Current through Register Vol. 48, No. 38, September 20, 2024
a) The
program shall be jointly established by one or more institutions or
not-for-profit entities and one or more public school districts or nonpublic
schools.
b) The responsibility and
roles of each partner in the design, implementation, and administration of the
program shall be set forth in a written agreement signed by each partner. The
written agreement shall address at least the following:
1) the process and responsibilities of each
partner for the selection and assessment of candidates;
2) the establishment of the internship and
any field experiences, and the specific roles of each partner in providing
those experiences, as applicable;
3) the development and implementation of a
training program for mentors and faculty supervisors that supports candidates'
progress during their internships in observing, participating, and
demonstrating leadership;
4) names
and locations of non-partnering school districts and nonpublic schools where
the internship and any field experiences may occur; and
5) the process to evaluate the program,
including the partnership, and the role of each partner in making improvements
based on the results of the evaluation.
c) Each program shall meet the National
Educational Leadership Preparation (NELP) Standards: Building Level 2018,
adopted by the National Policy Board for Educational Administration, 1904
Association Drive, Reston, Virginia 20191, and posted at
https://www.npbea.org/nelp/.
No later amendments to or editions of these standards are incorporated by this
Part. Each program shall also offer curricula to address all items in Section
30.30(d).
d) Each program shall
offer curricula that address student learning and school improvement and focus
on:
1) Practitioner examples, case studies,
leadership instruction, or other discussions through program coursework related
to the uniqueness of each level of PK-12 school systems, including all grade
levels (i.e., early childhood education through grade 12). Instructors may
utilize learning and other relevant standards (e.g., professional preparation
standards published by the National Association for the Education of Young
Children) in the curriculum that are appropriate to the leadership and
developmental needs of students based on their grade level and academic
program;
2) the role of instruction
(with an emphasis on literacy and numeracy), curriculum, assessment, and needs
of the school or district in improving learning;
3) the Illinois Professional Teaching and
Leading Standards (23 Ill. Adm. Code
24.130)
;
4) all students, with specific
attention on students with special needs (e.g., students with disabilities,
English learners, gifted students, students in early childhood programs);
and
5) collaborative relationships
with all members of the school community (e.g., parents, school board members,
local school councils or other governing councils, community
partners).
