Florida Association of Professors of Educational Leadership. Florida Department of Education Updates Eileen L. McDaniel, Bureau Chief

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1 Florida Association of Professors of Educational Leadership Florida Department of Education Updates Eileen L. McDaniel, Bureau Chief 1

2 Agenda Educational Leadership Programs (Level I) School Principal Programs (Level II) Every Student Succeeds Act (ESSA) Other 2

3 Educational Leadership Programs Level I Certification Programs 3

4 PURPOSE OF LEVEL I ED LEADERSHIP PROGRAMS Purpose of school leader preparation programs: Increase supply of effective school leaders Produce school leaders who are prepared to lead state s diverse student population in meeting high standards for academic achievement Enable school leaders to facilitate development and retention of effective & highly effective classroom teachers Produce leaders with competencies/skills necessary to achieve state s education goals

5 SIGNIFICANT CHANGES IN LEVEL I PROGRAM REQUIREMENTS 1. Candidate qualifications, at a minimum to include: Instructional Expertise: documented demonstration of FEAPs and track record of achieving student learning gains o Rating of effective or higher on Performance of Students and Instructional Practice sections of candidate s two most recent performance evaluations Leadership Potential: critical skills/dispositions demonstrated prior to entering program o Analysis of candidate s relentless focus on improving student achievement in own classroom; and o Contributing to demonstrable improvement of teaching effectiveness in classroom of colleagues (not own classroom)

6 SIGNIFICANT CHANGES IN LEVEL I PROGRAM REQUIREMENTS 2. Programmatic requirements: Training aligned to the personnel evaluation criteria under s , F.S. Partnership with at least one school district (institution programs), including collaborative evidence of: o Program admission standards, identification and selection of candidates o Job-embedded field experiences o Identification of strategies for continuous improvement based on review of performance of candidates & completers using aggregate data from performance evaluations

7 SIGNIFICANT CHANGES IN LEVEL I PROGRAM REQUIREMENTS (CONTINUED) Collaboration between program and district(s) to ensure key program faculty have the knowledge, skills and experience as high performing school principals with a record of improving student academic achievement Not New: Competency-based training aligned to Florida Principal Leadership Standards Initial/Continued Approval o Initial and continued approval for a period of 5-years o Current approved programs will be reviewed at same time as institution s teacher preparation programs. (Site visit schedule is under review and revision.)

8 MAJOR CHANGES IN INITIAL/CONTINUAL APPROVAL STANDARDS Standards Prior to 2016 *Standard One: Core Curriculum Content Indicator 1.1 The institution/district incorporates all required curriculum content. *Standard Two: Candidate Performance Indicator 2.1- Methods and procedures have been established to assess candidates admission requirements and progress in meeting outcomes of the program competencies aligned with the required curriculum ---. * Standard Three: Continuous Improvement Indicator 3.1- A formal partnership is established between the program and the district or institution by designing and implementing a leadership preparation program that is based o a shared vision of school leaders----. CURRENT STANDARDS *Standard One: Program Candidate and Completer Quality Indicator 1.1- Each program consistently applies admission requirements in accordance with section , F.S. *Standard Two: Field Experiences Indicator 2.1- Field experiences are completed in a variety of purposeful p-12 settings relevant to program objectives and under the supervision and support of staff with the knowledge and skill necessary for the development of the candidate. *Standard Three: Program Effectiveness Indicator 3.1- The program routinely and systematically examines candidate and completer performance and impact.

9 CHANGES IN DATA COLLECTION & REPORTING for eipep 1. Percentage of program completers placed in school leadership positions in FL public schools (provided by FDOE) 2. Results from completer personnel evaluations (provided by FDOE) 3. FELE passage rate of program completers (Pearson/Results Analyzer) 4. **Impact personnel have on student learning 5. **Strategies for continuous program improvement 6. **Strategies for involving stakeholders 7. **Discretionary data **Must be provided by each state-approved program

10 Re-APPROVAL OF CURRENT LEVEL I PROGRAMS Each currently approved program must re-submit Level I program plan for review/approval under current initial approval standards via eipep Respond to Initial Program Approval Standards by November 15, 2017 Revise and submit matrices aligned to: o Florida Principal Leadership Standards o Competencies and Skills Required for Educational Leadership Certification Recommended matrix templates will be provided Full implementation of revised program requirements ASAP, but no later than Fall 2018

11 School Principal Programs Level II Certification Programs 11

12 Admission Requirements Candidates must: Hold a valid Florida Educator s Certificate, in educational leadership, administration, or administration and supervision Be employed in a public school within the district, and in a school leadership position where the candidate can demonstrate the competencies associated with the FPLS as prescribed in rule 6A-5.081(c)4 Have earned highly effective or effective under , F.S.

13 Program Requirements Candidates must: Provide competency-based training aligned to the Florida Principal Leadership Standards. Provide training aligned to the personnel evaluation criteria under s and professional development program in s Provide individualized instruction using a customized learning plan for each person enrolled in the program that is based on data from self-assessment, selection, and appraisal instruments. Gather and monitor the data specified in paragraph (2)(b). Conduct program evaluations and implement program improvements using input from personnel who completed the program and employers and data gathered pursuant to paragraph (2)(b).

14 New Leaders Collaboration Participating Districts will: 1. Increase their knowledge of principal preparation best practices 2. Assess the status and effectiveness of preparation for aspiring principals in their district 3. Design key elements of their program and receive feedback on that design 4. Create an action plan for developing a new Level II program

All students deserve schools with a culture of

impact on student learning is attributable to school

achievement of having an effective versus ineffective

15 All students deserve schools with a culture of achievement, where great teaching happens in every classroom, every day. GREAT SCHOOL LEADERS MAKE THAT HAPPEN 25% of school impact on student learning is attributable to school leadership 16 points The annual impact on math achievement of having an effective versus ineffective principal 96% of teachers say school leadership is critical in deciding whether they remain at a school

Why a diagnostic tool To support districts in reflecting on and assessing the quality of their Level II principal preparation programs To provide a framework for identifying program design issues and

16 Why a diagnostic tool To support districts in reflecting on and assessing the quality of their Level II principal preparation programs To provide a framework for identifying program design issues and setting program improvement goals A Framework for Assessing Program Quality* University Council for Educational Administration. (2013). Developing evaluation evidence: A formative and summative evaluation planner for educational leadership programs. Charlottesville, VA: Author.

Key Ideas in Assessing Program Effectiveness INPUTS 1. Rigor and quality of recruitment and selection processes 2. Characteristics of program participants PROCESSES 3.

17 Key Ideas in Assessing Program Effectiveness INPUTS 1. Rigor and quality of recruitment and selection processes 2. Characteristics of program participants PROCESSES 3. Experience and expertise of instructors in the program 4. Use of a defined competency framework aligned with leadership standards 5. Use of research-based and conceptually coherent content, curriculum, and instructional and assessment practices 6. Implementation of field experience with authentic leadership opportunities 7. Presence of collaborative relationships to enhance program quality 8. Use of evaluation practices to support improvement

Graduates self-perceived readiness for leadership 11.

18 Key Ideas in Assessing Program Effectiveness OUTPUTS 9. Summative assessments of graduate knowledge and skills 10.Graduates self-perceived readiness for leadership 11.Placement of graduates in school principal positions OUTCOMES 12.Effectiveness of graduates leadership practice 13.Improvement in student outcomes and other school outcomes

19 Other areas explored Candidate Selection Instructional Content Instructional Delivery & Assessment

20 New Leaders Program Learning Cycle

21 Process for Submission, Review & Approval Step 1: The district submits a level II school principal program plan using the DOE provided Step 2: The Department reviews the plan for compliance with the initial program approval standards (Form SP IAS-2016) Step 3: The Department approves the level II plan OR notifies the district of missing or deficient elements 21

22 Every Student Succeeds Act (ESSA) And School Leadership 22

23 ESSA & School Leadership Promoting the growth & development of school leaders Brian Dassler Leadership Academy Commissioner s School Improvement Leadership Academy Instructional Leadership Training Initiatives (with FASA) Asst Principal & Principal-of-Year Recognition Programs Improving school leader performance evaluation systems Partnering with national organizations to collaborate with state, higher education & school districts (e.g., New Leaders) Building communities of practice with meaningful jobembedded/actionable professional learning Improving reporting systems for both Level I and Level II school leader certification programs (eipep)

24 ESSA & School Leadership Promoting the growth & development of school leaders Brian Dassler Leadership Academy Commissioner s School Improvement Leadership Academy Instructional Leadership Training Initiatives (with FASA) Asst Principal & Principal-of-Year Recognition Programs Improving school leader performance evaluation systems Partnering with national organizations to collaborate with state, higher education & school districts (e.g., New Leaders) Building communities of practice with meaningful jobembedded/actionable professional learning Improving reporting systems for both Level I and Level II school leader certification programs (eipep)

25 ESSA & State Leadership Activities (Title II-A) Not less than 95% for LEA subgrants SEA may reserve up to 3% of amount for LEA subgrants for State-level principal/school leader support (including prep academies) Remainder for LEA Subgrants SEA may reserve up to 2% of total State funding for teacher, principal, or other school leader preparation academies Up to 5% for State Activities Up to 1% of total State funding for State Administration Remainder for other State Activities 25

26 QUESTIONS

Institutional Program Evaluation Plan Training

Institutional Program Evaluation Plan Training Office of Educator Preparation March 2015 Section 1004.04, Florida Statutes, Each state-approved teacher preparation program must annually report A list of