

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


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

recommendations for

improvement to a specific

audience and solicits input.


and final report addresses the

impact of the budget on

NCLB student subgroups,

such as limited English

proficiency, special education

and economically

disadvantaged.


present or poorly presents his

or her understanding of the

school budget, available

resources and specific impact

of the budget on NCLB

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 recommendations

for improvement

1 / 0

Process:

Follows theory to

practice

Logical and

sequential

Understandable

Achieves the

purpose

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

The candidate fails to


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.


present the budget to a faculty

group for input. No meeting

or a limited meeting is held

1 / 0

50

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.

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.

3.2Outcomes/

Reflection:

Clearly stated and

demonstrated

Data support the

results

Candidate reflects

on his or her role

in the process

Reflection


understands the school

budget and resources as

evidenced by a formal report

detailing how the resources

are used, including an

assessment of adequacy,


Appropriate

recommendations are made

for improvement. The report

specifically addresses the

impact of the budget on




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.

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 and efficiency,

are incomplete. School

budget recommendations are

poor or inappropriate. Little

or no specificity is given to

the impact of the budget on




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


following: a copy of the

school budget he or she has

reviewed, initialed by the


produce a copy of the school

budget he or she has

reviewed, initialed by the

51

Articulate and

well organized

Demonstrates full

completion

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 recommendations for

improvement. The final

report addresses the impact of

the budget on NCLB student

subgroups, such as limited

English proficiency, special

education and economically

disadvantaged.

mentor. The report does not

contain the details of how

resources are used, or how the

resources are evaluated for

adequacy or assessed for


The candidate makes

inadequate or inappropriate

recommendations for budget

improvements or the final

report does not specifically

address the impact of the

Budget on NCLB student

subgroups, such as limited

English proficiency, special

education and economically

disadvantaged.

1 / 0

Quality:

First-year

principal or better

Complete

Accurate

The following is








assessment.





accuracy, and




assessment.

1 / 0


competency.

Total Score

52

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


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

recommendations for

improvement in the final

report.


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

Achieves the

purpose


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


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

Candidate reflects

on his or her role

in the process

Reflection


the outcomes and

expectations of analyzing two


and one management)

through reviewing data and

systems, creating an

assessment tool, evaluating


clearly state the outcomes and

expectations of analyzing two


and one management). The

reviewed data are lacking, the

assessment is ineffective and

lacks connection to the

1 / 0

53

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


on the school.

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


on the school.

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 analysis of the

data; and recommendations

for improvement.

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

recommendations for

improvement.

1 / 0

Quality:

First-year

principal or better

Complete

Accurate









assessment.


lacking in all materials:







assessment.

1 / 0


competency.

Final Score

54

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.

Intern 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.

Intern does not visit special

education classrooms

1/0

Process:

The intern actively

engages the special education

teacher is professional

dialogue in order to

understand

classroom procedures and

outcomes.

Intern is actively engaged in

classroom activities and

dialogue with teachers.

Intern has no dialogue with

special education classroom

teachers

1/0

Outcomes/ Reflection:

Clearly stated

Clearly stated

reflection on what

was learned

Intern can speak knowledgeably

about special education

classroom practices and

expectations

Intern can not answer basic

questions relating to the conduct

and expectations for students in

special education classrooms

1/0

Products:

Align to standards

Demonstrates full

completion

Intern completes written

reflection on classroom

observations and lessons

learned and posts to e-folio

No written reflection posted on

e-folio

1/0

4.1 Candidates must meet 4

of 4 to demonstrate

competency.

Total Score

55

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 intern 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 intern must attend the

students (or another

students) IEP meeting

The intern 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.

Achieves the

purpose

Intern is actively engaged

in screening process

including observing

interviews, monitoring

forms and records and

engaging in dialogue with

professionals conducting

the process.

No engagement in process

No observation of interviews

No monitoring of paperwork

No dialogue with professionals

1/0


Clearly stated

Clearly

Demonstrated

Ability to reflect

on what was

learned

Intern gains a working

knowledge of the

screening/IEP process and

can speak knowledgeably

about them with special

education professionals.

Gains no working knowledge

of the screening/IEP process

Unable to engage in productive

conversation about process

with special education

professionals.

1/0

Products:

Aligned to

standards

Well organized

Complete

Intern enters – in keeping

with FERPA and District

Policy- copies of forms

and documents, including

agenda and findings of IEP

meeting into e-folio

No documentation from

process or IEP meeting.

1/0


competency.

Total Score

56

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.

4.3 Meets the Standard Does not meet the Standard Score

Content:

Section 30.40, 1C

of ISBE internship

requirements

ISLLC 2008

Standard 3A

Intern 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.

Has no interview/discussion

Gains no understanding of

special education policy,

operational practices or

leadership.

1/0

Process:

Follows law and

policy to practice

Achieves the purpose

Intern asks relevant

probing questions that

focus on the district’s

special education policies

and practices, and the

leadership role of the

administrator.

Asks no relevant questions

1/0


Clearly stated

Clearly demonstrated

Intern can demonstrate

knowledge of district’s

special education policies,

operational practices and

the skills involved in

special educational

leadership

Can not demonstrate any

knowledge of district’s special

education policies or practices

and can demonstrate no

knowledge of special education

leadership.

1/0

Products:

Aligned to standards

Demonstrates full

completion

Intern will complete a

written reflection on the

interview and lessons

learned to be included in

the e-folio

No written reflection in

e-folio

1/0


competency.

Total Score

57

APPENDIX I

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.


…assisting with transitional Produces an analysis of data (an Assessment

58

1d. 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).

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 NCLB subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.

# 1 FA 1.2

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.

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 NCLB subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.


3. School leaders are able to recognize and encourage implementation of good instructional

practices that motivate and increase student achievement. (ISLLC Standard 2)

59

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.



3d. …working with a group of

teachers to unwrap

adopted standards and develop

Demonstrates an understanding of the systems and factors within the internship


60

assignments and

assessments aligned with the

standards.

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.

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.



3g. …working with curriculum

that is

interdisciplinary and provides

opportunities

for students to apply

knowledge in various

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


61

modalities across the

curriculum.

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.

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.



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

Creates a document that clearly outlines the process used in


62

collaborations that develop

long-term

educational plans for students.

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.

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.



63

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




64

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)

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 9a. …study groups,

problem-solving

sessions

and/or ongoing

meetings to promote

student

achievement.

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 NCLB subgroups. There is a logical


65

sequence to all activities. Planning and execution is of high quality and achieves the purpose.

9b. …scheduling,

developing and/or

presenting

professional

development activities

to faculty

that positively impact




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)

Internship Experience Assessment P L 10a. …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.



66

11. The school leader is able to acquire and use resources wisely. (ISLLC Standard 3)

Internship Experience Assessment P L 11a. …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, 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)


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.



67

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)


faculty to implement

research based

instructional

practices.



13b. …working with

professional groups

and

organizations.



University of Illinois at Springfield

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,


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


School Improvement Plan;

The candidate does not provide

evidence of working with faculty or

faculty teams to create, implement,

and formatively 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





action plan that includes ELL

students and to incorporate the

data into the School

Improvement Plan;






includes ELL students;






action plan that includes at-risk

early childhood students and to







includes at-risk early childhood

students.

69







action plan that includes students

with disabilities and to








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

resources appropriate to the

content areas and the

reading needs and

developmental levels of

each student including

ELLs, students with

disabilities, early childhood

students, and struggling and

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


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 auditory

materials and online resources

appropriate to the content areas and

the reading needs and developmental

levels of each student including

ELLs;



a school to ensure the use of a






of each student including

students with disabilities;



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

students with disabilities;



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

70

advanced readers to ensure

their use in the school.

of each student including early

childhood students to ensure their

use in the school;

including early childhood students to

demonstrate their use in the school;



a wide range of printed, visual,

and auditory materials and online




of each student including

struggling and advanced readers

to ensure their use in the school.





resources appropriate to the content

areas and the reading needs and

developmental levels of each student

including struggling and advanced

readers to demonstrate their use in

the school.

C) in conjunction with


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 disabilities,

methods of

communication,

cultural background,

and primary language

on measuring

knowledge and

performance of

students leading to

school improvement;

(Focus Area: 3.1)

C) Investigate, define, and







expectations and a



students. Work in

conjunction with general

education, certified staff,

special education, and

bilingual education teachers

to identify and select

assessment strategies and

devices that are

nondiscriminatory and that

are to be used by the school

while taking into

consideration the impact of

disabilities, methods of

communication, cultural

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




background, and primary

language on measuring

knowledge and performance of

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


that are nondiscriminatory used by

the school, while taking into



communication, cultural background,

and primary language on measuring


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 and devices that are

nondiscriminatory used by the

school, while taking into





Working in conjunction with

certified staff, the candidate is unable

to provide evidence of the ability to

identify and select assessment

strategies and devices that are







71



knowledge and performance

of students; include this

work in the systems

improvement processes.





processes;






with special education teachers,

the candidate provides evidence

of the ability to identify and

select assessment strategies and

devices that are











processes;

Working in conjunction with special

education teachers, the candidate is

unable to provide evidence of the

ability to identify and select


that are nondiscriminatory used by

the school, while taking into










with bilingual education teachers,

the candidate provides evidence

of the ability to identify and


devices that are











processes;

Working in conjunction with

bilingual education teachers, the

candidate is unable to provide

evidence of the ability to identify and


devices that are nondiscriminatory

used by the school, while taking into









72

D) work with teachers

to develop a plan that

focuses 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);

(Focus Area: 3.1)

D) Investigate, define, and







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.

D.1) Working 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, IFSPs, or Section 504

plans. As evidence of this work,

a written plan is submitted to the

faculty for consideration, review

and comment.

Working with teachers and utilizing

the systems investigation, the

candidate was unable to produce a

plan that focuses on improvement of

the needs of the school to support


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 submitted to the faculty for

consideration, review and comment.








instruction for ELL students. As

evidence of this work, a written

plan is submitted to the faculty

for consideration, review and

comment.



candidate was unable to produce a




individualized instruction for ELL

students. Little or no evidence of this

work, such as a written plan, was

able to be submitted to the faculty for









instruction for at-risk early

childhood students. As evidence

of this work, a written plan is

submitted to the faculty for

consideration, review and



candidate was unable toproduce a


the needsof the school to support


individualized instruction for at-risk

early childhood students. Little or no

evidence of this work, such as a

written plan, was able to be



73

comment.








instruction for students identified

as gifted. As evidence of this

work, a written plan is submitted

to the faculty for consideration,

review and comment.



candidate was unable toproduce a




individualized instruction for

students identified as gifted. Little or

no evidence of this work, such as a

written plan, was able to be



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

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 Childhood

students) and their 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 families, or caregiver or

caregivers.

E.2) The candidate provides

evidence of proactively serving

all students (including Early

Childhood students) and their

families with equity and honor


evidence of proactively serving all

students (including Early Childhood

students) and their families with

equity and honor on their behalf for

74

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

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.

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 student or students, family or

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


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 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).

The candidate does not provide clear


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; 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


bilingual education

teachers to develop

school support systems

(Focus Area: 1.4)

G) Work with faculty or

faculty teams to gather and

examine data to assess

progress on the SIP and

make recommendations for

G.1) The candidate 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


to the SIP for the following year.

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 make

recommendations for improvements

or modifications to the SIP for the

following year. The inclusion in the

75

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.

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

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.

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,



introduce concepts and principles

so that they are meaningful to

students at varying levels of

development and to students with

diverse learning needs.

recommendation of the recognition

of the individual needs of students by

working with general education

teachers to develop school support


differentiate strategies, materials,

pace, levels of complexity, and

language to introduce concepts and


meaningful to students at varying

levels of development and to

students with diverse learning needs

was lacking and of poor quality.






recommendations for






working with certified staff to

develop school support systems

so that teachers can differentiate

strategies, materials, pace, levels

of complexity, and language to
















working with certified staff to

develop school support systems so

that teachers can differentiate

strategies, materials, pace, levels of


introduce concepts and principles so

that they are meaningful to students

at varying levels of development and

to students with diverse learning

needs was lacking and of poor

quality.











76

recommendations for






working with special education
















working with special education
















recommendations for






working with bilingual education





















working with bilingual education











APPENDIX J

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 student growth in two of the Principal’s previous five years of

experience.