SUPERINTENDENT (PK-12) PROGRAM PROPOSAL

Transcription

1 Illinois State Board of Education Center for Educator Effectiveness 100 North First Street, E-310 Springfield, IL Phone: Fax: SUPERINTENDENT (PK-12) PROGRAM PROPOSAL All program proposals shall meet requirements set forth in rule at the time the proposal is submitted. Submit Proposals to: Cristina Dimmitt-Salinas Please also a copy to your ISBE consultant The proposal format that follows is to be used by institutions submitting a new Superintendent program proposal to the State Educator Preparation and Licensure Board. Document Formatting: The proposal must follow the order of the required format included in this document, including a cover page and a table of contents. All pages should be oriented appropriately, and should not have to be rotated during review. All pages are numbered consecutively and the proposal components and associated pages noted in the table of contents. The Cover Page should be on page 1. The Table of Contents should start on page 2. Each Section 1-4 and Appendices should begin on a new page. The program proposal questions provide either a matrix or a text box for responses. For the questions that require descriptive responses, brief and succinct responses are requested with a preferred narrative page limit of pages that are in Times New Roman 10point, black font. Type responses in the text box provided, resize the text box as needed. For the questions that require an embedded copy of evidence, please embed the copy as an image, resize the image to fit within the margins of the document page and outlined with a black border. (Images are expected to be ~70% of original size). For the questions that require completion of a matrix, type responses in Times New Roman 8point, black font. Please delete the examples provided within the matrices prior to completion. Appendices: We recommend all evidences be embedded within the document as images, however if needed, additional evidences can be uploaded as Appendices. Appendix A should include an embedded copy of all course syllabi for each course proposed and the internship. Appendix B should include an example proposed plan of study.

2 COVER PAGE Include the following on the cover page. Institution Name Preparer: Primary Contact Information Preparer: Secondary Contact Information Name of the Educational Unit Name of the Program Projected Size of Initial Cohort Projected Student Entry Date Delete this box and enter information on the entire first page of the proposal

3 TABLE OF CONTENTS A. Developing Partnerships B. Written Partnership Agreement (MOU) C. Additional Site Placement Agreements D. ELCC Standards E. CAEP Standards F. Program Curriculum and Focus Areas G. Data A. Components of Internship Program B. Internship Site (Assurance) C. Internship Supervisor D. Internship Supervisor (Assurance) E. Internship Completion (Assurance) F. Internship Extension G. Assessment of Internship H. Assessment of Internship (Assurance) SECTION 1: GENERAL PROGRAM REQUIREMENTS A. Faculty B. Required Coursework C. Coursework: Progress and Completion D. Course Syllabi E. Coursework Proficiency Requirements (Assurance) F. Mode of Delivery A. Admission Requirements (Assurance) B. Candidate Selection C. Candidate Admission Portfolio Appendix A. Syllabi Appendix B. Proposed Plan of Study SECTION 2: INTERNSHIP REQUIREMENTS SECTION 3: REQUIRED COURSEWORK SECTION 4: CANDIDATE SELECTION APPENDIX Page Page Page Page Page Add additional rows as needed

4 SECTION 1: GENERAL PROGRAM REQUIREMENTS (Per Illinois Administrative Code, Part 33, Section 33.30) A. Developing Partnerships The program shall be jointly established by one or more institutions or not-for-profit entities in partnership with one or more public school districts and in consultation with one or more professional organizations that represent school administrators, school boards, chief school business officials, or regional superintendents of education. 1. Provide a description of the partnership between the superintendent preparation program and one or more public school districts or nonpublic schools. The description should include the responsibilities and roles of each partner in the design, implementation and administration of the program. (Per Illinois Administrative Code, Part 33, Section (a)) B. Written Partnership Agreement (MOU) The program shall provide a copy of the written partnership agreement signed by all partners. 2. Embed a copy of the written partnership agreement that addresses the following: a. the process and responsibility of each partner for the selection and assessment of candidates; b. the establishment of the internship and any field experiences and the specific roles of each partner in providing those experiences; as applicable; c. the development and implementation of a training program for internship supervisors and faculty supervisors that supports candidates progress during their internships in participating in and demonstrating leadership; d. names and locations of non-partnering school districts where the internship and any field experience may occur, including the roles and responsibilities of the participating districts and the provider; and e. the process to evaluate the program at least annually, including the partnership, and the role of each partner in making improvements based on the results of the evaluation. (Per Illinois Administrative Code, Part 33, Section (b)(1-5) and Section 33.70(b)(8)) - 4 -

5 C. Additional Site Placement Agreements The program shall provide a copy of additional site placement agreements. 3. Embed a copy of any agreements with school districts or non-public schools (other than those participating in the Partnership Agreement/MOU) that will serve as sites for the internship or field experiences. (Per Illinois Administrative Code, Part 33, Section (b)(9)) D. ELCC Standards The program shall meet the Educational Leadership Program Standards (2011) Complete the matrix to describe how the curriculum meets the ELLC Standards. Include a detailed description of any field experiences required for course completion, including the time allotted to the field experience. (Per Illinois Administrative Code, Part 33, Section (c) and Section 33.50(b)and Section (b)(10)(c)and Section (b)(10)(d)) Educational Leadership Program Standards (2011) Course # Course Name ELCC Standards Field Experience Ex: XXX-1234 (Delete Example) Essentials of Effective School Leadership 1.1,1.2,1.4, 4.4 Use this space to provide a description of required field experiences. Time Allotted: Time Allotted: Time Allotted: Time Allotted: Time Allotted: Time Allotted: Time Allotted: Time Allotted: Add additional rows as needed Total time allotted during program for field experiences Time Allotted: (add together all red numbers above) - 5 -

6 E. CAEP Standards 5. The program shall meet the CAEP 2013 Accreditation Standards posted at (no later amendments to or editions of these standards are incorporated). (Per Illinois Administrative Code, Part 25, Section (a)(1)(e)) Standard 1. Content and Pedagogical Knowledge The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. CAEP Candidate Knowledge, Skills, and Professional Dispositions: 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility. Provider Responsibilities: 1.2 Providers ensure that candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students progress and their own professional practice. 1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music NASM). 1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards). 1.5 Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice. Please use the space below to describe how the program meets the standard above. Include in your description a reference to the relative indicators (if applicable). Standard 2. Clinical Partnerships and Practice The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students learning and development. Partnerships for Clinical Preparation: 2.1 Partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes. Clinical Educators: 2.2 Partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidates development and P-12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings. 2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates development of the knowledge, skills, and professional dispositions, as delineated - 6 -

7 in Standard 1, that are associated with a positive impact on the learning and development of all P-12 students. Please use the space below to describe how the program meets the standard above. Include in your description a reference to the relative indicators (if applicable). Standard 3. Candidate Quality, Recruitment, and Selectivity The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program s meeting of Standard 4. Plan for Recruitment of Diverse Candidates who Meet Employment Needs: 3.1 The provider presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of America s P-12 students. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-tostaff schools and shortage fields, currently, STEM, English-language learning, and students with disabilities. Candidates Demonstrate Academic Achievement: 3.2 The provider meets CAEP minimum criteria or the state s minimum criteria for academic achievement, whichever are higher, and gathers disaggregated data on the enrolled candidates whose preparation begins during an academic year. Additional Selectivity Factors: 3.3 Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors predict candidate performance in the program and effective teaching. Selectivity During Preparation: 3.4 The provider creates criteria for program progression and monitors candidates advancement from admissions through completion. All candidates demonstrate the ability to teach to college- and career-ready standards. Providers present multiple forms of evidence to indicate candidates developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains. Selection At Completion: 3.5 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-12 student learning and development. 3.6 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies. CAEP monitors the development of measures that assess candidates success and revises standards in light of new results. The CAEP minimum criteria are a grade point average of 3.0 and a group average performance on nationally normed assessments or substantially equivalent statenormed assessments of mathematical, reading and writing achievement in the top 50 percent of those assessed. An EPP may develop and use a valid and reliable substantially equivalent alternative assessment of academic achievement. The 50th percentile standard for writing will be implemented in Starting in academic year , the CAEP minimum criteria apply to the group average of enrolled candidates whose preparation begins during an academic year. The provider determines whether the CAEP minimum criteria will be measured (1) at admissions, OR (2) at some other time prior to candidate completion. In all cases, EPPs must demonstrate academic quality for the group average of each year s enrolled candidates. In addition, EPPs must continuously monitor disaggregated evidence of academic quality for each branch campus (if any), mode of delivery, and individual preparation programs, identifying differences, trends and patterns that should be addressed under component 3.1, Plan for recruitment of diverse candidates who meet employment needs. CAEP will work with states and providers to designate, and will periodically publish, appropriate top 50 percent proficiency scores on a range of nationally or state normed assessments and other substantially equivalent academic achievement measures, with advice from an expert panel. Alternative arrangements for meeting the purposes of this component will be approved only under special circumstances and in collaboration with one or more states. The CAEP President will report to the Board and the public annually on actions taken under this provision. Please use the space below to describe how the program meets the standard above. Include in your description a reference to the relative indicators (if applicable)

8 F. Program Curriculum and Focus Areas The program shall offer curricula that address student learning, school improvement and system management. 6. Complete the matrix to describe how the program offers curricula that addresses student learning, school improvement and system management aligned to the following four focus areas. (Per Illinois Administrative Code, Part 33, Section (d)(1-4)) Focus Area #1: Standards Focus Area #2: Resources Focus Area #3: Staff Focus Area #4: Relations Support of rigorous standards for all students (e.g., students with disabilities, English language learners, gifted students, students in early childhood programs) and high-quality accountability systems that promote increasing student achievement and improving result. The efficient use of district or school resources (e.g., human, fiscal, technological) and the importance of maintaining a safe, healthy and productive environment. Understanding the knowledge, skills and responsibilities of high-quality professional staff, as articulated in standards governing the receipt of educator licensure listed at 23 Ill. Code (e)(1) (Recognition of Institutions and Educational Units, and Approval of Programs). Collaborative relationships with all members of the school community (e.g., parents, school board members, local school councils or other governing councils, community partners). Course # Ex: XXX-1234 (Delete Example) Focus #1 Standards Student Learning School Improvement System Management Focus #2 Resources Focus #3 Staff Focus #4 Relations Focus #1 Standards Focus #2 Resources Focus #3 Staff Focus #4 Relations Focus #1 Standards Focus #2 Resources Focus #3 Staff X X X X X Focus #4 Relations Add additional rows as needed 7. Provide a description of the coursework for candidates relative to the evaluation of licensed staff under Article 24A of the School Code [105 ILCS5/Art. 24A-3]. (Per Illinois Administrative Code, Part 33, Section (b)(12)) 8. Provide a description of the training to be provided for faculty members relative to the evaluation of licensed staff under Article 24A of the School Code [105 ILCS5/Art. 24A-3]. (Per Illinois Administrative Code, Part 33, Section (b)(12)) - 8 -

9 G. Data The program shall provide a description of how data is utilized. 9. Provide a description of how the superintendent preparation program data will be collected, analyzed and used for program improvement. (Per Illinois Administrative Code, Part 33, Section (b)(13)) 10. Provide a description of how the superintendent preparation program data will be shared with the educational unit or not-for-profit entity. (Per Illinois Administrative Code, Part 33, Section (b)(13)) 11. Provide a description of how the superintendent preparation program data will be shared with the partnering school district. (Per Illinois Administrative Code, Part 33, Section (b)(13)) - 9 -

10 SECTION 2: INTERNSHIP REQUIREMENTS (Per Illinois Administrative Code, Part 33, Section and Section 33.45) A. Components of Internship Program The internship portion of the program shall be conducted at one or more public school districts so as to enable the candidate to be exposed to and to participate in a variety of educational leadership situations in settings that represent diverse economic and cultural conditions and involve interactions with various members of the school community (e.g. parents, school board members, local school councils and other governing councils, community partners). 1. Complete the matrices to provide evidence that the following: a. components of experience are in place for each candidate in the internship; and (Per 23 Illinois Administrative Code, Part 33, Section 33.40(a)(1)(A-D)) b. competencies referenced in Appendix A are met. (Per 23 Illinois Administrative Code, Part 33, Section 33.40(a)(2) and Section 33.Appendix A Competencies for Superintendents) Component #1: Student Achievement Engagement of candidate in leadership activities at all grade levels (i.e., preschool through grade 12), that focus on creating, evaluating, selecting, supervising and monitoring high-quality and rigorous curricular, instructional, assessment and financial resources designed to increase achievement of students in general education special education, bilingual education and gifted education settings. Provide a description of how the internship meets the above component. Standard 1: Vision 1.2 Standard 2: Curriculum, Instruction and Assessment 2.2(b)(1) 2.3(c) Standard 3: Management 3.5(b) Standard 4: Relationships 4.1(b) (Standards listed above as examples. Please delete and enter valid standards) Standard 5: Ethical Leadership (b) Standard 6: Advocacy and Influence 6.2(a-c) 6.3(a) Component #2: School Improvement Engagement of candidate in leadership activities at all grade levels (i.e., preschool through grade 12), that focus on creating, evaluating, selecting, supervising and monitoring high-quality and rigorous curricular, instructional, assessment and financial resources designed to contribute to school improvement. Provide a description of how the internship meets the above component. Standard 1: Vision 1.2 Standard 2: Curriculum, Instruction and Assessment 2.2(b)(1) 2.3(c) Standard 3: Management 3.5(b) Standard 4: Relationships 4.1(b) (Standards listed above as examples. Please delete and enter valid standards) Standard 5: Ethical Leadership (b) Standard 6: Advocacy and Influence 6.2(a-c) 6.3(a)

11 Component #3: Hiring/Supervision/Evaluation Engagement of candidate in the hiring, supervision and evaluation of administrators, teachers, other licensed staff and nonlicensed staff, as applicable, and development of professional development plans aligned to the goals of the district improvement plan. Provide a description of how the internship meets the above component. Standard 1: Vision 1.2 Standard 2: Curriculum, Instruction and Assessment 2.2(b)(1) 2.3(c) Standard 3: Management 3.5(b) Standard 4: Relationships 4.1(b) (Standards listed above as examples. Please delete and enter valid standards) Standard 5: Ethical Leadership (b) Standard 6: Advocacy and Influence 6.2(a-c) 6.3(a) Component #4: Professional Development Engagement of candidate in the development of professional development plans aligned to the goals of the district improvement plan. Provide a description of how the internship meets the above component. Standard 1: Vision 1.2 Standard 2: Curriculum, Instruction and Assessment 2.2(b)(1) 2.3(c) Standard 3: Management 3.5(b) Standard 4: Relationships 4.1(b) (Standards listed above as examples. Please delete and enter valid standards) Standard 5: Ethical Leadership (b) Standard 6: Advocacy and Influence 6.2(a-c) 6.3(a) Component #5: Operational Activities Engagement of candidate in management and operational activities (e.g., strategic or long-range planning, policies and procedures, budgeting and financial management, facilities maintenance) that promote efficiency and a safe and healthy environment. Provide a description of how the internship meets the above component. Standard 1: Vision 1.2 Standard 2: Curriculum, Instruction and Assessment 2.2(b)(1) 2.3(c) Standard 3: Management 3.5(b) Standard 4: Relationships 4.1(b) (Standards listed above as examples. Please delete and enter valid standards) Standard 5: Ethical Leadership (b) Standard 6: Advocacy and Influence 6.2(a-c) 6.3(a)

12 Component #6: Collaboration Engagement of candidate collaboration with administrators, faculty, families and communities that results in decision-making that has legal and ethical bases. Provide a description of how the internship meets the above component. Standard 1: Vision 1.2 Standard 2: Curriculum, Instruction and Assessment 2.2(b)(1) 2.3(c) Standard 3: Management 3.5(b) Standard 4: Relationships 4.1(b) (Standards listed above as examples. Please delete and enter valid standards) Standard 5: Ethical Leadership (b) Standard 6: Advocacy and Influence 6.2(a-c) 6.3(a) B. Internship Site (Assurance) A Per 23 Illinois Administrative Code, Part 33, Section 33.40(b)(1)(A-B) By checking the box, the institution ensures that a public school district may serve as an internship site if the superintendent of the school holds a valid and current professional educators license endorsed for superintendent issued pursuant to 23 Ill. Adm. Code or ; or if the internship site is located in another state, holds a valid and current license that is comparable to the required Illinois professional educator license endorsed for superintendent issued by the state in which the internship site is located. The aforementioned licensure requirements do not apply to a school district authorized under Article 34 of the School Code (Cities of over 500,000 inhabitants) (Per 23 Illinois Administrative Code, Part 33, Section 33.40(b)(2)) Per 23 Illinois Administrative Code, Part 33, Section 33.40(b)(3) By checking the box, the institution ensures that the superintendent of the internship site shall have two years of successful experience in that position as evidenced by relevant data and formal evaluations, or letters of recommendation from former supervisors that reflect achievement of the competencies set forth in Appendix A. C. Internship Supervisor The school district superintendent shall serve as the internship supervisor for that portion of the program. 2. Provide a description of how internship supervisors optimize the experiences of candidates during internship, including the roles and responsibilities of the internship supervisor and candidate. (Per 23 Illinois Administrative Code, Part 33, Section 33.70(b)(1-2))

13 3. Provide a description of the process by which the institution or not-for-profit entity will use to communicate with the internship supervisor and candidate. (Per 23 Illinois Administrative Code, Part 33, Section 33.70(b)(3)) 4. Provide a description of how the internship supervisor will assign the candidate to the administrative staff whose duties and responsibilities are most clearly aligned to the particular leadership skills and experiences being assessed. (The internship supervisor shall retain supervisory authority and oversight for the candidate s progress) (Per 23 Illinois Administrative Code, Part 33, Section 33.40(c)(2)(A)) 5. Provide a description of how the internship supervisor will observe, evaluate and provide feedback to each candidate about the candidate s performance. (Per 23 Illinois Administrative Code, Part 33, Section 33.40(c)(2)(B)) D. Internship Supervisor (Assurance) A Per 23 Illinois Administrative Code, Part 33, Section 33.40(c)(1)(A) By checking the box, the institution ensures that each internship supervisor holds a valid and current professional educator license endorsed for superintendent or a valid and current license that is comparable to the required Illinois professional educator license endorsed for superintendent issued by the state in which the internship site is located. Per 23 Illinois Administrative Code, Part 33, Section 33.40(c)(1)(B) By checking the box, the institution ensures that each internship supervisor has served at least two years on a full-time basis as a superintendent, except that a first-year superintendent may serve as the internship supervisor if that individual was hired after the candidate started the internship in the respective school district

14 E. Internship Completion (Assurance) A Per 23 Illinois Administrative Code, Part 33, Section 33.40(d)(1) By checking the box, the program shall ensure that each candidate successfully completes the training and pass the assessment required under Section 24A-3 of the School Code [105 ILCS 5/24 A-3] prior to licensure, or before the candidate evaluates staff, should evaluation be included as a component of the preparation program, whichever occurs first. Per 23 Illinois Administrative Code, Part 33, Section 33.40(d)(2) By checking the box, the program shall ensure that each candidate passes the applicable content-area test prior to receipt of endorsement. (see 23 Ill. Adm. Code (Definitions)) Per 23 Illinois Administrative Code, Part 33, Section 33.40(e) By checking the box, the institution ensures the understanding that programs may charge fees of candidates, in addition to tuition, to be used to reimburse school districts for the costs of employing substitute administrators for candidates who are full-time administrators and must be absent from their schools districts in order to complete internship activities. Per 23 Illinois Administrative Code, Part 33, Section 33.40(f) By checking the box, the institution ensures the understanding that programs may provide monetary stipends for candidates while they are participating in their internship. F. Internship Extension A program may extend the length of an internship beyond the expected date of completion for any candidate who has to discontinue the internship portion of the program due to unforeseen circumstances, such as a medical or family emergency. 6. Provide a description of the policy required of candidates who request to extend the length of an internship due to unforeseen circumstances. Include in the description how a candidate would request the exemption, the specific reasons under which the exemption would be granted and the length of time within which a candidate must resume the internship. (Per23 Illinois Administrative Code, Part 33, Section 33.40(g)) 7. Embed a copy of the policy provided to each candidate who enrolls in the program. (Per 23 Illinois Administrative Code, Part 33, Section 33.40(g))

15 G. Assessment of Internship The superintendent preparation program shall rate each candidate s level of knowledge and abilities gained as a result of the candidate s participation in the internship required under Section Provide a description of the process implemented to assess both the candidate s understanding of school practices that foster student achievement and a positive learning environment and his or her ability to provide effective leadership during the internship. (Per 23 Illinois Administrative Code, Part 33, Section 33.45(a)) 9. Complete the assessment rubric to provide evidence that candidates will complete over the course of the internship the tasks specific to the competencies in Appendix A. (Per 23 Illinois Administrative Code, Part 33, Section 33.45(b)) Standard 1: Vision Educational Leadership Program Standards (2011) Standard 1.1 Competencies Internship Task Meets Standard Does Not Meet Standard collaboratively develop, articulate, implement and steward a shared vision of learning for a school district. Design, lead and support a collaborative process for developing and implementing a shared district vision and mission for learning that is characterized by a respect for students and their families, and community partnerships and includes a focus on the future. Standard 1.2 Competencies Internship Task Meets Standard Does Not Meet Standard collect and use data to identify district goals, assess organizational effectiveness and implement district Identify district-based tactical and strategic goals, and collaboratively develop implementation plans to achieve those goals and promote organizational learning and effectiveness. goals. Standard 1.3 Competencies Internship Task Meets Standard Does Not Meet Standard Lead the process to develop a comprehensive plan for communicating and stewarding promote continuous the district's vision, using and sustainable evidence-centered continuous district and sustainable improvement improvement. strategies, data reporting and strategic planning processes. Standard 1.4 Competencies Internship Task Meets Standard Does Not Meet Standard evaluate district progress and revise district plans Lead the process to evaluate district improvement processes to identify strategies or practices to be used to build

16 supported by stakeholders. the organizational capacity necessary to support continual and sustainable district improvement supported by district stakeholders. Standard 2: Curriculum, Instruction and Assessment (Per Illinois Administrative Code, Part 3, Appendix B and C) Standard 3: Management Standard 3.1 Competencies Internship Task Meets Standard Does Not Meet Standard monitor and evaluate district management and operational systems. a) Develop and oversee district systems for effective and efficient management of policies, procedures and practices; b) Review and utilize the district's strategic and longrange plans to guide the district's daily practices; c) Analyze district processes and operations to identify and place in priority order strategic and tactical challenges for the district; and d) Identify and demonstrate the ability to lead the process to implement best practices in personnel management, facilities operation, financial and student procedures, data management, technology management and transportation systems. Standard 3.2 Competencies Internship Task Meets Standard Does Not Meet Standard a) Develop multi-year fiscal plans and annual budgets aligned to the district's strategic plan (vision, mission, values and goals); b) Analyze and develop a district's budget and financial status and project the district's long-term resource needs and expenditures; c) Lead the process to develop and implement facility and space utilization plans for the efficiently use human, fiscal and technological resources within the district. district; d) Lead the process to develop plans that reflect the district's vision for the use of technology to manage district operational systems; e) Identify, recommend, secure, allocate and evaluate appropriate human resources to support the educational program and operations; f) Demonstrate the ability to implement effective internal controls for the receipt and distribution of funds at the district and school levels; and g) Lead and implement an effective process for asset management. Standard 3.3 Competencies Internship Task Meets Standard Does Not Meet Standard promote district level policies and procedures that a) Lead the process to review, revise and implement district policies and procedures that result in a safe and secure

17 protect the welfare and safety of students and staff across the district environment for students and staff; and b) Develop, review, analyze and implement crisis plans in collaboration with district personnel and public safety officials. Standard 3.4 Competencies Internship Task Meets Standard Does Not Meet Standard a) Work with district- and building-level leaders to identify collaborative develop district leadership potential within the capacity for school district; and distributed b) Identify strategies for leadership. developing district's leadership capacity and sustainability. Standard 3.5 Competencies Internship Task Meets Standard Does Not Meet Standard ensure that district time focuses on supporting highquality school instruction and student learning. a) Identify, research and recommend district standards that protect instructional time and schedules; b) Develop, evaluate and implement districtwide plans and procedures that focus on high-quality instruction and student learning (including but not limited to discipline, district calendars and daily schedules); and c) Work collaboratively through the collective bargaining process to formalize district standards relative to instructional time and schedules. Standard 4: Relationships Standard 4.1 Competencies Internship Task Meets Standard Does Not Meet Standard a) Lead the process to collect, analyze, interpret and communicate information collaborate with pertinent to the district's faculty and environment and community members collaboratively discuss by collecting and strategies to determine analyzing improvement strategies; and information b) Collaborate with families, pertinent to the staff, faculty, and board of improvement of the education and community district's members to respond to diverse educational community interests and needs environment. and to mobilize community resources. Standard 4.2 Competencies Internship Task Meets Standard Does Not Meet Standard mobilize community resources by promoting understanding, appreciation and use of the community's diverse cultural, social and intellectual resources throughout the district. a) Promote trust, equity, fairness and respect among school board members, school administrators, faculty, parents, students and the district community; b) Lead the process to identify and use diverse community resources to improve district programs; and c) Develop a process to assess needs of families and develop collaborative strategies for effective district relationships with families and caregivers. Standard 4.3 Competencies Internship Task Meets Standard Does Not Meet Standard a) Lead the process to develop

18 respond to community interests and needs by building and sustaining positive district relationships with families and caregivers. and maintain relationships with families and caregivers and involve them in district decision-making processes; and b) Lead the process to develop and implement an all-inclusive district-community engagement plan. Standard 4.4 Competencies Internship Task Meets Standard Does Not Meet Standard respond to community interests and needs by building and sustaining productive district relationships with community partners. a) Identify appropriate opportunities for partnerships; and b) Promote and implement research-based practices that promote constructive partnerships with families, caregivers, local services and clubs, and other appropriate community members in the district. Standard 5: Ethical Leadership Standard 5.1 Competencies Internship Task Meets Standard Does Not Meet Standard a) Promote the success of every student, both academically and socially, by understanding and applying knowledge of laws, act regulations and professional with integrity and ethics related to schools and fairness to ensure a children; and district system of b) Lead the process to create a accountability for system that monitors, analyzes every student's and evaluates every student's academic and social academic and social success to success. ensure equitable district decisions and practices that are in alignment with the district's vision and mission Standard 5.2 Competencies Internship Task Meets Standard Does Not Meet Standard a) Model and articulate the expectation of principles of self-awareness, reflective practice, transparency and ethical behavior to ensure all employees and the board of model principles of education act with integrity self-awareness, and fairness in supporting reflective practice, district policies and practices; transparency and b) Model and expect a districtlevel leadership culture ethical behavior as related to the grounded in ethical standards superintendent s and practices; and role in the district. c) Develop and model appropriate verbal and nonverbal communication skills (including speaking, writing and listening). Standard 5.3 Competencies Internship Task Meets Standard Does Not Meet Standard safeguard the values of democracy, equity and diversity within the district. a) Model the emotional intelligence, maturity and resiliency to uphold core values and persist in the face of adversity; b) Model, implement and evaluate district policies and procedures that support and advocate for democratic values, equity and diversity; c) Practice the principles of democracy, equity and diversity of thought; and d)

19 Practice and advocate respect for diversity of all classes of people. Standard 5.4 Competencies Internship Task Meets Standard Does Not Meet Standard evaluate the potential moral and legal consequences Identify, analyze, evaluate and articulate the potential moral and legal consequences of a particular decision. of decision-making in the district. Standard 5.5 Competencies Internship Task Meets Standard Does Not Meet Standard promote social justice within the district to ensure individual student needs inform all aspects of schooling. a) Ensure that student characteristics and needs inform all aspects of schooling; and b) Promote district policies, programs and practices that ensure social justice, equity, confidentiality, acceptance and respect between and among students and staff within a district. Standard 6: Advocacy and Influence Standard 6.1 Competencies Internship Task Meets Standard Does Not Meet Standard advocate for the district's students, families and caregivers. a) Advocate for every child and his or her families and caregivers; b) Engage, communicate and collaborate with stakeholders so that they understand the rationale behind federal, State and district policy development and the implications of federal, State and district policies for every child. Standard 6.2 Competencies Internship Task Meets Standard Does Not Meet Standard a) Identify and analyze emerging district, local, national and global issues in order to adapt district act to influence local, district, State and national decisions affecting student learning in a district environment. leadership strategies and practices; b) Advocate for federal, State and district policies and programs that promote equitable learning outcomes for every child; and c) Communicate policies, laws and regulations, and procedures to appropriate district stakeholders. Standard 6.3 Competencies Internship Task Meets Standard Does Not Meet Standard anticipate and assess emerging trends and initiatives in order to adapt districtlevel leadership strategies. a) Keep the board of education and stakeholders informed of emerging trends and initiatives in providing proactive leadership for the district; b) Analyze how law and policy are applied consistently, fairly and ethically; and c) Anticipate and assess emerging trends and initiatives in order to guide personal and professional leadership strategies

20 10. Embed a copy of all rubrics used to assess the candidate s internship. (Per 23 Illinois Administrative Code, Part 33, Section 33.45(a)) 11. Embed a copy of all assessments and rubrics to be used in the program, including but not limited to samples of scenarios to which a candidate must provide a written response and interview questions for selection in the program and any additional assessments to be used for the internship beyond what is required under Section (Per23 Illinois Administrative Code, Part 33, Section 33.70(b)(11)) 12. Provide a description of how the program will communicate to candidates upon admittance, the competencies expected of candidates who complete the program (to include those competencies specified in Appendix A). (Per 23 Illinois Administrative Code, Part 33, Section 33.70(b)(6)) 13. Provide a description of how the program will communicate to candidates upon admittance, the activities and expectations expected of candidates who complete the program (to include the activities use to meet the expectations embedded in the competencies specified in Appendix A). (Per 23 Illinois Administrative Code, Part 33, Section 33.70(b)(6))

21 H. Assessment of Internship (Assurance) A Per 23 Illinois Administrative Code, Part 33, Section 33.45(c) By checking the box, the program shall ensure the use of assessments identified in Appendix B to determine a candidate's level of knowledge and abilities gained relative to competencies defined for ELCC Standard 2 (Curriculum and Instruction). The program shall rate a candidate's demonstration of having achieved competencies listed in Appendix A as "meets the standards" or "does not meet the standards" in accordance with the rubric set forth in Appendix C. Per 23 Illinois Administrative Code, Part 33, Section 33.45(c)(1) By checking the box, the program shall ensure candidates must achieve a "meets the standards" on each competency in order to successfully complete the internship. Per 23 Illinois Administrative Code, Part 33, Section 33.45(c)(2) By checking the box, the program shall ensure that candidates who fail to achieve a "meets the standards" on any of the competencies may repeat the tasks associated with the failed competency at the discretion of the superintendent preparation program

22 SECTION 3: COURSEWORK REQUIREMENTS (Per Illinois Administrative Code, Part 33, Section 33.50) A. Faculty 1. Complete the matrix to identify the faculty members with the primary responsibility for preparing professional educators in the program and their qualifications for their positions. (Per 23 Illinois Administrative Code, Part 25, Section (a)(4)) Please list faculty with terminal degrees first. Name Degree Title Area of Expertise PK -12 Teaching Experience (Total Years & Grade Level) Expected Courses To Teach Add additional rows as needed B. Required Coursework 2. Complete the matrix to provide evidence of how the coursework required by the preparation program covers the following six areas: a. Identify in the matrix those courses that are mandatory for program completion, regardless of a candidate s previously acquired competencies (See section 33.50(c)). (Per Illinois Administrative Code, Part 33, Section (a)) Area #1: Illinois Public Schools Area #2: Students with Disabilities Area #3: Technology State and federal laws, regulations and case law State and federal laws, regulations and case law Use of technology for effective teaching and regarding programs for students with disabilities and affecting Illinois public schools. learning and administrative needs. English language learners. Area #4: Interventions Area #5: Bullying Area #6: Staff Evaluation Use of a process that determines how a child responds to scientific, research-based interventions that are designed to screen students who may be at risk of academic failure, monitor the effectiveness of instruction proposed for students identified as at risk, and modify instruction as needed to meet the needs of each student. Identification of bullying; understanding the different types of bullying behavior and its harm to individual students and the school; and the importance of teaching, promoting and rewarding a peaceful and productive school climate. The process to be used to evaluate licensed staff in accordance with the provisions of Section 24A-3 of the School Code. Mandatory Course X Course # Ex. XXX (Delete Example) Course Name Essentials of Effective School Leadership Educational Leadership Program Standards (2011) Area #1: Illinois Public Schools Area #2: Students with Disabilities Area #3: Technology Area #4: Interventions Area #5: Bullying X X X Area #6: Staff Evaluations Add additional rows as needed

23 C. Coursework: Progress and Completion 3. Provide a description of how progress will be measure and successful completion will be determined. (Per 23 Illinois Administrative Code, Part 33, Section (b)(10)(b)) D. Course Syllabi 4. Embed a copy of all course syllabi for each course proposed and the internship as Appendix A. (Per 23 Illinois Administrative Code, Part 33, Section (b)(10)(a)) See Appendix A. E. Coursework Proficiency Requirements (Assurance) Per 23 Illinois Administrative Code, Part 33, Section 33.50(c) By checking the box, the program shall ensure a superintendent preparation program may allow candidates to "proficiency out" of certain coursework, provided that the candidate presents acceptable evidence of having mastered the competencies gained from the coursework and the program has adopted a policy regarding proficiency procedures. The policy adopted under the above subsection (c) shall require that candidates provide evidence of specific experiences that exemplify competency rather than providing only the results from written examinations or evidence of participation in an activity. F. Mode of Delivery Complete this section ONLY if the program will be providing 50% or more of coursework via distance learning or video-conferencing technology. Type N/A if questions are not applicable to this program. 5. Provide a detailed outline of how the program will meet the following conditions: b. observations shall be administered by a full-time tenure track faculty member who provides instruction in the superintendent preparation program; c. observations (in person), shall be for a minimum of two full days each semester; d. observation (in person), shall be for a minimum of 20 days throughout the length of the program; and e. observations must include time spent interacting and working with the candidate in a variety of settings (e.g., attending meetings with the candidate, observing the candidate during the internship portion of the program, working with school board members or other school administrators, participating in budget-setting sessions). (Per23 Illinois Administrative Code, Part 33, Section (d)(1))

24 6. Provide a detailed outline of how the program will ensure that candidates meet the following conditions: f. candidates shall spend a minimum of one day each semester (exclusive of internship periods) at the program s Illinois facility. i. During this visit, candidates shall meet with the program s faculty, to: 1. present and reflect on projects; 2. do research for coursework recently completed; and 3. discuss the candidate s progress in the program. (Per 23 Illinois Administrative Code, Part 33, Section (d)(2)) SECTION 4: A. Admission Requirements (Assurance) CANDIDATE SELECTION (Per Illinois Administrative Code, Part 33, Section 33.60) Per 23 Illinois Administrative Code, Part 33, Section By checking the box, the program shall ensure candidates admitted to a program for superintendent preparation shall be selected through an in person interview process with no fewer than two of the program s full-time faculty members. Per 23 Illinois Administrative Code, Part 33, Section 33.60(a) By checking the box, the program shall ensure candidates admitted to a program hold a valid and current Illinois professional educator license endorsed in general administrative, principal, chief school business official or director of special education. Per 23 Illinois Administrative Code, Part 33, Section 33.60(b) By checking the box, the program shall ensure candidates admitted to a program have at least two years' full-time administrative or supervisory experience in a public school district or nonpublic school recognized in accordance with 23 Ill. Adm. Code 425 (Voluntary Registration and Recognition of Nonpublic Schools) on the professional educator license endorsed in general administrative, principal, chief school business official or director of special education. For out-of-state candidates, the requisite experience while holding a certificate or license that is comparable to the respective Illinois credential for general administrative, principal, chief school business official or director of special education. Per 23 Illinois Administrative Code, Part 33, Section 33.60(c) By checking the box, the program shall ensure candidates admitted to a program have passed a test of basic skills if the candidate had not been required to take the test for receipt of his or her Illinois professional educator license or previously issued administrative certificate (see 23 Ill. Adm. Code (b) (Applicability of Testing Requirements and

25 Scores)). B. Candidate Selection 1. Provide a description of any additional requirements for admission to the program that the institution or not-for-profit entity will impose. This description should include additional admission requirement not included in Part 33, Section (Per23 Illinois Administrative Code, Part 33, Section (b)(4)) 2. Embed a copy of the rubric(s) used by program faculty to assess the requirements for admission reflected in 23 Illinois Administrative Code, Part 33, Section (a-c) and any additional requirements for admission to the program that the institution or not-for-profit entity will impose. (Per 23 Illinois Administrative Code, Part 33, Section 33.60(a-c) and Section (b)(4)). C. Candidate Admission Portfolio 3. Embed a copy of the rubric(s) used by program faculty to assess a candidate s achievements as an administrator through analysis of the admission portfolio in each of the following categories (including but not limited to): a. Support of all students in the classroom to achieve high standards of learning; b. Significant leadership roles in the school (e.g., curriculum, assessment or instructional development, school management or budgeting, evaluation of staff, mentoring); c. Strong oral and written communication skills; d. Analytic abilities needed to collect and analyze data for school and district improvement; e. Demonstrated respect for family and community; f. Strong interpersonal skills; and g. Strong demonstrated leadership skills and abilities. (Per 23 Illinois Administrative Code, Part 33, Section 33.60(d)(1-7) and Section 33.70(b)(5)) Evidence to meet the above areas can include (but is not limited to) any of the following: i. Evaluations of the candidate's administrative abilities from supervisors that attest to school and district improvement; ii. Evidence of leadership roles held and descriptions of the impact the candidate has had on the classroom, school or district, or the constituents served;

26 iii. An analysis of school or district data (e.g., student scores) that describes how the data is used to inform instructional planning and implementation, including an explanation of what standards were addressed, the academic achievement or school improvement outcomes, and steps taken when expected outcomes did not occur; iv. Information about the candidate's work with families and/or community groups and a description of how this work affected school or district operations, policies and procedures; v. Examples of the candidate's analytical abilities as evidenced by a description of how he or she used the results from student assessments to improve student learning; and vi. Evidence of curriculum development, student assessments or other initiatives that resulted from the candidate's involvement with school committees. (Per 23 Illinois Administrative Code, Part 33, Section 33.60(e)(1-6))

27 As a courtesy to streamline the process for changing existing program approvals, IBHE will allow the following process (ISBE will forward a copy of the Licensure Board approval letter): Public universities will submit an request for reasonable and moderate extension (RME) for changes to existing program approvals. Independent institutions under IBHE authority will submit documentation that the Licensure Board (SEPLB) has approved the changes and IBHE will recognize that approval as sufficient for us to record the changes to the programs. Independent grandfathered institutions will submit this form as notification to IBHE to instruct us to update our Program Inventory. ILLINOIS BOARD OF HIGHER EDUCATION ACADEMIC PROGRAM INVENTORY FORM FOR EDUCATION PROGRAMS Please include with the ISBE Program Proposal. For additional programs, please submit one form for each. 1. Name of Institution: 2. Program Contact Information (Name, Address, and Phone Number): 3. Has your Education program been previously approved by the IBHE? Yes No a. If IBHE approval was not required because of your institution s grandfathered status, has your institution reported your program enrollment information for the Fall Enrollment Survey? Yes No b. If IBHE degree-granting program approval is needed, contact the Division of Academic Affairs. CURRENT PROGRAM INFORMATION: 4. Current Program Degree Title: (Example: BA in Elementary Education) 5. IBHE Region Authorized for Approval (Check all approved regions for this program): Region 1-North Suburban Region 2-Fox Valley Region 3-West Suburban Region 4-Western Region 5-Central Region 6-South Metropolitan Region 7-Prairie Region 8-Southwestern Region 9-Southern Region 10-Chicago 6. Current Program IPEDS CIP Code Classification of Instructional Programs: (Example CIP: ) 7. Last Date of Enrollment for Students in the Current Program (mo/day/year): / / NEW PROGRAM INFORMATION: (Please note that your program s name, region, and CIP codes might change) 8. New Program Degree Title: 9. IBHE Region Authorized for Approval (Check all approved regions for this program): Region 1-North Suburban Region 2-Fox Valley Region 3-West Suburban Region 4-Western Region 5-Central Region 6-South Metropolitan Region 7-Prairie Region 8-Southwestern Region 9-Southern Region 10-Chicago 10. New Program IPEDS CIP Code -- Classification of Instructional Programs: 11. First Date of Enrollment for Students in the New Program (mo/day/year): / / Questions? Please contact IBHE Division of Academic Affairs, Dr. Gretchen Lohman at lohman@ibhe.org or