Handbook for Educational Administration & Leadership

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1 Handbook for Educational Administration & Leadership School of Education 1

2 TABLE OF CONTENTS Organization of Educational Administration & Leadership Courses & Field Experiences. 1 Timeline for EDL 697 Internship...2 Course Expectations.2 Policies and Procedures. 4 Excerpts from the McKendree University Teacher Education Unit Conceptual Framework 4 Educational Administration and Leadership Professional Educator Model Assessments....9 Portfolio Guidelines.. 13 Principal Internship Application Site Supervisor Application. 18 Principal Internship Check Sheets...19 Internship Documentation Form.. 23 Application for Internship Extension..24 2

3 MCKENDREE UNIVERSITY Candidate Selection for the Educational Administration and Leadership Program Candidates for selection into the McKendree University Educational Administration and Leadership program must first meet all criteria for admission to graduate studies at the institution. These criteria include: A completed graduate admission application. Apply online at (no fee). Official transcripts from each college or university attended. Official transcripts are those that are mailed from institution to institution. A current vita or resume. Three professional references. A minimum 3.0 GPA on a four-point scale in undergraduate studies. Applicants may be required to participate in a personal interview to assess readiness for graduate studies. Additional requirements to be provided at the time of admission to the university for those candidates who plan to seek admission to the Educational Administration and Leadership program will include: Evidence of a valid and current Illinois teaching certificate (e.g., early childhood, elementary, secondary, special K-12, or special preschool-age 21 certificates). Evidence of a passing score on the test of basic skills/test of academic proficiency if the candidate had not been required to take the test for receipt of his or her Illinois teaching certificate. If a score on the test is not available, a candidate may be admitted to the university but must submit a passing score prior to the faculty interview for admission to the Educational Administration and Leadership program. Upon admission to the university candidates for admission to the Educational Administration and Leadership program are required to enroll in EDL 600 Introduction to Principal Preparation during the first enrollment period. This course is taught by a full time faculty member in the Educational Administration and Leadership program and informs candidates of all requirements for the program. These requirements include: field experience and internship expectations; required assessments; institutional, state and national standards that must be met; and, program admission criteria. The onecredit hour course meets four times over the semester. The first two meetings are instructional sessions involving the orientation, admission portfolio expectations and in-basket scenario strategies and practice. The third session includes monitored completion of the in-basket scenario exercise. The final session includes individually scheduled interviews with two full time faculty members in the Educational Administration and Leadership program. 3

4 Candidate Achievements The admission portfolio is to be submitted at least two weeks prior to scheduled interview so that two full time faculty members may prepare questions for each candidate seeking admission to the program. Faculty members also review the in-basket scenarios in preparation for the interviews. Portfolio contents include: Evidence of: o support for all students achieving high standards of learning; o accomplished classroom instruction, which shall include data providing evidence of two years of candidate growth and learning within the last five years, including how data was used to inform instruction; o significant leadership roles in past positions; o strong oral and written communication skills; o analytic abilities needed to collect and analyze data for candidate learning and evidence of how the results from candidate assessment improve learning; o demonstrated respect for family and community; o strong interpersonal skills; and o knowledge of curriculum and instructional practices. o A letter from the school district superintendent that assures that at the appropriate points in the internship the candidate will be permitted to complete field experiences; and will receive a placement as an intern in the district. Candidates are required to meet at the acceptable level on assessment rubrics for the portfolio, inbasket scenario, and interview to be considered for admission to the program. Other Requirements A letter from the school district superintendent that assures that at the appropriate points in the internship the candidate will be permitted to complete field experiences; and will receive a placement as an intern in the district. The letter from the superintendent will be added to the portfolio to ensure that if admitted to the program, candidates will have placements, and thus the ability to complete field experience and internship requirements. Upon recommendation of the Educational Administration and Leadership program full time faculty, the Council on Teacher Education will either: admit, admit with conditions or not admit the candidate into the program. Candidates who are not admitted to the program may select or be counseled into other degree programs offered by the McKendree University School of Education. Those failing to be admitted to the program may re-apply a second time after one semester. 4

5 Intern and Field Experience Requirements- Master s in Educational Administration and Leadership Welcome to the McKendree University Master s in Educational Administration and Leadership program. The purpose of this handbook is to provide information and guidance to candidates enrolled in the MAED courses to ensure academic success in the required practices. It is recommended that candidates also consult their instructor for answers to specific questions about the requirements for each class. All internship and field experiences are jointly supervised by a site supervisor (mentor) and university supervisor (faculty mentor). Internship may be undertaken while the candidate is employed and within the district of employment; however, the responsibilities must go beyond the candidate s current assignment. A candidate s current or past employment responsibilities are not eligible for intern assignments. A written report describing the activities and assessing the outcomes of the experiences are to be submitted to the candidate s site supervisor (mentor) and the university supervisor (faculty mentor) at the conclusion of the internship. Intern hours may be completed before, during, or after the professional work day across the broad array of activities and responsibilities as jointly agreed upon by the site supervisor (mentor). A site supervisor (mentor) cannot have more than two (2) McKendree interns at one time. The university supervisor (faculty mentor) must have a valid Illinois Certificate (Type 75). All SREB 13 Critical Success Factors along with their 36 competencies must be met. The internship has to cover all P-12 grade levels. Organization of Educational Administration & Leadership Courses and Field Experiences The following information identifies the McKendree University courses which include clinical hours to fulfill the field experience and internship requirements for Educational Administration and Leadership: EDU 612 Instructional and Curricular Design and Evaluation 10 hours EDL 610 Supervision of Instruction 12 hours EDL 625 Finance and Facilities for Principals 10 hours EDL 650 Principalship 10 hours EDL 691 Internship I Principal SREB and its 36 competencies EDL 692 Internship II- Principal SREB and its 36 competencies EDL 693 Internship III- Principal SREB and its 36 competencies 5

6 Placement Process EDU 612 Placement is completed by the candidate. Observation typically completed within district where employed. Hour log must be signed by both course instructor and district building administrator. EDL 610 Placement is completed by the candidate. Observation typically completed within district where employed. Hour log must be signed by both course instructor and district building administrator. EDL 625 Placement is completed by the candidate. Observation typically completed within district where employed. Hour log must be signed by both course instructor and district building administrator. EDL 650 Placement is completed by the candidate. Observation typically completed within district where employed. Hour log must be signed by both course instructor and district building administrator. EDL 690, EDL 691, & EDL 692 Candidates must apply for internship placement during the fall semester prior to the internship year. See application in this document. Documentation of Hours A log that reflects both hours and completion of the competencies is to be kept by the candidate and signed by the supervising mentor and course instructor. Logs are to be submitted to the instructor of the designated course with the requirements and scanned copies added to the candidate s portfolio. A sample log is attached to this document. Course Expectations Candidates are expected to experience many administrative activities, including some clerical duties, as appropriate, without violating confidentiality issues. In order to give mentors some guidance in the clinical experiences the Education Unit offers suggestions for each of the clinical components. EDU 612 Instructional and Curricular Design and Evaluation McKendree University candidates are required to spend 10 hours in the public/private schools. Candidates will work with their EDU 612 instructor to determine the topic. These topics will center around lesson design, school improvement components, data analysis, reading strategies, numeracy and problem solving techniques, Individual Family Service Plans, core standards, and curriculum audits. 6

7 EDL 610 Supervision of Instruction McKendree University candidates are required to spend 12 hours in the public/private schools. Candidates will work with their EDL 610 instructor to determine the topics. These topics will center around teacher evaluation that includes a summary narrative of these observations all in accordance with the provisions of Section 24 A-3 of the Illinois School Code. Other topics could include evaluation of job descriptions, board policies, student code of conduct, student handbooks, employment contracts, student discipline, and evaluation plans of teachers of special needs and ELL students. EDL 625 Finance and Facilities for Principals McKendree University candidates are required to spend 10 hours in the public/private schools. Candidates will work with their EDL 625 instructor to determine the topics. These topics will center around evaluations of local school budgets, district budgets, district audits, tax levy, school insurance, union contracts, state school revenue formula, grants (early childhood and IFSP competencies), technology purchasing plans, Riffing, financial strategic plans, transportation, curriculum and instruction, special education funding, and salary adjustments. EDL 650 Principalship McKendree University candidates are required to spend 10 hours in the public/private schools. Candidates will work with their EDL 650 instructor to determine the topic. These topics will center around leadership, starting a new school year, climate/successful teaching, time management and staff scheduling, budgets/buildings and grounds, recruiting/mentoring programs/staff development, school improvement, communications, trust, special education/innovation, bullying, IEP process, parent community involvement, 504 procedures, ELL learners, early childhood learners, 36 competencies, and Professional Development Plans. EDL 690 Internship I Principal EDL 691 Internship II- Principal EDL 692 Internship III- Principal The principal internship is a twelve month experience beginning on June 1 of each year and ending May 31. Candidates enroll in three courses to fulfill the internship requirement, EDL 690 Principal Internship I (1 credit hour), EDL 691 Principal Internship II (2 credit hours) and EDL 692 Principal Internship III (4 credit hours). The three courses share a common syllabus to ensure the continuity, consistency and engagement over the twelve month internship period. 7

8 An extension of time for up to one year to complete the internship will be granted by issuing a grade of IP (In Progress) for EDL 692, the third and final course. By university policy, the candidate will have until the end of the fall semester to complete the course. If progress is being made toward the completion of the internship, an extension of the IP grade may be awarded by the course instructor for an additional semester. Prior to commencement of the internship each candidate will meet with a full-time faculty member in the program, the faculty supervisor (if not the full time faculty member) and the mentor who will assess the fall and spring semester settings that will be used by the candidate. Based upon this assessment, the June-August period (EDL 690) will be designed to ensure that the candidate is engaged in experiences in instructional activities at grade levels and in settings that may not be accessible during the regular academic year (September-May). These experiences may include additional grade levels, general education, special education, early childhood, bilingual education, English Language Learner and gifted education settings at the internship site and/or additional sites as agreed upon in the plan. During the summer internship, the candidate will complete at least four weeks of residency in one school with experiences in other schools that covers all grade levels P-12. Candidates are required to submit an action plan developed in collaboration with the internship supervisor and the assigned mentor for the entire internship that will outline the activities to be completed. The plan will be completed using the format specified by the program to ensure that all required activities, artifacts and assessments are completed during the internship experience. The plan will be entered in the required format to ensure that all required components of the internship are planned, scheduled and completed. During the internship candidates are required to maintain a daily log of activities using a LiveText form and complete a weekly reflection shared in LiveText to ensure that only activities related to the provision of instruction are completed. The reflection is shared with the mentor and university supervisor in LiveText. The reflection will include a statement of progress on action plan items that were addressed during that week. The internship action plan is required to include plans for the candidate to engage in instructional activities that involve teachers at all grade levels these areas: 1. general education settings; 2. special education settings; 3. bilingual education settings; 4. gifted education settings; 5. early childhood settings; 6. working with grants including IFSP and its competencies; 8

9 7. observation of the hiring of teachers, other certified staff, and noncertified staff; 8. observation of supervision and evaluation of teachers, other certified staff, noncertified staff; 9. development of a professional development plan for teachers; 10. leadership opportunities to demonstrate that the candidate meets the required competencies described in the Illinois Internship Assessment Rubric. These experiences will be checked on the internship log and verified by the mentor and university supervisor on a weekly basis. The plan will include whether the intern is expected to be in a participant or leadership role for those activities designed to meet SREB competencies. At least 80% of SREB competency indicators will be in a leadership role and 100% must be at least as a participant. To successfully complete the internship, each candidate will be required to include in the plan where and when the following artifacts will be completed and submitted to the mentor and university supervisor. The artifacts will be assessed using the appropriate assessment rubrics for each focus area. Assessment of the artifacts will ensure that the candidate meets the requirements of the internship as defined in ISBE rules. The applicable additional assessments are listed with each focus area: Focus Area 1.1 (SREB 1c, 2c, 4b, 4d, 6a, 6b, 12a, 12b) (LINC - Rules Section 30.45(a)(4) E) 1. Multimedia Presentation on school vision and mission as related to SIP 2. Handouts on presentation 3. Meeting minutes documenting presentation 4. Feedback/input from audience Focus Area 1.2 (SREB 1d, 5a, 5b, 9a) 1. Evidence of working with faculty to review and analyze national, state, district, school and classroom data to identify academic achievement interventions for each of the school s NCLB subgroups or low performing students. 2. Analysis of data on process preparing for, working with, following up on the work with faculty in the identification of interventions that will improve student learning for all NCLB subgroups. 3. 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 9

10 interventions; and the meeting minutes verifying the input of, and work done by, the faculty on the interventions. Focus Area 1.3 (SREB 1a, 2b, 4a, 7a, 13a) (LINC - Rules Section 30.45(a)(4) A) 1. A school improvement action plan 2. Data and other information used with staff who work on the creation and implementation of the action plan 3. Documentation of meetings and processes used to monitor the progress of the implementation 4. Evidence of a formative evaluation process and impacts on student learning attained as a result of the initiative. Focus Area 1.4 (SREB 1b, 2a, 4c) (LINC - Rules Section 30.45(a)(4) F, G) 1. An outline of a presentation to the school leadership team on the progress toward meeting the goals of the SIP 2. A multi-media presentation (Power Point or other), handouts 3. An explanation of the analysis of interventions implemented in support of the SIP and how the recommendations incorporate that analysis 4. A list of recommendations 5. Meeting minutes or other evidence that the presentation took place 6. Feedback/input received as a result of the presentation. ISBE Assessment 2 Focus Area A job description created by the candidate or an analysis of an existing standard school district with a memo that describes recommended improvements addressed to the superintendent or HR director 2. A description of collaboration with staff on alignment of the job description with student learning needs 3. Evidence of participation in the interview of an applicant for the position 4. Evidence of the recommendation of an applicant for the position 10

11 Focus Area A reflection on the knowledge and skill required to perform the role and how the outcome contributes to student learning 6. Interview questions 7. Evaluation tools used to rate the applicants 8. Rejection letters for candidates who were not selected 1. Documentation from the formative pre-observation conference for a teacher including notes and forms used. 2. Evidence of a classroom observation including notes and forms used. 3. Documentation from the post-observation conference including notes and forms used. 4. The written summative evaluation of the teacher s performance including recommendations for professional development.. 5. A reflection in which the candidate articulates the effects of supervision on student learning and the school improvement process. Focus Area 2.3 (SREB 8a, 10a) The internship time-log and reflections clearly indicate: 1. Knowledge of the National Staff Development Council s Standards for Staff Development 2. Application of the standards to the professional development plan embedded in the school s SIP 3. A mechanism for evaluating the effectiveness of the plan to improve student learning. ISBE Assessment 3 Focus Area 3.1 (SREB 3a, 3b, 3c, 3d, 3c, 3f, 3g, 8b, 8c, 9b, 10b, 13b) (LINC - Rules Section 30.45(a)(4) B, C, D) 1. A review and map of the learning environment of the internship school 2. An analysis of supporting and impeding factors 3. An evaluation of the systems effectiveness and recommendations for improvement 11

12 Focus Area 3.2 (SREB 11a) 1. A copy of the school budget that was reviewed with, and initialed by, the mentor 2. A report containing the details of how the budget resources are used, and how the resources are evaluated for adequacy and assessed for effectiveness and efficiency. The report addresses the impact of the budget on NCLB student subgroups, such as limited English proficiency, special education and economically disadvantaged. 3. Recommendations for improvement. Focus Area 3.3 (SREB 11b) 1. An evaluation of the application the school mission two systems, one instructional and one management 2. A clear connection of recommended changes to the mission of the school 3. A mapping of two systems 4. An assessment tool used for the systems evaluation 5. An analysis of the data using the assessment tool 6. Recommendations for improvement. SREB Competencies and Components for Field and Clinical Experiences: 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. a). working with teachers to implement curriculum that produces gains in student achievement as defined by the mission of the school. b) working with the administration to develop, define and/or adapt best practices based on current research that supports the school s vision. c) working with the faculty to develop, define, and/or adapt best practices, based on current research, that support the school s vision. d) assisting with transitional 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). 2. School leaders are able to set high expectations for all students to learn high-level content. 12

13 a) developing/overseeing academic recognition programs that acknowledge and celebrate student s success at all levels of ability. b) activities resulting in raising standards and academic achievement for all students and teachers. c) authentic assessments of student work through the use and/or evaluation of rubrics, end-of-course tests, projects. 3. School leaders are able to recognize and encourage implementation of good instructional practices that motivate and increase student achievement. a) using a variety of strategies to analyze and evaluate the quality of instructional practices being implemented in a school. b) working with teachers to select and implement appropriate instructional strategies that address identified achievement gaps. c) working on a school team to prioritize standards and map curriculum in at least one content area across all grade levels of the school. d) working with a group of teachers to unwrap adopted standards and develop assignments and assessments aligned with the standards. e) working with a school team to monitor implementation of an adopted curriculum. f) involvement in the work of literacy and numeracy task forces. g) working with curriculum that is interdisciplinary and provides opportunities for students to apply knowledge in various modalities across the curriculum. 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. a) working with staff to identify needs of all students. b) collaborating with adults from within the school and community to provide mentors for all students. c) engaging in activities designed to increase parental involvement. d) engaging in parent/student/school collaborations that develop long-term educational plans for students. 5. The school leader is able to use data to initiate and continue improvement in school and classroom practices and student achievement.. a) analyzing data (including standardized test scores, teacher assessments, psychological data, etc.) to develop/refine instructional activities and set instructional goals. b) facilitating data disaggregation for use by faculty and other stakeholders. 13

14 6. The school leader is able to keep everyone informed and focused on student achievement. a) analyzing and communicating school progress and school achievement to teachers, parents and staff. b) gathering feedback regarding the effectiveness of personal communication skills. 7. The school leader is able to make parents partners in their student s education and create a structure for parent and educator collaboration. a) working in meaningful relationships with faculty and parents to develop action plans for student achievement. 8. The school leader is able to understand the change process and have the leadership and facilitations skills to manage it effectively. a) working with faculty and staff in professional development activities. b) inducting and/or mentoring new teaching staff. c) building a learning community that includes all stakeholders. 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. a) study groups, problem-solving sessions and/or ongoing meetings to promote student achievement. b) scheduling, developing and/or presenting professional development activities to faculty that positively impact student achievement. 10. The school leader is able to organize and use time in innovative ways to meet the goals and objectives of school improvement.. a) scheduling of classroom and/or professional development activities in a way that provides meaningful time for school improvement activities. b) 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. 11. The school leader is able to acquire and use resources wisely. a) writing grants or developing partnerships that provide needed resources for school improvement. b) developing schedules that maximize student learning in meaningful ways with measurable success. 14

15 12. The school leader is able to obtain support from the central office and from community and parent leaders for their school improvement agenda. a) working with faculty to communicate with school board and community stakeholders in a way that supports school improvement. b) working with faculty, parents and community to build collaboration and support for the school s agenda. 13. The school leader is able to continuously learn and seek out colleagues who keep them abreast of new research and proven practices. a) working with faculty to implement research based instructional practices. b) working with professional groups and organizations. Policies and Procedures Candidates are expected to write reflections about their clinical experiences as they progress through the program. The McKendree Education Unit requires that candidates be placed with mentors who have at least three years experience. McKendree University faculty members in education will supervise these field experiences. These faculty members will have a valid Illinois Type 75 certificate. The faculty member will visit the cooperating schools, observe, and evaluate the candidates. Should problems arise, cooperating mentors should call the Director of Master s in Education (Dr. Jim Rosborg) at (618) or or the Internship Placement Officer (Ms. Tricia Straub) at (618) or at Problems and concerns need to be honestly evaluated by the mentor. Comments by the mentor are encouraged in addition to the evaluation provided by the Education Unit. Comments, both positive and negative, are necessary and helpful in determining whether a candidate should continue or be counseled out of the program. For those candidates completing intern experiences in a building other than which they are employed full-time, attendance at the assigned school for the duration of the clinical experience is expected. In case of illness or emergency, the mentor must be notified, as well as the course professor. Unexcused absences will result in a lowered grade. Professional behavior and adherence to the dispositions, as outlined earlier, are expected of all candidates. Professional dress, on-time arrival, and mature behavior express a personal commitment on the part of the candidate to the profession they have chosen. All 15

16 candidates must pass the content area test prior to the conclusion of the internship. All candidates must complete and pass the required assessments for the internship. All candidates must address each of the SREB standards and its 36 competencies to complete the internship requirements. Required Standards ISLLC Standards Excerpts from the McKendree University Teacher Education Unit Conceptual Framework 1. ISLLC 1 Facilitating a Vision of Learning 2. ISLLC 2 School Culture and Instructional Programs 3. ISLLC 3 Management 4. ISLLC 4 Collaboration with Families and Communities 5. ISLLC 5 Acting with Integrity, Fairness, and in an Ethical Manner 6. ISLLC 6 The Political, Social, Economic, Legal and Cultural Context Dispositions 1. respects cultures, values, beliefs, and talents of all people 2. believes that all students can learn 3. values the importance of diversity in an ever changing world 4. values the use and application of technology in teaching and learning 5. appreciates the responsibility of educators to motivate and affect student learning 6. reflects professional ethics that are mirrored in McKendree University s tradition of Christian values 7. believes that professional development is essential for growth in teaching, learning, and service 8. is committed to a career in education that is based upon lifelong reflection 9. values the contextual and interactive roles between the profession and the community 10. believes that educators must be effective oral and written communicators Educational Administration and Leadership Professional Educator Model Assessments The McKendree University School of Education created a standards-based curriculum and assessment system for all programs. The programs incorporate standards that reflect the integration of content, pedagogy and professional studies. The conceptual framework links course work and the assessment system. A portfolio evaluation system was created as a systematic way of monitoring a candidate s progression through the programs. Candidates are required to meet screening criteria and pass through program assessment points that define their progression through the program. Performance indicators are outlined for each gate. In order to complete the requirements for each gate, the candidate works with a faculty advisor while completing course work or field experiences. The candidate is then required to complete a final assessment based on program standards. An interview, review or evaluation by the candidate serves to inform the faculty and validate the candidate s progress in the program. The 16

17 purpose of the McKendree University assessment system is to ensure the preparation of candidates who demonstrate the knowledge, skills and dispositions inherent in the framework for teacher education model. All candidates are required to complete EDU 600 Professional Educator Seminar during the first semester of enrollment to complete a portfolio at the end of their program to demonstrate their proficiency on the standards that reflect the McKendree University Framework for Teacher Education Model, Illinois State Board of Education (ISBE), and Interstate School Leadership Licensure Consortium (ISLLC) standards. This portfolio is developed by using Livetext software. Livetext is the technology used to aid McKendree University to assess its candidates and programs. Each candidate is required to successfully pass through all four consecutive assessments (gates) that reflect a developmental progression through the program. All assessment expectations and criteria are outlined and presented to all candidates in EDU 600 Professional Educator Seminar. In order to complete the requirements for the program, each candidate is assigned a graduate studies advisor who serves as the portfolio advisor and reviewer. Action research reports are completed under the guidance of a School of Education graduate faculty member. At the completion of all course work and the action research component, the candidate completes the portfolio requirements. Candidates assess their own proficiency on the program standards and then submit the final portfolio for faculty review. The program standards are imbedded in each candidate s individual portfolio. All Educational Administration and Leadership candidates are required to successfully pass through all four consecutive assessments that reflect a developmental progression through the program. All assessment expectations and criteria are outlined and presented to all candidates in a program orientation. In order to complete the requirements for the program, all candidates are assigned a graduate faculty advisor who serves as the portfolio advisor and reviewer. A 12 month internship is included in the program in addition to 42 hours of field experience embedded in these courses: EDU 612, EDL 610, EDL 625 and EDL 650. The Illinois Professional School Leader Standards require that principal candidates meet six standards prior to certification. The six standards relate to: 1. Facilitating a Vision of Learning 2. School Culture and Instructional Program 3. Management 4. Collaboration with Families and Communities 5. Acting with Integrity, Fairness, and in an Ethical Manner 6. The Political, Social, Economic, Legal and Cultural Context Gate 1: Admission to the Program Candidates formally apply to the Principal Preparation program upon completion of EDL 600. The Council on Teacher Education (COTE) and the Chair of the School of Education will review the applicants qualifications to confirm their eligibility. The EDU 600 Professional Education Seminar provides an orientation to the program including the conceptual framework, program standards, policies and portfolio guidelines. It also provides a check on the match of individual professional goals with the program values and standards, as well as a preliminary assessment of readiness on standards. Candidates will also complete a technology competency assessment (CAT1) during the first semester of enrollment. If the results of the technology assessment identify a deficiency in the use of technology the 17

18 candidate will be required to successfully complete an undergraduate prerequisite course on technology in education. The following documentation is required for admission to the Master of Arts in Education degree program in Educational Administration and Leadership and completion of the first gate: Completion of EDL 600 which includes: o o o o Submission and assessment of admission portfolio Successful interview with program faculty Successful completion of in-basket scenario Submission of letter of recommendation from school district superintendent Completed application and admission GPA (see admission requirements in catalog); CAT1; Council on Teacher Education (COTE) Approval. Gate 2: Prior to Principal Internship Candidates continue to gather evidence from course work and their professional practice at this assessment point. Faculty members assess portfolio evidence within the context of their respective class. Candidates will continue to have their GPA progress monitored by their advisor and the School of Education. Candidates need to successfully complete EDU 641 Educational Research & Statistics and EDU 645 Action Research Planning in order to complete the Action Research Project component of the degree program. Completion of gate 2 includes: Minimum 3.0 GPA in EDU 641 and EDU 645; Writing Assessment (EDU 610/615); Oral Assessment (EDU 611); Dispositions Assessment; Ethics Assessment (EDL 620); Action Research Planning Assessment (EDU 645); School Improvement Assessment (EDU 612); Portfolio Review; COTE Approval. Action Research Description Graduate students enrolled in the Master of Arts in Education degree program are required to conduct an action research project. Degree seeking candidates are required to take two research courses, EDU 641 Educational Research & Statistics and EDU 645 Action Research Planning. Candidates are to conduct the research during the academic year in the context of a classroom. Action Research Planning (EDU 645) facilitates candidates planning action research and the realization of its value to them as educators. After defining an action research topic, candidates conduct a review of pertinent literature related to the topic and design an appropriate research plan for their educational setting. At the conclusion of the course, candidates will construct a detailed paper that includes a rationale for the research project, the review of the literature and the methodology for the research project. 18

19 Completion of the Action Research Project is embedded in the 12 month principal internship. The completed project must include a statement indicating how the planned research will have an impact on student learning. Gate 3: Internship Completion The principal internship is a 12-month experience under the supervision of an approved school administrator and the university requiring completion of EL 690, 691, and 692. Internship assessments require the completion of activities specified within the assessment rubrics. These include the 13 SREB Competencies with 36 indicators that require participation in 100 percent of activities and a leadership role in 80 percent of activities. The internship is designed to provide candidates with practical experience related to principal certification standards. Portfolio artifacts will be developed to show performance activities that meet all School Leadership and Principal certification standards required by the University and the Illinois State Board of Education. Internship hours can be completed before, during and after the school day across a broad array of activities and responsibilities that reflect all aspects of the principal s role in the school and required Illinois standards. The internship requires a four-week full-time experience, as well as experience with English Language Learners, Special Education, Early Childhood, and must include elementary, middle level and secondary school experiences. Completion of gate 3 includes: Completion of Internship (EDL 690, 691, 692) including: o Successful completion of the SREB activities assessment, 100% participation, 80% leadership role o Successful completion of the Illinois Principal Internship Assessment Rubric, 100% met o Successful completion of the McKendree University Dispositions Assessment o Completion of the Action Research Project with Impact on Student Learning statement Passage of the ICTS Principal Test (EDL 698); Gate 4: Program Completion/Prior to Entitlement/Portfolio Review The final gate provides the summative evaluation of candidate performance on the program standards. The candidate, the faculty advisor and the instructor of EDL 699 Portfolio Assessment review the portfolio. An interview may be required if the faculty need further clarification about the portfolio. Completion of gate 4 includes: 19

20 Minimum 3.0 GPA; Completed coursework and requirements; Faculty Assessment of Portfolio (EDL 699); Dispositions Assessment; Interview (if necessary); COTE Approval. Professional Performance Portfolio The portfolio is developed by the candidates throughout the program and is reviewed and assessed at the completion of the program. This type of assessment provides for a sustained reflection of candidates academic work in a systematic way. The standards of the education profession are reflected in the standards of this program. Through the systematic monitoring of a candidate s progress towards proficiency on established standards throughout the graduate program, learners have an integral and conscious part in the learning process. Candidates are given individual responsibility and ownership in the process through the creation of the portfolio. Candidates are interactive partners with professors in shaping the learning process. All candidates in the program are to complete a portfolio as the final program assessment prior to degree completion. The purpose of the portfolio is to evaluate the achievement of the intended learning standards as established by the division. There are benefits to both candidates and faculty who are involved in the portfolio assessment process. For the candidates, the portfolio is a method of assessment that allows them to demonstrate their breadth of knowledge on the program standards. Additional goals of the portfolio include assisting candidates to understand their own learning and to celebrate the achievement of learning. For the faculty, the portfolio process can act as a catalyst for program evaluation and refinement. Data gathered from the candidates portfolios also serve to inform program development. The portfolio assessment, based on the divisional program standards provides for the alignment of course work assessments to the McKendree University conceptual framework. Faculty members both create standards based assessments and continually assess evidences from course work. Candidates may select evidences from coursework in the graduate program to be included in their final portfolio. Candidates are encouraged to include their best work that exemplifies standards. The evidence can represent a range of accomplishments by the candidates. Another source of evidence could come from the candidates own professional practice or practicum experiences. The application of theory in the world of the candidates educational settings is strongly encouraged. Such documentation focuses on actual achievements that are viewed directly as what candidates know and can do. Portfolio Guidelines The purpose of the portfolio is to evaluate the candidates achievements of intended learning outcomes by assessing their proficiency on the program standards. Candidates and faculty will review the candidates breadth of knowledge and achievement by examining work that exemplifies the standards and that represents a wide range of accomplishments. Portfolio evidences reflect both course work products as well as the application of theory in the world of the Principal s school setting. 1. The portfolio of professional work typically is presented using the LiveText web-based portfolio development system. The portfolio may subsequently be prepared in hard-copy form and also copied to a CD. A standard portfolio template format will be available through the LiveText web site. 2. Review the standards and reflect upon their meaning. 3. Gather artifacts from completed course work. 20

ISBE 23 ILLINOIS ADMINISTRATIVE CODE 30

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