UNIVERSITY OF ILLINOIS SPRINGFIELD …...... 2005), School Leader Preparation: A Blueprint for...
Transcript of UNIVERSITY OF ILLINOIS SPRINGFIELD …...... 2005), School Leader Preparation: A Blueprint for...
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)
Principal Mentor
Susan Sharp, Principal
Scott Day Middle School
102 Shady Lane
Centerville, Illinois 60437
217/555-4141
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Clinical Action Plan 2
Location:
Scott Day Middle School
102 Shady Lane
Centerville, Illinois 60437
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
presentation (Power Point or
other), handouts, meeting
minutes, and documentation
of the input from the audience
as a result of the presentation.
1 / 0
Quality:
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
spelling and grammar;
completeness; accuracy;
comprehensiveness. The
candidate does not meet or
exceed the standards and
competencies of this
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.).
1.2 Meets the Standard Does Not Meet the Standard Score
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
documents to support the
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
documents to support the
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
The candidate produces the
following suggested items: a
document detailing the data
analysis and review process
and products; all materials
created and used in leading
the faculty through the
analysis and identification of
specific interventions; and
the meeting minutes
verifying input of, and work
done by, the faculty on the
interventions (more artifacts
are encouraged to
demonstrate greater
competency).
The candidate produces few
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
The following quality is
demonstrated in all
materials: correct APA
formatting; correct spelling
and grammar; completeness;
accuracy;
comprehensiveness. The
candidate meets or exceeds
the standards and
competencies of this
assessment.
The following quality is
lacking in materials: correct
APA formatting, correct
spelling and grammar;
completeness; accuracy;
comprehensiveness. The
candidate does not meet or
exceed the standards and
competencies of this
assessment.
1 / 0
1.2 Candidates must meet 5 of 5 to demonstrate
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.
1.3 Meets the Standard Does Not Meet the Standard Score
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
processes used in preparing
for, implementing, and
evaluating the action plan are
inadequate to create success.
The candidate does not
engage faculty in the creating
of the action plan. The
sequence of events is
illogical, often unplanned and
executed, and they do not
achieve the purpose of
improving student
achievement.
1 / 0
Outcomes:
Clearly stated
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
outcomes and expectations of
the initiatives but the focus is
unclear. The candidate’s
action plan is unclear or lacks
faculty input. The additional
data and documents to
support the outcomes of the
initiative are lacking or
1 / 0
35
continuous school
improvement process.
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
The candidate produces the
following artifacts: a copy of
the action plan; data and
other information used with
staff who work on the
creation and implementation
of the action plan;
documentation of meetings
and processes used to
monitor 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
The following quality is
demonstrated in all
materials: correct APA
formatting; 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
APA formatting; correct
spelling and grammar;
completeness; accuracy;
comprehensiveness. The
candidate does not meet or
exceed the standards and
competencies of this
assessment.
1 / 0
1.3 Candidates must meet 5 of 5 to demonstrate
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.
1.4 Meets the Standard Does Not Meet the Standard Score
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
recommendations are not
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
recommendations are not
aligned with the mission and
vision of the school or are not
clearly articulated as such.
1 / 0
Process:
Follows theory to
practice
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
processes used in preparing
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
outcomes and expectations of
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
The candidate produces the
following presentation items:
an outline, a multi-media
presentation (Power Point or
other), handouts, explanation of
the analysis of interventions
implemented in support of the
SIP and how the
recommendations incorporate
that analysis, list of
recommendations, meeting
minutes, and input received as a
result of the presentation.
(More artifacts are most
certainly welcome to
demonstrate greater
competency.)
The candidate produces few
of the following items and
those presented do not
demonstrate competency:
handouts, explanation of the
analysis of interventions
implemented in support of the
SIP and how the
recommendations incorporate
that analysis, list of
recommendations, and
meeting minutes, and input
received as a result of the
presentation.
1 / 0
Quality:
First-year
principal or better
Complete
Accurate
The following quality is
demonstrated in all materials:
correct AP A formatting;
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
spelling and grammar;
completeness; accuracy;
comprehensiveness. The
candidate does not meet or
exceed the standards and
competencies of this
assessment.
1 / 0
1.4 Candidates must meet 5 of 5 to demonstrate
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.
2.1 Meets the Standard Does Not Meet the Standard Score
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.
The candidate does not
collaborate with staff on the
alignment of the teacher job
description to student
learning needs. The candidate
neither creates nor analyzes
the standard job description
provided by the school
district and does not write a
critique of it or the analysis is
lacking in substance. The
candidate does not create
interview questions, and tools
to evaluate the applicants or
the interview questions are
not aligned with student
learning needs. The candidate
does not create evaluation
tools, the evaluation tools are
not based on the job
description, or the tools do
not provide clear criteria for
evaluating applicants for the
position. One or more of the
interview questions are not
relevant to making judgments
about the competence of
applicants or request
information that violates anti-
discrimination laws.
1 / 0
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.
The candidate does not
complete one or more
important aspects of the
process. The candidate does
not participate in the
interviews of applicants for
the position; does not perform
one or more of the following:
greets applicants, states the
purpose of the interview, asks
relevant questions, takes
accurate notes, or provides
information to applicants
about the school and district;
does not complete the
evaluations of the applicants;
or does not prepare rejection
letters for candidates who
were not selected.
1 / 0
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
The following quality is
demonstrated in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
The following quality is
lacking in materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this
assessment.
1 / 0
2.1 Candidates must meet 5 of 5 to demonstrate
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.
2.2 Meets the Standard Does Not Meet the Standard Score
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.
The candidate does not
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.
The candidate does not
demonstrate the
communication,
interpersonal, and ethical
skills and understandings
necessary for effective school
leadership through clinical
supervision.
1 / 0
Process:
Follows theory to
practice
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 candidate clearly states
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
professional development
connected to the school’s
improvement process for the
majority of teachers or
necessary interventions and
support for non-tenured or
struggling teachers. The
candidate reflects
individually and seeks
feedback on performance as
an evaluator from the
evaluated teacher or 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-
observation conference,
classroom observation, the
post-observation conference
and the summative evaluation
of the teacher's performance.
In a reflection, the candidate
articulates the effects of
supervision on student
learning and the school
improvement process.
Artifacts include notes and
forms used in the pre-
observation conference,
classroom observation, post-
observation conference,
write-up or formative
evaluation form; summative
evaluation; 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-
observation conference,
classroom observation, the
post-observation conference
or the summative evaluation
of the teacher's performance.
Artifacts missing include
notes and forms used in the
pre-observation conference,
classroom observation, post-
observation conference; post-
observation conference write-
up or formative evaluation
form; summative evaluation;
or professional development
recommendations.
1 / 0
Quality:
First-year
principal or better
Complete
Accurate
The following quality is
demonstrated in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
The following quality is
lacking in materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this
assessment.
1 / 0
2.2 Candidates must meet 5 of 5 to demonstrate
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.
2.3 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards
1.B through 1.E,
2.A, 2.D, 2.F,
2.G, 3.D, 4.A
through 4.D, and
5.A
Appropriateness
of the content
The candidate clearly
demonstrates knowledge and
understanding of the 12
components of the National
Staff Development Council’s
Standards for Staff
Development (2001).
The candidate does not or
inadequately demonstrates
knowledge of the National
Staff Development Council’s
Standards for Staff
Development (2001).
1 / 0
Process:
Follows theory to
practice
Logical and
sequential
Understandable
Achieves the
purpose
The candidate clearly
demonstrates application of
the staff development
standards to his or her
school’s professional
development needs by
analyzing data, creating
options, and creating an
evaluation plan in
collaboration with
stakeholders.
The candidate does not or
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 candidate clearly states
the outcomes of the school’s
professional development
plan in relationship to school
improvement.
The candidate does not or
inadequately states the
outcomes of the school’s
professional development
plan in relationship to school
improvement.
1 / 0
Products:
Align to
standards
Articulate and
well organized
Demonstrates full
completion
The candidate’s internship
time-log and reflections
clearly indicate knowledge of
the staff development
standards, application of the
standards to the professional
development plan embedded
in the school’s SIP, and a
mechanism for evaluation the
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
The following quality is
demonstrated in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
The following quality is
lacking in materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this
assessment.
1 / 0
2.3 Candidates must meet 5 of 5 to demonstrate
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.
3.1 Meets the Standard Does Not Meet the Standard Score
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
The candidate demonstrates
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.
The candidate does not
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
personalized and motivating
learning environment for
students. Content knowledge
is not demonstrated in the
following areas: professional
learning community, school
improvement process,
professional development,
teacher leadership, building
leadership teams, cultural
proficiency and guaranteed
and viable curriculum and
climate.
1 / 0
Process:
Follows theory to
practice
Logical and
sequential
Understandable
Achieves the
purpose
The candidate clearly
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
personalized and motivating
learning environment for
The candidate does not
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
personalized and motivating
learning environment for
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.
Outcomes/Reflection:
Clearly stated and
demonstrated
Data support the
results
Candidate reflects
on his or her role
in the process
Reflection
The candidate clearly states
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.
The candidate does not
clearly state the outcomes and
expectations for improving
student learning through the
analysis of two areas of the
school’s learning
environment as evidenced by
a 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
The candidate produces the
following: a review and map
of the learning environment,
an analysis of supporting and
impeding factors, and an
evaluation of the systems’
effectiveness and
recommendations for
improvement. Potential
learning environment system
areas include professional
learning communities, the
school improvement process,
professional development,
The candidate does not or
poorly produces the following
items: a review and map of
the learning environment, an
analysis of supporting and
impeding factors, and an
evaluation of the systems’
effectiveness and
recommendations for
improvement. Potential
learning environment system
areas include professional
learning communities, the
school improvement process,
1 / 0
48
teacher leadership, school
leadership teams, cultural
proficiency and guaranteed
and viable curriculum and
climate.
professional development,
teacher leadership and
building leadership teams,
and these are minimally or
not included.
Quality:
First-year
principal or better
Complete
Accurate
The following quality is
demonstrated in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
The following quality is
lacking in materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this
assessment.
1 / 0
3.1 Candidates must meet 5 of 5 to demonstrate
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.
3.2 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards
1.D, 2.E, 3.A
through 3.E, 4.A,
and 5.A through
5.E
Appropriateness
of the content
The candidate's presentation
and artifacts support a clear
understanding of the school's
budget and delineate the use
of available resources,
evaluate adequacy and assess
for effectiveness and
efficiency. The candidate's
presentation provides
recommendations for
improvement to a specific
audience and solicits input.
The candidate's presentation
and final report addresses the
impact of the budget on
NCLB student subgroups,
such as limited English
proficiency, special education
and economically
disadvantaged.
The candidate does not
present or poorly presents his
or her understanding of the
school budget, available
resources and specific impact
of the budget on 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
demonstrate an understanding
of the school budget and
resources. The candidate's
report does not show an
understanding of how
resources are used or provide
an assessment of adequacy,
effectiveness and efficiency.
The candidate does not
present the budget to a faculty
group for input. No meeting
or a limited meeting is held
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
The candidate clearly
understands the school
budget and resources as
evidenced by a formal report
detailing how the resources
are used, including an
assessment of adequacy,
effectiveness and efficiency.
Appropriate
recommendations are made
for improvement. The report
specifically addresses the
impact of the budget on
NCLB student subgroups,
such as limited English
proficiency, special education
and economically
disadvantaged. The report
findings are presented to the
principal. The candidate is
able to reflect on his or her
involvement in the budget
review process, resources
available and the impact the
recommendations will have
on the school.
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
NCLB student subgroups,
such as limited English
proficiency, special education
and economically
disadvantaged. The candidate
unable to accurately reflect on
his or her involvement in
reviewing the school budget,
resources and impact on
subgroups.
1 / 0
Products:
Align to
standards
The candidate produces the
following: a copy of the
school budget he or she has
reviewed, initialed by the
The candidate does not
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
effectiveness and efficiency.
The candidate makes
inadequate or inappropriate
recommendations for budget
improvements or the final
report does not specifically
address the impact of the
Budget on 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
demonstrated in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
The following quality is
lacking in materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this
assessment.
1 / 0
3.2 Candidates must meet 5 of 5 to demonstrate
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.
3.3 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards
1.A, 1.B, 1.D,
2.E, 2.G, 2.H,
3.A, 3.B, 4.A,
and 5.A
Appropriateness
of the content
The candidate clearly
incorporates the mission of
the school in determining and
analyzing the two different
systems (one instructional
and one management). The
candidate creates an
assessment tool for analysis
to use in developing
recommendations for
improvement in the final
report.
The candidate does not
clearly incorporate the
mission of the school in
determining and analyzing
the two different systems (one
instructional and one
management). The
candidate's assessment tool
for analysis lacks
development for accurate and
worthwhile recommendations
for improvement in the final
report.
1 / 0
Process:
Follows theory to
practice
Logical and
sequential
Understandable
Achieves the
purpose
The candidate demonstrates
an understanding of two
school systems (instructional
and management) through the
use of an accurately created
assessment to analyze the two
systems. Results of the
analysis are connected to
practical recommendations
for improvement.
The candidate is unable to
demonstrate an understanding
of two school systems
(instructional and
management). The
assessment is not accurate for
use in analysis of the two
systems. The analysis is
unconnected to practical
recommendations for
improvement.
1 / 0
Outcomes/Reflection:
Clearly stated and
demonstrated
Data support the
results
Candidate reflects
on his or her role
in the process
Reflection
The candidate clearly states
the outcomes and
expectations of analyzing two
systems (one instructional
and one management)
through reviewing data and
systems, creating an
assessment tool, evaluating
The candidate does not
clearly state the outcomes and
expectations of analyzing two
systems (one instructional
and one management). The
reviewed data are lacking, the
assessment is ineffective and
lacks connection to the
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
recommendations will have
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
recommendations will have
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
The following quality is
demonstrated in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
The following quality is
lacking in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this
assessment.
1 / 0
3.3 Candidates must meet 5 of 5 to demonstrate
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
Outcomes/Reflection:
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
4.2 Candidates must meet 4 of 4 to demonstrate
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
Outcomes/Reflection:
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
4.3 Candidates must meet 4 of 4 to demonstrate
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.
Assessment # 1 FA 1.4
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.
Assessment # 1 FA 1.1
…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
Assessment #1 FA 1.3
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.
Assessment #1 FA 1.2
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.
Assessment #3 FA 3.1
3b. …working with teachers to
select and
implement appropriate
instructional strategies
that address identified
achievement gaps.
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.
Assessment #3 FA 3.1
3c. …working on a school team to
prioritize
standards and map curriculum
in at least
one content area across all
grade levels of
the school.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment #3 FA 3.1
3d. …working with a group of
teachers to unwrap
adopted standards and develop
Demonstrates an understanding of the systems and factors within the internship
Assessment #3 FA 3.1
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
Assessment #3 FA 3.1
3f. …involvement in the work of
literacy and
numeracy task forces.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment #3 FA 3.1
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
Assessment #3 FA 3.1
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.
Assessment #1 FA 1.3
4b. …collaborating with adults
from within the
school and community to
provide mentors for
all students.
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.
Assessment #1 FA 1.1
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.
Assessment #1 FA 1.4
4d. …engaging in
parent/student/school
Creates a document that clearly outlines the process used in
Assessment #1 FA 1.1
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.
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.
Assessment # 1 FA 1.2
5b. …facilitating data
disaggregation for use by
faculty and other stakeholders.
Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve 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.
Assessment # 1 FA 1.2
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.
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.
Assessment # 1 FA 1.1
6b. …gathering feedback
regarding the
effectiveness of
personal
communication skills.
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.
Assessment # 1 FA 1.1
7. The school leader is able to make parents partners in their student’s education and create a
structure for parent and educator collaboration. (ISLLC Standard 4)
Internship Experience Assessment P L 7a. …working in
meaningful
relationships with
faculty and parents to
develop action plans for
student achievement.
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
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.
Assessment #2 FA 2.3
8b. …inducting and/or
mentoring new
teaching
staff.
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.
Assessment #3 FA 3.1
8c. …building a “learning
community” that
includes all
stakeholders.
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
Assessment #3 FA 3.1
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
Assessment #1 FA 1.2
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
student achievement.
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
Assessment #3 FA 3.1
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.
Assessment #2 FA 2.3
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.
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
Assessment #3 FA 3.1
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.
Assessment # 3 FA 3.2
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.
Assessment #3 FA 3.3
12. The school leader is able to obtain support from the central office and from community and
parent leaders for their school improvement agenda. (ISLLC Standard 6)
Internship Experience Assessment P L 12a. …working with
faculty to
communicate with
school board and
community
stakeholders in a
way that supports
school improvement.
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.
Assessment #1 FA 1.1
12b. …working with
faculty, parents and
community to build
collaboration and
support for the
school’s agenda.
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.
Assessment # 1 FA 1.1
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)
Internship Experience Assessment P L 13a. …working with
faculty to implement
research based
instructional
practices.
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
13b. …working with
professional groups
and
organizations.
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.
Assessment # 3 FA 3.1
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,
implement, and formatively
evaluate a school improvement
action plan that includes using
student data to work
collaboratively with teachers to
modify curriculum and
instructional strategies to meet
the needs of each student and to
incorporate the data into the
School Improvement Plan;
The candidate does not provide
evidence of working with faculty or
faculty teams to create, 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
evidence of working with faculty
or faculty teams to create,
implement, and formatively
evaluate a school improvement
action plan that includes ELL
students and to incorporate the
data into the School
Improvement Plan;
The candidate does not provide
evidence of working with faculty or
faculty teams to create, implement,
and formatively evaluate a school
improvement action plan that
includes ELL students;
A.3) The candidate provides
evidence of working with faculty
or faculty teams to create,
implement, and formatively
evaluate a school improvement
action plan that includes at-risk
early childhood students and to
incorporate the data into the
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 at-risk early childhood
students.
69
School Improvement Plan.
A.4) The candidate provides
evidence of working with faculty
or faculty teams to create,
implement, and formatively
evaluate a school improvement
action plan that includes students
with disabilities and to
incorporate the data into the
School Improvement Plan.
The candidate does not provide
evidence of working with faculty or
faculty teams to create, implement,
and formatively evaluate a school
improvement action plan that
includes students with disabilities.
B) evaluate a school to
ensure the use of a
wide range of printed,
visual, or auditory
materials and online
resources appropriate
to the content areas and
the reading needs and
levels of each student
(including ELLs,
students with
disabilities, and
struggling and
advanced readers);
(Focus Area: 3.1)
B) Investigate, define, and
delineate the systems and
factors within the internship
school for advocating,
nurturing, and sustaining a
culture of collaboration,
trust, learning, and high
expectations and a
personalized and motivating
learning environment for
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
resources appropriate to the
content areas and the reading
needs and developmental levels
of each student including ELLs;
The candidate does not provide
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;
B.2) The candidate provides
evidence of the ability to evaluate
a school to ensure the use of a
wide range of printed, visual, and
auditory materials and online
resources appropriate to the
content areas and the reading
needs and developmental levels
of each student including
students with disabilities;
The candidate does not provide
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
students with disabilities;
B.3) The candidate provides
evidence of the ability to evaluate
a wide range of printed, visual,
and auditory materials and online
resources appropriate to the
content areas and the reading
needs and developmental levels
The candidate does not provide
evidence of the ability to evaluate 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;
B.4) The candidate provides
evidence of the ability to evaluate
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
struggling and advanced readers
to ensure their use in the school.
The candidate does not provide
evidence of the ability to evaluate 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 struggling and advanced
readers to demonstrate their use in
the school.
C) in conjunction with
special education and
bilingual education
teachers, identify and
select assessment
strategies and devices
that are
nondiscriminatory to
be used by the school,
and take into
consideration the
impact of 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
delineate the systems and
factors within the internship
school for advocating,
nurturing, and sustaining a
culture of collaboration,
trust, learning, and high
expectations and a
personalized and motivating
learning environment for
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
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance of
students and included the activity
in the systems improvement
processes;
Working in conjunction with general
education teachers, the candidate is
unable to provide evidence of the
ability to identify and select
assessment strategies and devices
that are nondiscriminatory used by
the school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural background,
and primary language on measuring
knowledge and performance of
students and was unable to include
this activity in the systems
improvement processes;
C.2) Working in conjunction
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
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
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
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural background,
and primary language on measuring
71
background, and primary
language on measuring
knowledge and performance
of students; include this
work in the systems
improvement processes.
language on measuring
knowledge and performance of
students and included the activity
in the systems improvement
processes;
knowledge and performance of
students and was unable to include
this activity in the systems
improvement processes;
C.3) Working in conjunction
with special education teachers,
the candidate provides evidence
of the ability to identify and
select assessment strategies and
devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance of
students and included the activity
in the systems improvement
processes;
Working in conjunction with special
education teachers, the candidate is
unable to provide evidence of the
ability to identify and select
assessment strategies and devices
that are nondiscriminatory used by
the school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural background,
and primary language on measuring
knowledge and performance of
students and was unable to include
this activity in the systems
improvement processes;
C.4) Working in conjunction
with bilingual education teachers,
the candidate provides evidence
of the ability to identify and
select assessment strategies and
devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance of
students and included the activity
in the systems improvement
processes;
Working in conjunction with
bilingual education teachers, the
candidate is unable to provide
evidence of the ability to identify and
select assessment strategies and
devices that are nondiscriminatory
used by the school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural background,
and primary language on measuring
knowledge and performance of
students and was unable to include
this activity in the systems
improvement processes;
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
delineate the systems and
factors within the internship
school for advocating,
nurturing, and sustaining a
culture of collaboration,
trust, learning, and high
expectations and a
personalized and motivating
learning environment for
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
services required to meet
individualized instruction for
students with IEPs, IFSPs, or Section
504 plans. Little or no evidence of
this work, such as a written plan, was
able to be submitted to the faculty for
consideration, review and comment.
D.2) 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 ELL students. 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
services required to meet
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
consideration, review and comment.
D.3) 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 at-risk early
childhood students. As evidence
of this work, a written plan is
submitted to the faculty for
consideration, review and
Working with teachers and utilizing
the systems investigation, the
candidate was unable toproduce a
plan that focuses on improvement of
the needsof the school to support
services required to meet
individualized instruction for at-risk
early childhood students. Little or no
evidence of this work, such as a
written plan, was able to be
submitted to the faculty for
consideration, review and comment.
73
comment.
D.4) 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 identified
as gifted. 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 toproduce a
plan that focuses on improvement of
the needs of the school to support
services required to meet
individualized instruction for
students identified as gifted. 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.
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.
The candidate does not provide
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
The candidate does not provide
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
evidence of working with faculty
or faculty teams to gather and
examine data to assess progress
on the SIP and make
recommendations for
improvements or modifications
to the SIP for the following year;
this includes the analysis and use
of student 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
evidence of working with faculty or
faculty teams to gather and examine
data to assess progress on the SIP
and make recommendations for
improvements or modifications to
the SIP for the following year; the
inclusion of the analysis and use of
student information to design
instruction that meets the diverse
needs of students and leads to
ongoing growth and development of
all students (including early
childhood and gifted students) is
lacking in content and quality.
G) recognize the
individual needs of
students and work with
special education and
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
improvements or modifications
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,
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.
recommendation of the recognition
of the individual needs of students by
working with general education
teachers to develop school support
systems so that teachers can
differentiate strategies, materials,
pace, levels of complexity, and
language to introduce concepts and
principles so that they are
meaningful to students at varying
levels of development and to
students with diverse learning needs
was lacking and of poor quality.
G.2) 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
improvements or modifications
to the SIP for the following year.
Included in the recommendation
is the recognition of the
individual needs of students by
working with certified staff 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.
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
recommendation of the recognition
of the individual needs of students by
working with certified staff 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 was lacking and of poor
quality.
G.3) 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
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
76
recommendations for
improvements or modifications
to the SIP for the following year.
Included in the recommendation
is the recognition of the
individual needs of students by
working with special 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.
recommendations for improvements
or modifications to the SIP for the
following year. The inclusion in the
recommendation of the recognition
of the individual needs of students by
working with special 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
was lacking and of poor quality.
G.4) 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
improvements or modifications
to the SIP for the following year.
Included in the recommendation
is the recognition of the
individual needs of students by
working with 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.
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
recommendation of the recognition
of the individual needs of students by
working with 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
was lacking and of poor quality.
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.