a) The
principal preparation program shall rate each candidate's level of knowledge
and abilities gained and dispositions demonstrated as a result of the
candidate's participation in the internship required under Section
30.40 of
this Part. The candidate shall demonstrate competencies listed in subsections
(a)(1) through (4) of this Section by the completion during the course of the
internship of the tasks specified.
1) The
candidate conveys an understanding of how the school's mission and vision
affect the work of the staff in enhancing student achievement. The candidate
understands and is able to perform activities related to data analysis and can
use the results of that analysis to formulate a plan for improving teaching and
learning. As evidence of meeting this competency, the candidate shall:
A) review school-level data, including, but
not limited to, State assessment results or, for nonpublic schools, other
standardized assessment results; use of interventions; and identification of
improvement based on those results;
B) participate in a school improvement
planning (SIP) process, including a presentation to the school community
explaining the SIP and its relationship to the school's goals; and
C) present a plan for communicating the
results of the SIP process and implementing the school improvement
plan.
2) The candidate
demonstrates a comprehensive understanding of the process used for hiring staff
who will meet the learning needs of the students. The candidate presents
knowledge and skills associated with clinical supervision and teacher
evaluation, including strong communication, interpersonal, and ethics skills.
The candidate demonstrates the ability to apply the Standards for Professional
Learning (2020) promulgated by Learning Forward, 504 South Locust Street,
Oxford, Ohio 45056 and posted at
https://learningforward.org/standards-for-professional-learning/.
No later amendments to or editions of these standards are incorporated by this
Section. As evidence of meeting this competency, the candidate shall:
A) create a job description, including
development of interview questions and an assessment rubric, participate in
interviews of candidates, make recommendations for hiring (i.e., rationale for
action and supporting data), and prepare letters for candidates not
selected;
B) participate in a model
evaluation of a teacher, to include at least notes, observations, student
achievement data, and examples of interventions and support, as applicable,
based on the evaluation results, with the understanding that no candidate will
participate in the official evaluation process for any particular teacher;
and
C) create a professional
development plan for the school to include the data used to develop the plan,
the rationale for the activities chosen, options for participants, reasons why
the plan will lead to higher student achievement, and a method for evaluating
the effect of the professional development on staff.
3) The candidate demonstrates the ability to
understand and manage personnel, resources, and systems on a schoolwide basis
to ensure adequacy and equity, including contributions of the learning
environment to a culture of collaboration, trust, learning, and high
expectations; the impact of the budget and other resources on special-needs
students, as well as the school as a whole; and management of various systems
(e.g., curriculum, assessment, technology, discipline, attendance,
transportation) in furthering the school's mission. As evidence of meeting this
competency, the candidate shall:
A)
investigate two areas of the school's learning environment (i.e., professional
learning community, school improvement process, professional development,
teacher leadership, school leadership teams, cultural proficiency, curriculum,
and school climate), to include showing connections among areas of the learning
environment, identification of factors contributing to the environment's
strengths and weaknesses, and recommendations for improvement of areas
determined to be ineffective;
B)
analyze the school's budget, to include a discussion of how resources are used
and evaluated for adequacy and effectiveness; recommendations for improvement;
and the impact of budget choices, particularly on low-income students, students
with disabilities, and English learners; and
C) review the mission statement for the
school, to include an analysis of the relationship among systems that fulfill
the school's mission, a description of two of these systems (i.e., curriculum,
instruction, assessment, discipline, attendance, maintenance, and
transportation) and creation of a rating tool for the systems, and
recommendations for system improvement to be discussed with the school's
principal.
4) The
candidate demonstrates a thorough understanding of the requirements for, and
development of, individualized education programs pursuant to 23 Ill. Adm. Code
226.Subpart C, individualized family service plans (IFSP) pursuant to 23 Ill.
Adm. Code 226,
20 U.S.C.
1436, and 34 CFR 300.24(2006), and plans
under Section 504 of the Rehabilitation Act of 1973 (29 U.S.C.
794 and 34 CFR 104), including the ability to
disaggregate student data, as well as employ other methods for assisting
teachers in addressing the curricular needs of students with disabilities. The
candidate can work with school personnel to identify English learners (ELs) and
administer the appropriate program and services, as specified under Article 14C
of the School Code and 23 Ill. Adm. Code 228, to address the curricular and
academic needs of English learners. As evidence of meeting this competency, the
candidate shall:
A) use student data to work
collaboratively with teachers to modify curriculum and instructional strategies
to meet the needs of each student, including ELs and students with
disabilities, and to incorporate the data into the School Improvement
Plan;
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 ELs, students with disabilities, and
struggling and advanced readers);
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;
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, ELs, and students identified as
gifted);
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;
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
G) recognize the individual
needs of students and work with 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.
5) A principal preparation program
shall rate a candidate's demonstration of having achieved the competencies
listed in subsections (a)(1) through (4) as "meets the standards" or "does not
meet the standards" in accordance with Section 30.Appendix A of this Part.
A) A candidate must achieve a "meets the
standards" on each competency in order to successfully complete the
internship.
B) A candidate who
fails to achieve a "meets the standards" on any of the four areas of competency
may repeat the tasks associated with the failed competency at the discretion of
the principal preparation program.