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INTERNSHIP HANDBOOK
UNIVERSITY OF ILLINOIS SPRINGFIELD
DEPARTMENT OF EDUCATIONAL LEADERSHIP
Rev. July 19, 2017
PRINCIPAL INTERNSHIP HANDBOOK
EDL 526 & 527
for the
Intern, Mentor Principal, and University Supervisor
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Table of Contents
Table of Contents ........................................................................................................ 1
Documents List ........................................................................................................... 2
Introduction................................................................................................................. 3
Course Overview ......................................................................................................... 3
Definitions ................................................................................................................... 4
Internship - Course Requirements .............................................................................. 5
Prior to Beginning Course ............................................................................................ 5
Prior to Beginning Activities and Logging Hours ......................................................... 5
During the Internship .................................................................................................. 6
Prior to Obtaining Principal Endorsement through ISBE ............................................. 6
Placement .................................................................................................................... 6
Planning ....................................................................................................................... 6
Interns General Responsibilities .................................................................................. 7
Mentor Principal Responsibilities ................................................................................ 7
University Supervisor Responsibilities......................................................................... 8
University Supervisor Job Description ......................................................................... 9
Mentor Principal Training Agenda............................................................................. 10
Intern Evaluation of Mentor Principal ....................................................................... 11
University Supervisor Evaluation of Mentor Principal .............................................. 12
Supervision of Marginal Interns ................................................................................ 13
On Campus Seminars ................................................................................................ 14
Activities .................................................................................................................... 15
Time Commitment .................................................................................................... 15
Evaluation .................................................................................................................. 16
Action Plan ................................................................................................................ 17
Documentation ......................................................................................................... 17
The e-Folio ................................................................................................................. 18
Mid-Term and Final Reflections ................................................................................ 18
Embedded Field Experiences .................................................................................... 19
Components of Coursework Requirements .............................................................. 20
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Documents
Clinical Practice Contract .......................................................................................... 22
Current EDL Internships Locations ............................................................................ 25
Non-Partner Schools Internship Agreement ............................................................. 27
Principal Internship Agreement ................................................................................ 29
Mentor Principal Certification Form ......................................................................... 30
Internship Evaluation by Mentor Principal ............................................................... 31
Internship Evaluation by University Supervisor ....................................................... 37
University Supervisor’s Visitation Report ................................................................. 43
Intern’s Self-Evaluation ............................................................................................. 45
Intern’s Self-Assessment Inventory .......................................................................... 47
Common Portfolio Rubric ......................................................................................... 53
Internship Portfolio Grading Rubric .......................................................................... 55
Application for Principal Internship Extension .......................................................... 57
University Student Petition ....................................................................................... 58
Sample Action Plan ................................................................................................... 59
Standards, Objectives, & Activities Form .................................................................. 63
Formal Assessment Descriptions .............................................................................. 68
Rubrics for Formal Assessments ............................................................................... 74
SREB Competencies Aligned with Internship Assessment Rubric ........................... 116
Principal Preparation Internship Assessments (LINC) ............................................. 127
Principal Preparation Program Evaluation .............................................................. 136
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INTRODUCTION
Clinical Experiences are essential elements of administrative preparation. They are
provided in two distinct forms to students completing certification requirements at the University
of Illinois Springfield (UIS). One approach to the clinical experiences requirement is through
administrative, research and data collection/analysis activities embedded into coursework that is
part of the regular UIS administrator preparation program. A listing of those courses and
associated experiences may be found on page 19.
The second approach, and the major focus of this document, is the internship. This
handbook will outline the rationale, purpose, guidelines, procedures and requirements for
successfully completing the two course series that constitute the UIS principal internship
experience. Fulfillment of the internship course requirements will, in conjunction with other
degree and experiential requirements established by the Illinois State Certification Board and UIS,
result in eligibility for an Illinois Principal’s Endorsement
COURSE OVERVIEW
The Principal Internship in the Educational Leadership Program at UIS has been designed
to provide future administrators with experience in leadership roles in a field setting. Under the
guidance of a University Supervisor, students will work directly with a Mentor principal on day-to-
day activities associated with the principal’s role as a school leader. Through involvement in
practical field experiences, students acquire a realistic perspective of educational leadership and
develop the knowledge, skills and dispositions needed for successful entry into administrative
positions.
The clinical experiences should address individual student’s career goals and professional
development needs, but at the same time must meet the exacting standards, requirements and
assessments set forth by the Illinois School Code and UIS. The goal is to assure uniformly high
quality internship experiences for all students and a solid grounding in the skills essential to
leading high performing schools. Although the work is immanently practical and reflects best
practice, the structure of The Principal Internship is grounded in research and is standards based.
Research stems from, School Leader Internship, (Martin, et.al., 2005), School Leader Preparation:
A Blueprint for Change, (Illinois Board of Higher Education, 2006), and, The Principal Internship:
How Can We Get It Right? (Southern Region Education Board, 2005). Standards that guide the
intern’s activities are the Educational Leadership Policy Standards, (Interstate School Leaders
Licensure Consortium, 2008), and, The 13 Critical Success Factors for Effective Principals,
(Southern Region Education Board, 2005).
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DEFINITIONS
University Supervisor -- A faculty member employed on a full-time or part-time basis in the
principal preparation program who supervises students during the internship period and
is responsible for the EDL 526 & 527 instruction and internship course requirements.
Intern – A candidate for principal endorsement who is completing of a State-approved principal
preparation program established pursuant to Section 21-7.6 of the School Code [105 ILCS 5/21-
7.6] and this Part and who have fulfilled the requirements for receipt of a principal endorsement
set forth in Section 21-7.1 of the School Code [105 ILCS 5/21-7.1] and 23 Ill. Adm. Code 25.337
(Principal Endorsement)
Internship – A student’s placement in public or nonpublic schools for a sustained, continuous,
structured and supervised experience lasting no more than 24 months, during which the
student engages in experiences and leadership opportunities to demonstrate proficiencies
in required competencies expected of a principal.
1. Sustained experiences are defined as those that occur over a number of days and for a significant duration of time. The intern shall complete activities over not less than twelve months and not more than 24 months. 2. Continuous experiences are those that occur over a period of 12-24 months. This will require at least 240 hours of activities. 3. Supervised is defined as working under a principal mentor at the building site and a faculty supervisor. 4. Structured is defined as activities required by the Internship Assessment Rubric, The LINC Rubric, the 13 CSR and 36 activities as well as other assignments listed in the Internship Handbook. The Internship Handbook includes the Roles and Responsibilities of the Mentor Principal and Faculty Supervisor, including meeting requirements.
Mentor Principal – The principal of the public or nonpublic school in which a student is placed
who works directly with the candidate on the day-to-day activities associated with the
principal’s role as the building leader.
Partner Districts -- Ball-Chatham Community Schools, Rochester CUSD 3a, and Auburn School
District.
School level – Pre-K, Elem (K-5), middle school (6-8), high school (9-12)
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INTERNSHIP
Course Requirements
The Principal Internship consists of two two-credit-hour courses, EDL 526 and EDL 527,
which are to be taken in successive semesters. Each course requires a minimum of 120 hours of
administrative activities. The activities are focused by a series of formal assessments and rubrics
designed to insure quality work that meets the intent of the research and standards upon which
the courses are based. The internship is designed to be completed within 24 months but may be
extended due to extenuating circumstances such as medical or family emergencies or changing
employment circumstances. The extension request form may be found on the course Blackboard
site.
Prior to Beginning the Course:
The following items must be submitted to the Educational Leadership Department Office.
1. Evidence of completion of 28 hours of EDL coursework, including:
a. EDL 502 School Finance
b. EDL 503 School Law
c. EDL 505 Introduction to Research
d. EDL 509 Organizational Dynamics
e. EDL 511 School Improvement
f. EDL 519 Principalship
g. EDL 525 Supervision of Instruction
2. A completed Educational Leadership Program Special Approval Request form
3. A letter from your current employer indicating your years of teaching experience
4. A copy of your current teaching certificate
5. Clinical Practice Contract
6. Original signed, Principal Internship Agreement (pg. 29)
7. Completed Mentor Principal Certification Form (pg. 30)
Prior to Beginning Activities and Logging Hours:
1. The student must attend the on-campus Clinical Orientation Class.
2. The student must submit a completed course Action Plan for review by the University
Supervisor and the Mentor Principal.
3. Complete the Intern’s Self-Assessment Inventory. (sample shown on page 47 but taken
electronically on WebTools through a link given on the Blackboard class homepage)
4. Establish a Box file and e-folio template for EDL 526/527.
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During the Internship:
1. Students must complete a minimum of 120 hours of administrative activities for both EDL
526 and EDL 527 resulting in a minimum or 240 hours for the internship.
2. Students must respond to the University Supervisor each week via the Discussion Board
on the course’s Blackboard site.
3. Participate in a minimum of four on-site meetings with the University Supervisor.
4. Complete the eight formal (ISLLC) assessments.
5. Complete the thirty-six SREB competencies.
6. Complete LINC competencies.
7. Maintain an activity log.
8. Develop an e-folio utilizing Box.
9. Attend three on-campus internship seminars.
10. Write a mid-term reflection at the completion of EDL 526 and a final reflection at the end
of EDL 527.
11. Complete an Interns Self-Assessment Inventory at the end of EDL 527.
Prior to obtaining Principal Endorsement through ISBE
1. Pass ISBE Illinois Licensure Testing System tests for Principals, numbers 195 and 196.
2. Pass Reading and Special Education Contents training using Blackboard.
3. Pass Growth through Learning Test for principals and administrators.
PLACEMENT
The candidate will assume the primary responsibility for identifying the site for the
internship and contacting the proposed Mentor Principal. If the placement is in the candidate’s
own district, approval will be granted contingent upon the candidate demonstrating that he/she
can attain the objectives of the program as well as he/she could in another district within
reasonable driving distance. The internship experiences must be of a different nature than that of
the candidate’s current (or a previously held) position.
PLANNING
The candidate’s internship experiences should be jointly planned by the candidate, the
Mentor Principal and the University Supervisor. At the Internship Orientation Class, the
candidate will receive detailed instructions and assistance in preparing their Action Plan which
will serve as a blueprint for the conduct of the internship. It is the responsibility of the candidate
to discuss with the Mentor Principal the opportunities and experiences available at the site, and
those chosen should clearly relate to the standards and assessments of the internship.
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Interns General Responsibilities:
1. Initiate an exploratory conference with representatives of the sponsoring district to
discuss objectives, potential experiences and possible Mentor Principals.
2. Meet all of the items listed under Course Requirements.
3. Develop and maintain a close working relationship with the Mentor Principal.
4. Stay on task and do quality work!
Mentor Principal Responsibilities:
In order to insure a successful on-site experience for the intern, the Mentor Principal is
requested to assume the following responsibilities and tasks.
1. Submit a Mentor Principal Certification Form (pg. 30) to the Internship Program Coordinator verifying that they hold a current and valid Illinois Principals’ Endorsement, and have a minimum of three years of successful experience as a principal with increased candidate learning in two out of the previous five years.
2. Attend a Mentor Principal Training, which will include training on the Critical Success
Factors and Competencies, candidates’ requirements and assessments. During this
meeting Faculty Supervisors and Mentor Principals will review the assessment of the
internship to set forth expectations for the internship and guide mentors in documenting
and evaluating candidate performance.
3. Be willing to delegate responsibility to the intern.
4. Provide and support meaningful administrative activities related to the school’s
instructional program and school improvement plan.
5. Attend at least 4 on-site meetings with the intern and University Supervisor.
6. Provide constant advice, guidance and formative evaluation to the intern.
7. Maintain contact with the University Supervisor relating to the intern’s progress.
8. Validate the intern’s activity log.
9. In conjunction with the University Supervisor, evaluate and or monitor the Illinois
Principal Preparation Internship Rubrics, the LINC rubric and the SREB Competencies
Rubric.
10. Submit a summary letter to the Educational Leadership Department at the end of the
internship verifying the candidate has met the requirements of the internship under their
direct supervision.
11. Meet regularly with intern (at a minimum of once per week, ideally daily) to plan and to
provide feedback on his/her participation in and leading of internship activities.
12. Confer regularly with the intern concerning his/her performance and progress.
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13. Work directly with intern so that he/she can participate in 100% of the specific tasks
related to meeting the SREB Critical Success Factors and 36 Competencies.
14. Work directly with intern so that he/she can lead 80% of the specific tasks related to
meeting the SREB Critical Success Factors and 36 Competencies.
15. In conjunction with the University Supervisor, develop and monitor any needed
remediation plans for strengthening the intern’s performance.
16. Provide on-site opportunities for the intern to observe, participate and lead supervisory
and administrative activities that are related to candidate learning when and where
possible, in accordance with the Internship Plan.
17. Supervise a maximum of two interns from any Principal Preparation Program at a time.
University Supervisor Responsibilities:
In order to insure a successful internship experience, the university Supervisor will assume
the following responsibilities and tasks.
1. Conduct the Clinical Orientation class.
2. Conduct a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting faculty supervisors and mentor principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.
3. Conduct three on-campus seminars to discuss issues related to student learning and school improvement arising from the interns’ experiences.
4. Conduct at least four on-site meetings with the intern and their mentor.
5. Work collaboratively with the Mentor Principal to complete the assessments of the intern’s performance.
6. Maintain a course Blackboard site for the purpose of weekly communication with and monitoring of interns.
7. Maintain a BOX site for the purpose of maintaining student e-folios and monitoring student progress.
8. Support the work of the Mentor Principal.
9. Provide interns feedback and formal formative evaluation about their performance at least four times per year.
10. Maintain the records required by ISBE and the University.
11. In conjunction with the Mentor Principal, develop and monitor any needed remediation plans for strengthening the intern’s performance.
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12. Conduct the Clinical Orientation class.
13. Conduct a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting faculty supervisors and mentor principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.
14. Conduct at least three on-campus seminars to discuss issues related to student learning and school improvement arising from the interns’ experiences.
15. Conduct at least four on-site meetings with the intern and their mentor.
16. Work collaboratively with the Mentor Principal to complete the assessments of the intern’s performance.
17. Maintain a course Blackboard site for the purpose of weekly communication with and monitoring of interns.
18. Maintain a BOX site for the purpose of maintaining student e-folios and monitoring student progress.
19. Support the work of the Mentor Principal.
20. Provide interns feedback and formal formative evaluation about their performance at least four times per year.
21. Maintain the records required by ISBE and the University.
22. In conjunction with the Mentor Principal, develop and monitor any needed remediation plans for strengthening the intern’s performance.
Note: University Supervisors will be faculty in the Educational Leadership Department, will
hold valid Illinois Administrative Licensure or an educator’s license with Principalship
endorsement and have a minimum of three years of successful experience as principals.
Job Description for University Supervisor for Candidates (Interns) in the
UIS Principal Preparation Program
Qualifications:
1. Earned Educational Administrative degree from a major research university.
2. Hold a valid Illinois General Administrative Certificate or Illinois Professional Educator License with Principal Endorsement.
3. Has a minimum of three years as a successful principal as evidenced by either letters of recommendations from former supervisors or copies of formal evaluations.
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4. Has evidence of increasing student achievement for at least two out of the last five years he/she was a principal.
Mentor Principal Training Agenda
1. Introductions
2. Objectives
• provide principal mentors with basic information necessary to supervise administrative interns and rubrics that are used to administer the internship.
• clearly delineate the roles of the mentor principal, the faculty supervisor, and the candidate.
• train principal mentors to use the evaluation forms and scoring rubrics to provide formative and summative evaluation data to interns and the faculty supervisor; (SREB, LINC, and assessment rubrics).
• train mentor principals in ways to support intern’s progress in observing, participating, and demonstrating leadership during their internships to meet the SREB 13 Critical Success Factors and 36 associated competencies.
• assure that mentors understand the program's expectations as they relate to the ISLLC Standards and the ISBE requirements for licensure.
• establish modes of communication between mentors and faculty supervisors.
3. Understanding the new Illinois Principal Preparation Program
4. The Internship Experience
• Roles and responsibilities of the intern, mentor principal, and faculty supervisor 5. Formative and Summative Assessments
• Illinois Principal Preparation Program Internship Assessment Rubric (Internship Handbook-page 74)
• SREB Rubric (Internship Handbook-page 116) • LINC Rubric (Internship Handbook-page 127)
6. Discussion/Questions
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Intern Evaluation of Mentor Principal
District Name: Intern Name:
School Name: Mentor Principal:
Directions: Check the column that best describes your Mentor Principal’s typical practices in
his/her work with you. Omit items that are not applicable.
Mentor Principal Practice Most of the
time
Somewhat Not often
Remained available for mentoring on a regular basis.
Addressed appropriate issues during mentorship.
Provided useful positive feedback.
Provided constructive criticism.
Helped me identify legal and ethical issues when
appropriate.
Helped me develop problem-solving skills.
Helped me develop my interpersonal relationship skills.
Helped me recognize and deal with complex issues.
Helped me resolve conflicts.
Modeled professional behavior.
Remained open to feedback about his/her mentorship.
Maintained a heightened awareness of my professional
development.
Remained reflective and open about his/her own strengths
and weaknesses.
Met with the Faculty Supervisor a minimum of four times to
discuss my progress.
Understood that I was responsible for completing the
Assessment and SREB activities for certification.
Circle the word that best describes overall evaluation of
Mentor Principal.
exemplary satisfactory unsatisfactory
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University Supervisor Evaluation of Mentor Principal
District Name: Mentor Principal Name:
School Name:
Directions: Check the column that best describes the Mentor Principal’s typical practices in his/her work.
Omit items that are not applicable.
Mentor Principal Practice Most of the
time
Somewhat Not often
Remained available for mentoring on a regular basis.
Addressed appropriate issues during mentorship.
Provided useful positive feedback.
Provided constructive criticism.
Helped intern identify legal and ethical issues when
appropriate.
Helped intern develop problem-solving skills.
Helped intern develop his/her interpersonal relationship skills.
Helped intern recognize and deal with complex issues.
Helped intern resolve conflicts.
Modeled professional behavior.
Remained open to feedback about his/her mentorship.
Maintained a heightened awareness of intern’s professional
development.
Remained reflective and open about his/her strengths and
weaknesses.
Met with the University Supervisor a minimum of four times to
discuss intern’s progress.
Understood that intern was responsible for completing the
Assessment and SREB activities for certification.
Circle the word that best describes overall evaluation of
Mentor Principal.
exemplary satisfactory unsatisfactory
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Supervision of Marginal Interns
An intern is considered “marginal” if performing unsatisfactorily in one or more of the
internship duties, assignments, or assessments. The general procedure to follow when
supervising a marginal intern is listed below:
Efforts should be made to identify the marginal intern as soon as possible.
At the first indication of failure by the intern to meet requirements, responsibilities, or
satisfactory performance on assessments, the Faculty Supervisor and the Mentor Principal
should confer to develop an intervention plan with the intern.
A three-way conference involving the intern, the Faculty Supervisor and the Mentor
Principal will occur to review the situation, attempt to resolve the problem with the
intern, and develop a remedial plan of action,
The remedial plan will identify specific areas of weakness and associated corrective action
to be taken by the candidate, the Faculty Supervisor, and the Mentor Principal.
Corrective actions on the plan will be supervised by the Faculty Supervisor and the
Mentor Principal with frequent observations and written evaluations of the candidate’s
progress or lack thereof being documented.
Other professionals in the field may be asked to observe and offer suggestions or
methods to assist the intern in demonstrating improved performance.
If significant progress has occurred, the intern may be able to continue with the internship
without further remediation.
If there has been insufficient improvement within the remediation period a conference
will be scheduled to determine one of the following:
1) continue corrective action with new, specific timelines; 2) the intern may be advised to
withdraw from the internship
In a situation where the intern has been advised to withdraw from the internship or has
been terminated from the internship and wishes to be readmitted to repeat the
internship in another semester, an appeal must be filed with the EDL Department Chair
and will be reviewed on an individual basis.
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ON CAMPUS SEMINARS
The internship cohort will meet as a group at least three times during the 12-month internship.
Additional meetings may be required depending upon the cohort. Below are the outlines for the
three mandatory meetings which will focus on candidate learning and school improvement. At
each meeting there will be time for candidates to share across mentor sites.
Seminar One – This is an orientation to the Principal Internship and will provide the information
that interns will need in order to begin their work. Interns will receive detailed information on
the requirements of the internship, instruction on developing Action Plans, plus suggestions on
managing the activities and workload. Each Intern will complete the Interns Self-Assessment
Inventory. Interns need to bring laptop computers, as they will establish their Box e-file and
construct the template for their e-folios. Attendance at the orientation seminar is mandatory. If
a candidate fails to attend, they will not be allowed to begin the internship that semester.
Title: School Improvement Planning
Objectives: Candidates will:
1. discuss the new Illinois Principal Preparation Program. 2. discuss strategies for gathering and examining data to assess progress on the School
Improvement Plan (SIP). 3. discuss strategies for identifying areas for improvement and interventions, with particular
attention given to student subgroups. 4. discuss strategies for evaluating a school improvement action plan. 5. share experiences across mentor sites.
Seminar Two –This seminar will be held around week ten of EDL 526. During this seminar each
intern will present a short oral presentation describing their experiences. The University
Supervisor will lead a discussion of problems and successes of interns in order to discover best
practices and mistakes to avoid. Information on the Capstone Project will be presented.
Title: RTI Discussion and review of Assessment responsibilities and needed detail.
Objectives: Candidates will:
1. differentiate between Response to Intervention (RtI) and special education. 2. determine the appropriate RtI Tier for students when given several scenarios. 3. participate in discussions by sharing personal experiences and expertise regarding RtI and
special education including but not limited to identification, interventions, progress monitoring, scheduling, and referral process.
4. Candidate will be clear about responsibilities and detail needed for completing Assessments.
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Seminar Three – This seminar will be held on week eight of EDL 527 and will feature a panel of
first year principals who will share their experiences. There will be a University led discussion of
problems and successes and information on the completion of the four formal assessments and
other course requirements.
Title: The Change Game for School Improvement
Objectives: Candidates will:
1. be confronted with realistic decisions and experiences. 2. be compelled to consider new ways of looking at school improvement goals and their (the
candidates’) mental models for dealing with change. 3. try proven methods for making system-wide change. 4. discuss how their experiences in the game mirror or do not mirror their experiences at
their internship sites.
ACTIVITIES
Activities are tasks and actual administrative work done by interns. A minimum of 120
hours of activities must be recorded for both EDL 526 and EDL 527 for a minimum total of 240
hours for the internship. All activities must be related to the provision of instruction at the
school. Even though an intern may concentrate their activities at one particular school, they
must participate in activities at all levels, (pre-K, elementary, middle school and high school), in
order to gain a perspective of how those schools provide instruction. Interns must also complete
activities involving teachers in special education, bilingual or ESL, and gifted programs. Interns
must complete activities in each of the six ISLLC standards, meet the four formal assessments and
allow for the successful completion of the SREB Competencies Rubric.
Activities and the hours that they take to accomplish are to be recorded on the Activity
Log which will become part of the intern’s e-folio and reported weekly to the University
Supervisor on Blackboard. In keeping with the above requirements, activities should be planned
and selected that meet the intern’s professional development needs and career goals.
TIME COMMITMENT
The internship requirement is designed to encompass two two-credit-hour courses over
two consecutive semesters. Each course requires a minimum of 120 hours of on the-job
activities. This equates to an average activity load of eight hours per week. The activities are real
work and the work load can be intense. Time management is the skill to be learned here!! The
number of hours per week will fluctuate due to variables such as opportunities for activities,
availability of the Mentor Principal, and the intern’s regular work load. If a candidate does not
complete all of the required hours within a given semester, they may receive a “Deferred grade”
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for the course and the grade will be changed when the work is done. Please note that you would
only have one additional year to finish the internship or no credit will be received. The Mentor
Principal and the University Supervisor will work to keep candidates on task.
EVALUATION
Throughout the internship there are four formal Assessments as required by Section 23 of
the Illinois Administrative Code, Part 30. Four additional assessments have been developed by
the university to address the development of knowledge and skills in working with special
education populations, English Language Learners (ELL), Gifted students and programs, and the
need to serve all students including pre-school age children and serving all students and families
with equity on their behalf.
In addition, each candidate will complete the second Intern Self-Assessment Inventory
(page 47) and the Intern Evaluation of Mentor Principal (page 11) by the end of the course. Each
candidate will also receive formal feedback on the Internship Evaluation by the Mentor Principal
(page 31) and the Internship Evaluation by the University Supervisor (page 37).
1. Interns’ competency with IEP, IFSP, Section 504 Plan and ELL will be assessed using the
principal preparation program internship assessments for 30.45A, 4, A, B, C, D, E, F, G
(page 74).
2. Interns’ competency with the 36 SREB Competencies will be assessed using page 116 and
written reflections.
3. Interns’ competency will also be assessed through an additional eight assessments,
including the three ISBE required assessments (page 127).
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ACTION PLAN
Prior to beginning any activities, the intern must complete an Action Plan for the conduct
of their internship. It is to be developed cooperatively with the Mentor Principal and approved
by the University Supervisor. It is a planning tool and serves as a guide for the conduct of the
internship. The Action Plan will contain the following sections:
Purpose:
A discussion of career goals and professional development needs that the Candidate plans
to meet during the internship.
Setting:
A description of the demographics of the sites involved in the internship and the reasons
why those settings are suitable for meeting the candidate’s objectives.
Standards:
The Action Plan must reflect work in each of the six ISLLC standards
Objectives:
Objectives indicate what is to be learned in each standard. Objectives should be specific,
measurable and related to one of the formal evaluations and/or the SREB Competencies
Rubric.
Activities:
Activities indicate what the intern will do to meet the stated objectives. These are
administrative tasks to be completed by the intern. This is the work of the internship.
Time Line:
The time line is a proposed schedule of when activities will be accomplished.
A Sample Action Plan is shown on page 59.
DOCUMENTATION
In order to adequately track and evaluate candidate progress and to illustrate program
compliance with various accrediting agencies, the following documentation of the internship is
necessary.
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1. A clinical internship agreement between the candidate, supervising school and the
University.
2. The Internship Action Plan.
3. An activity log maintained by the candidate throughout the term of the internship.
4. A mid-term reflection written by the candidate at the end of the first semester.
5. A final reflection written by the candidate at the end of the second semester.
6. Completed evaluation forms for each semester.
7. Site evaluation reports by the University Supervisor.
8. Evidence of completion of the four formal evaluations.
9. A completed SREB Competencies Rubric.
10. A Principals Self-Evaluation Inventory from both the beginning of Internship, EDL 526
and the end of the internship, after EDL 527.
11. A completed e-folio.
12. A final letter of completion from the Mentor Principal.
THE e-FOLIO
Each candidate must maintain an electronic portfolio; the e-folio is a detailed record of
their internship. The e-folio is developed and maintained on Box during the time the candidate is
enrolled in EDL 526/527. During the orientation class at the beginning of EDL 526, each
candidate will be logged into their individual Box internship file. The file contains a template and
a set of individual folders for maintaining records. At the conclusion of the internship, each
candidate will transfer their Box file to a disk which will become part of their permanent
internship record. Candidates will also be encouraged to edit the contents of their e-folio and
use the information to build and electronic employment portfolio.
MID-TERM AND FINAL REFLECTIONS
The mid-term reflection is due at the end of EDL 526 and should be submitted during the
final site visit for the semester. It should center on what the candidate has learned, how their
perceptions of school leadership may have changed, and how the internship thus far has
prepared them to become entry level school administrators. If there are any major changes
planned for EDL 527 that are not included in the initial Action Plan they should be outlined in the
mid-term reflection. The final reflection, due at the end of EDL 527 should look back over the
candidate’s entire internship experience and examine its value as a learning experience, critique
what went well and what did not and what was learned from the activities and evaluations. It
should also include a self-assessment of the knowledge and skills they now possess that will
enable them to enter the principalship and what they may yet need to learn.
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EMBEDDED FIELD EXPERIENCES
EDL 502 SCHOOL FINANCE
Field experience associated with the course requires that the student conduct an analysis of a local school's (preferably their own) fiscal program for a given school year. This requires examining tax rates, revenues by source and purpose, fiscal policy, expenditures by fund and function, and contrasting these analyses with similar districts and state averages.
EDL 503 SCHOOL LAW
Associated field experiences require that each student develop a model program for some aspect of the school enterprise and relate that model to appropriate legal specification. This model may relate to personnel, business, finance or any other major aspect of schools.
EDL 509 ORGANIZATIONAL DYNAMICS
Field experiences focus on the major theoretical analysis of their organization in terms of motivation, leadership, formal and informal organization, decision-making, culture and climate, and organizational change. Theoretical concepts are tested against the student's view of current events in which they are intimately involved. A written report including observations and conclusions and an oral report to the class are required.
EDL 511 SCHOOL IMPROVEMENT
Course is based on assessment of student learning and of programs and using those assessments to build, adjust and implement curriculum at both the classroom and school levels. The course involves data collection and is rich in school-based field activities for students, including building a map of an existing year long course, conducting an in-depth analysis of one field of study in a school district, a number of reflections on assessment practices in actual school buildings and the application of data to improve curriculum.
EDL 519 THE PRINCIPALSHIP
Field experiences in this course include a PDSA project which involves solving a real problem relating to school improvement in the student’s school. The project involves data collection and analysis through the use of “quality tools” and concludes with a presentation of the project to the class by the student which must include the use of the technology included in a “smart’ classroom. The students are also required to conduct
20
weekly interviews with principals and develop a “Principals To Do List” from those interviews.
EDL 525 SUPERVISION OF INSTRUCTION
Specific goal is improvement of curricular and instructional practices through the supervisory role, and to develop comprehensive understanding and performance in
conducting teacher hiring, faculty evaluation and professional development. Field experiences include a full cycle of teacher evaluation including a pre-observation conference, classroom observation and a post-observation conference.
EDL 531/532 – CAPSTONE I/CAPSONTE II
These courses are designed to run concurrently with the internship and will require students to conduct research geared to solving an existing problem in the school where their internship takes place using real data from that school.
21
Components of Coursework Requirements
Department of Educational Leadership ISBE Coursework Requirements
Course Name/Number
Embedded Field Experiences
1 2 3 4 5 6 7 8
EDL 502 School Finance
1 Interview Paper
X
EDL 503 School Law
1 & 2 Handbook Review 8 Evaluate District Supervision Plan
X X X
EDL 509 Org Dynamics
3 Technology Plan analysis X
EDL 511 School Improvement
2 Evaluation of curriculum for ELL, gifted, & students with disabilities 4, 5, 6, 7 Mapping & Assessment Project
X X X X X
EDL 519 Principalship
1 & 2 Handbook Analysis 5, 6, 7 Instructional Plan Analysis
X X X X X
EDL 525 Supervision of Instruction
4,5,6 Teacher Observation 8 Danielson Model Evaluation Design
X X X X
EDL 531/532 Capstone
1-8 Content may be addressed in the focus of the Capstone research project
X X X X X X X
22
UNIVERSITY OF ILLINOIS AT SPRINGFIELD SPRINGFIELD, ILLINOIS
College of Education & Human Services Council on Professional Education
CLINICAL PRACTICE CONTRACT
THIS AGREEMENT, entered into at Springfield, Illinois, this __ day of __ , by and between The
Board of Trustees of the University of Illinois for the University of Illinois at Springfield, hereinafter
referred to as "University," and the Board of Education of School District No. __ of ____ County
Illinois, hereinafter referred to as "District,"
WITNESSETH: The parties agree as follows:
1. During the _________________ school years, the University will send to the District students for student teaching/internship experience.
2. The District will accept qualified student teachers/interns without regard to race, creed, color, sex, religion, age, marital status, unfavorable discharge from the military or status as a disabled veteran or a veteran of the Vietnam era, physical or mental handicap unrelated to ability, or national origin and will provide for the participation of its staff members in the supervision of such student teachers/interns in their student teaching/internship under the conditions provided in the Student Teaching/Internship Handbook of the University.
3. In consideration for such services the University agrees to pay the District by tuition waiver per student per term. This will be paid in the following manner:
Payment to the individual cooperating teacher(s) and individual school principal(s). One four credit hour tuition waiver to be given to each individual cooperating teacher and one four credit hour tuition waiver to be given to each individual school principal. The waiver must be used within one year.
4. It is agreed and understood that all student teachers/interns accepted by the District from University under and pursuant to this agreement shall be considered as agents of the District and shall not constitute agents of the University. Further, it is understood and agreed that the cooperating teacher/principal mentor remains an employee of the District and shall not be deemed an employee of the University for any purpose.
5. By acceptance of this agreement the District agrees to or certifies the following:
a. The District certifies it is not barred from bidding with a unit of state or local government due to unlawful bid-rigging or bid-rotating as prohibited by Section 33E-3 or 33E-4 of the Criminal Code of 1961.
23
b. The District certifies it is not barred pursuant to 30 ILCS 505/10.1 & 10.2 from being awarded a contract or subcontract with an agency of the State of Illinois or conducting business with the State of Illinois or any State Agency.
c. The District agrees to comply with Article VI - the Equal Opportunity Clause of the public contract section of the Rules and Regulations of the Illinois Department of Human Rights, which article and the provisions thereof are fully incorporated in this agreement by reference.
d. The District agrees to maintain, for a minimum of 5 years after the completion of this Agreement, adequate books, records, and supporting documents to verify the amounts, recipients, and uses of all disbursements related to the Agreement; the Agreement and all books, records, and supporting documents related to the Agreement shall be available for review and audit by the Illinois Auditor General; and the District agrees to cooperate fully with any audit conducted by the Auditor General and to provide full access to all relevant materials. Failure to maintain such books, records, and supporting documents shall establish a presumption in favor of the State of Illinois for the recovery of any funds paid by the State under the Agreement for which adequate books, records, and supporting documentation are not available to support their purported disbursement.
e. The District agrees to comply with an act to prohibit discrimination and intimidation on account of race, creed, color, sex, religion, physical or mental handicap unrelated to ability, or national origin in employment [775 ILCS 10/1 et seq.].
f. The District agrees that, if it receives funds which are wholly or partially allotted to the State of Illinois from Federal financial assistance, it shall comply with Section 504 of the Rehabilitation Act of 1973 [29 U.S.C. 794].
g. The District certifies that it is in compliance with the Drug Free Workplace Act [PA 86-1459] which requires, in part, that contractors with 25 or more employees take steps to ensure a drug free workplace by informing employees of the dangers of drug abuse, of the availability of any treatment or assistance programs, of prohibited activities and of sanctions that will be imposed for violation; and that individuals with contracts not engage in the manufacture, distribution, dispensation, possession or use of a controlled substance in the performance of the contract. These requirements apply to state contracts of $5,000 or more.
h. The District certifies that is its correct Federal Taxpayer number
and that it is doing business as a governmental entity.
6. All notices, questions and other matters related to clinical internship shall be directed to:
For District: For University of Illinois at Springfield:
__________________, University Supervisor
University of Illinois at Springfield
Department of Educational Leadership, BRK 377
Springfield, IL 62703
24
7. This agreement shall be automatically renewed for the subsequent school year, up to a maximum
of ten (10) years total, unless either party is given notice to the other thirty (30) days prior to the
start of the school year of its intent not to renew.
IN WITNESS WHEREOF the parties hereunto have caused this Agreement to be executed by duly authorized
officers by affixing their respective signatures on the day and year first above written.
BOARD OF EDUCATION OF SCHOOL
DISTRICT NO. ___ OF
_____ ___ COUNTY, ILLINOIS
BY: ______ BY: _______________________
TITLE: Comptroller
DATE: DATE _____________________
Approved as to form: Mark Henss, University Legal Counsel
February 20. 2012
wp15.0/newest contract mark henss February 20, 2012/multiple years newest public school contract. -sent updated 11 5 14
25
Current EDL Internship Locations
Athens School District #213 Cantrall Elementary School
Athens School District #213 Cantrall Elementary School
Ball Chatham School District Glenwood High School
Ball Chatham School District Glenwood Intermediate
Ball Chatham School District Central Office
Berry Western High School
Bunker Hill School District Wolf Ridge Education Center
Chatham Glenwood Middle School
Chatham Ball Elementary
Franklin School District Franklin Jr. – Senior High School
Greenvalley Midwest Central Middle School
Greenvalley Midwest Central Middle School
Illini Central District #189 Illini Central High School
Illini Central District #189 Middle School
Illini Central District #189 High School – Middle School
Jacksonville School District Turner Junior High School
Jacksonville School District Central Office
Jacksonville School District Jacksonville High School
Lincoln Lincoln Elem.
Litchfield Litchfield Middle School
Mason City Illini Central Elementary North Greene School District #3 –White Hall North Greene High School
Pawnee Pawnee Grade School
Petersburg Porta Jr. High
Pikeland School District Pikeland Elementary School
Porta District #2 – Petersburg Porta Jr. High
Porta District #2 – Petersburg Jr. High School
Riverton Riverton High School
Rochester Rochester Intermediate / Middle School
Rochester Rochester High School
School District #11 – Pawnee Pawnee Grade School
Springfield Springfield Christian School
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Springfield Trinity Lutheran
Springfield 186 Alt. School
Springfield 186 Douglas Alternative School
Springfield 186 Early Learning Center
Springfield 186 Enos Elementary
Springfield 186 Franklin Middle School
Springfield 186 Franklin Middle School
Springfield 186 Hope School
Springfield 186 Jefferson Middle School
Springfield 186 Jefferson Middle School
Springfield 186 Laketown Elementary
Springfield 186 Lanphier High School
Springfield 186 Matheny-Withrow Elementary
Springfield 186 Ridgely Elementary
Springfield 186 Sangamon Area Sp. Ed.
Springfield 186 Southeast High School
Springfield 186 Southeast High School
Springfield 186 Southeast High School
Springfield 186 Springfield
Springfield 186 Springfield High School
Springfield 186 Springfield High School
Springfield 186 The Early Learning Center
Tri-City District #1 – Buffalo Tri-City Elementary School
Tri-City District #1 – Buffalo Elementary School
Tri-City District #1 – Buffalo High School
Triopia CUSD #27 Triopia Grade School
Waverly Waverly High School
Waverly St. Patrick Elementary
Waverly School District Waverly High School
White Hall North Green High School
Williamsville CUSD Sherman Elementary
Williamsville CUSD Williamsville High School
Winchester School District Winchester Elementary
Winchester School District Winchester High School
27
Non-Partner Schools Internship Site Agreement
In the interest of providing Illinois Principal Preparation Candidates with rigorous internship experiences that will prepare them to meet the real challenges of school leadership roles, the EDL Department of the College of Education & Human Services of the University of Illinois at Springfield and the Mentor Principal below enter into this agreement regarding internship
placement and supervision.
__________________________________ of ____________________________ located in the Principal School
, agrees to serve as a mentor principal for School District the purpose of providing internship activities outlined in the Internship Handbook
for, , a student in the University of Illinois at Springfield
Principal Preparation Program, for the period of __________________________________.
Dates As a party of the agreement, the EDL Department shall provide a University Supervisor who will:
1. Conduct the Clinical Orientation class.
2. Conduct a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting University Supervisors and Mentor Principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.
3. Conduct three on-campus seminars to discuss issues related to student learning and school improvement arising from the interns’ experiences.
4. Conduct at least four on-site meetings with the intern and their mentor.
5. Work collaboratively with the Mentor Principal to complete the assessments of the intern’s performance.
6. Maintain a course Blackboard site for the purpose of weekly communication with and monitoring of interns.
7. Maintain a Box site for the purpose of maintaining intern e-folios and monitoring progress.
8. Support the work of the Mentor Principal.
9. Provide interns feedback and formal formative evaluation about their performance at least four times per year.
10. Maintain the records required by ISBE and the University.
28
As a party of the agreement, the Mentor Principal agrees to:
1. Submit a Mentor Principal Certification Form (page 30) to the EDL University Supervisor verifying that they hold a current and valid Illinois Principals’ Endorsement, and have a minimum of three years of successful experience as a principal.
2. Attend a Mentor Principal Training, which will include training on the Critical Success Factors and Competencies, candidates’ requirements and assessments. During this meeting university supervisors and mentor principals will review the assessment of the internship to set forth expectations for the internship and guide mentors in documenting and evaluating candidate performance.
3. Be willing to delegate responsibility to the intern. 4. Provide and support meaningful administrative activities related to the school’s
instructional program and school improvement plan. 5. Attend at least 4 on-site meetings with the intern and University Supervisor. 6. Provide constant advice, guidance and formative evaluation to the intern. 7. Maintain contact with the University Supervisor relating to the intern’s progress. 8. Validate the intern’s activity log. 9. In conjunction with the University Supervisor, evaluate and or monitor the Illinois Principal
Preparation Internship Rubrics, the LINC rubric and the SREB Competencies Rubric. 10. Submit a summary letter to the Educational Leadership Department at the end of the
internship verifying the intern has met the requirements of the internship under their direct supervision.
11. Meet regularly with intern (at a minimum of once per week, ideally daily) to plan and to provide feedback on his/her participation in and leading of internship activities.
12. Confer regularly with the intern concerning his/her performance and progress. 13. Work directly with intern so that he/she can participate in 100% of the specific tasks
related to meeting the SREB Critical Success Factors and 36 Competencies. 14. Work directly with intern so that he/she can lead 80% of the specific tasks related to
meeting the SREB Critical Success Factors and 36 Competencies. 15. In conjunction with the University Supervisor, develop and monitor any needed
remediation plans for strengthening the intern’s performance. 16. Provide on-site opportunities for the intern to observe participate and lead supervisory
and administrative activities that are related to student learning when and where possible, in accordance with the Internship Plan.
17. Supervise a maximum of two interns from any Principal Preparation Program at a time.
The Mentor Principal and University Supervisor shall assume joint responsibility for the evaluation
of the intern.
Mentor Principal Date
_____________________________
EDL University Supervisor Date
29
PRINCIPAL INTERNSHIP AGREEMENT FOR EDL 526-527
Candidate _______________________________________________________
Site of the Internship Experiences __________________________________
Date(s) of the Internship Experiences __________________________________
The following relates to the internship experiences of candidates pursuing supervision and/or principalship entitlement through the University of Illinois at Springfield Educational Leadership program:
1. The candidate's internship experiences will be under the direct supervision of the Mentor Principal
Name: _______________________________________________________________
2. The schedule (days and hours) for the internship experiences will typically be
______________________________________________________________________
Note: It is understood that this schedule will vary from time to time.
3. During the above dates, the candidate will be performing the following general duties
______________________________________________________________________
4. The candidate will be available for conferences at UIS during the course of the internship experiences. The number and dates of these conferences will be jointly determined by the candidate and University Supervisor.
5. The University Supervisor will have permission to visit for purposes of supervision and evaluation.
6. The Mentor Principal will report to the University Supervisor regarding the progress of the candidate at least two times each semester.
____________________________ ______________________________
Date Candidate
____________________________ ______________________________
University Supervisor Mentor Principal
30
Mentor Principal Certification Form
Name________________________________________________
Current Job Title_______________________________________
School________________________________________________
School Address___________________________________________
School Phone____________________________________________
E-mail Address____________________________________________
Number of Years in Current
Position_____________________________
Total Number of Years as a
Principal____________________________________
Illinois Administrative Certificate
Number_________________________________
Signature______________________________
Date______________
Note: This form must be accompanied by a letter from the District Superintendent stating
that the Principal has three years of successful experience as a building principal. The letter
should include evidence illustrating candidate growth in two of the Principal’s previous five
years of experience.
31
University of Illinois at Springfield
Educational Leadership Department
INTERNSHIP EVALUATION BY MENTOR PRINCIPAL
Intern:
Mentor:
Mentor’s Position:
Internship Site: School, Office or Program:
School District
Street Address
City, State, Zip Code
Phone Number
E-mail Address
Internship Period From: Month/Day ______/_______ to: Month/Day _______/________
Total Internship Hours
32
INTERNSHIP EVALUATION BY MENTOR PRINCIPAL
Six Standards for School Leaders (ISLLC 2008)
Levels of Performance
The Six Standards for School Leaders were developed by the Interstate School Leaders Licensure Consortium (ISLLC). Each
element of a standard has four levels of performance: Distinguished, Independent, Developing, and Novice. The levels range from
describing interns who are considered exemplary in addressing the standard, to interns who are just beginning to master the basics
of school leadership. Please use N/O (Not Observed) if you are unable to comment on any of the standards. Below are general
definitions of the four levels of performance for each standard:
NOVICE DEVELOPING INDEPENDENT DISTINGUISHED
The intern is just beginning to understand the concepts underlying the standard. The intern does not demonstrate an understanding of what is needed to perform effectively in the designated area.
*Comments required
The intern appears to
understand the concepts
underlying the standard and
attempts to implement its
elements. Implementation is
inconsistent or otherwise not
entirely successful.
Performance is adequate and
the intern seeks resources to
build knowledge and enhance
skills. Additional experience,
education, and mentoring will
enhance the intern’s
proficiency in this area.
*Comments requested
The intern clearly understands
the concepts underlying the
standard and applies
knowledge and skill in
implementing it as well. The
intern is reflective, learns from
experience and manages
his/her own professional
development. Resources are
utilized to build knowledge and
skills. The intern regards self
as effective in the standard
and is regarded by others as
performing well.
*Comments requested
Interns at this level are
considered to be
exemplary in addressing
the standard. They make
a contribution to the field,
both in and outside the
school. The interns
synthesize information,
integrate concepts and
resources, and have the
courage to risk new
possibilities. Their work is
consistently exceptional in
quality and they have
earned the respect of staff,
students, and parents.
*Comments required
33
STANDARD #1: A school administrator is an educational leader who promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school
community.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Identify and support a vision, mission, and supporting beliefs
Communicate the vision, mission and supporting beliefs to stakeholders
Implement the vision, mission, and supporting beliefs in the school and community by developing a plan that aligns the building efforts/resources toward achieving the vision of the school
Monitor and revisit the vision, mission, and supporting beliefs
Distinguished
Independent
Developing
Novice
STANDARD #2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Ensure leadership in instruction
Develop an instructional program to support school improvement
Consider diversity and equity in developing learning experiences
Use effective supervisory models when interacting with and evaluating staff
Model lifelong learning and encourage staff development
Use multiple sources of information when assessing staff and student performance
Distinguished
Independent
Developing
Novice
34
STANDARD #3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Maintain an organizational structure designed to maximize opportunities for success
Implement policies and procedures to achieve the vision and goals of the school
Utilize resources responsibly, efficiently, and effectively
Manage the building to maximize alignment with the goals of the school
Assure that student management supports the learning environment in the school
Distinguished
Independent
Developing
Novice
STANDARD #4: A school administrator is an educational leader who promotes the success of all students by collaborating
with families and community members, responding to diverse community interests and needs, and mobilizing community
resources.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Work effectively with school families
Model community collaboration for staff
Show active involvement in outreach efforts to the larger community
Develop and maintain a well-defined and effective public relations plan
Distinguished
Independent
Developing
Novice
35
STANDARD #5: A school administrator is an educational leader who promotes the success of all students by acting with
integrity, fairness, and in an ethical manner.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Treat people fairly, equitably, and with dignity and respect
Demonstrate a personal and professional code of ethics
Demonstrate values, beliefs, and attitudes that inspire others to higher levels of performance
Support the development of a caring community
Distinguished
Independent
Developing
Novice
STANDARD #6: A school administrator is an educational leader who promotes the success of all students by understanding,
responding, to, and influencing the larger political, social, economic, legal, and cultural context.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Work within the framework of policies, laws, and regulations enacted by local, state, and federal authorities
Communicate with the school community concerning trends, issues and potential changes in the broader community
Advocate for the school in the broader community
Foster ongoing dialogue with diverse community groups
Work effectively with the media
Distinguished
Independent
Developing
Novice
36
Please use this space to add OTHER COMMENTS about the intern’s work that were not covered by
the six standards:
___________________ ____________________
Intern Mentor Principal
________________ _________________
Date Date
37
University of Illinois at Springfield
College of Education & Human Services
Department of Educational Leadership
INTERNSHIP EVALUATION BY UNIVERSITY SUPERVISOR
Intern:
Principal Mentor:
Mentor’s Position:
Internship Site: School, Office or Program:
School District
Street Address
City, State, Zip Code
Phone Number
E-mail Address
Internship Period From: Month/Day ______/_______ to: Month/Day _______/________
Total Internship Hours
38
INTERNSHIP EVALUATION BY UNIVERSITY SUPERVISOR
Six Standards for School Leaders
Levels of Performance
The Six Standards for School Leaders were developed by the Interstate School Leaders Licensure Consortium (ISLLC). Each
element of a standard has four levels of performance: Distinguished, Independent, Developing, and Novice. The levels range from
describing interns who are considered exemplary in addressing the standard, to interns who are just beginning to master the basics
of school leadership. Please use N/O (Not Observed) if you are unable to comment on any of the standards. Below are general
definitions of the four levels of performance for each standard:
NOVICE DEVELOPING INDEPENDENT DISTINGUISHED
The intern is just beginning to understand the concepts underlying the standard. The intern does not demonstrate an understanding of what is needed to perform effectively in the designated area.
*Comments required
The intern appears to
understand the concepts
underlying the standard
and attempts to
implement its elements.
Implementation is
inconsistent or otherwise
not entirely successful.
Performance is adequate
and the intern seeks
resources to build
knowledge and enhance
skills. Additional
experience, education,
and mentoring will
enhance the intern’s
proficiency in this area.
*Comments requested
The intern clearly
understands the concepts
underlying the standard
and applies knowledge
and skill in implementing it
as well. The intern is
reflective, learns from
experience and manages
his/her own professional
development. Resources
are utilized to build
knowledge and skills.
The intern regards self as
effective in the standard
and is regarded by others
as performing well.
*Comments requested
Interns at this level are
considered to be
exemplary in addressing
the standard. They make
a contribution to the field,
both in and outside the
school. The interns
synthesize information,
integrate concepts and
resources, and have the
courage to risk new
possibilities. Their work is
consistently exceptional in
quality and they have
earned the respect of
staff, students, and
parents.
*Comments required
39
STANDARD #1: A school administrator is an educational leader who promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school
community.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Identify and support a vision, mission, and supporting beliefs
Communicate the vision, mission and supporting beliefs to stakeholders
Implement the vision, mission, and supporting beliefs in the school and community by developing a plan that aligns the building efforts/resources toward achieving the vision of the school
Monitor and revisit the vision, mission, and supporting beliefs
Distinguished
Independent
Developing
Novice
STANDARD #2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing,
and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Ensure leadership in instruction
Develop an instructional program to support school improvement
Consider diversity and equity in developing learning experiences
Use effective supervisory models when interacting with and evaluating staff
Model lifelong learning and encourage staff development
Use multiple sources of information when assessing staff and student performance
Distinguished
Independent
Developing
Novice
40
STANDARD #3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Maintain an organizational structure designed to maximize opportunities for success
Implement policies and procedures to achieve the vision and goals of the school
Utilize resources responsibly, efficiently, and effectively
Manage the building to maximize alignment with the goals of the school
Assure that student management supports the learning environment in the school
Distinguished
Independent
Developing
Novice
STANDARD #4: A school administrator is an educational leader who promotes the success of all students by collaborating with
families and community members, responding to diverse community interests and needs, and mobilizing community resources.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Work effectively with school families
Model community collaboration for staff
Show active involvement in outreach efforts to the larger community
Develop and maintain a well-defined and effective public relations plan
Distinguished
Independent
Developing
Novice
41
STANDARD #5: A school administrator is an educational leader who promotes the success of all students by acting with
integrity, fairness, and in an ethical manner.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Treat people fairly, equitably, and with dignity and respect
Demonstrate a personal and professional code of ethics
Demonstrate values, beliefs, and attitudes that inspire others to higher levels of performance
Support the development of a caring community
Distinguished
Independent
Developing
Novice
STANDARD #6: A school administrator is an educational leader who promotes the success of all students by understanding,
responding, to, and influencing the larger political, social, economic, legal, and cultural context.
PERFORMANCES: The intern facilitates processes and engages in activities that:
ELEMENTS RATING COMMENTS
Work within the framework of policies, laws, and regulations enacted by local, state, and federal authorities
Communicate with the school community concerning trends, issues and potential changes in the broader community
Advocate for the school in the broader community
Foster ongoing dialogue with diverse community groups
Work effectively with the media
Distinguished
Independent
Developing
Novice
42
Please use this space to add OTHER COMMENTS about the intern’s work that were not covered by
the six standards:
______________________________________ ____________________________________ Intern Signature University Supervisor Signature ______________________________________ ____________________________________ Date Date
43
UNIVERSITY SUPERVISOR’S VISITATION REPORT
Intern ______________________________________________________________________
Date _________________________ Site/Mentor Principal __________________________________________________________ List of Standards met to date - Current Projects/Activities - Nature of professional relationship with Mentor principal - Nature of professional relationship with faculty/staff as related to Internship duties - Area of success/high comfort level - Problem areas/low comfort level -
44
Skills/knowledge/activities to be stressed in future
General observation/leadership ability
Compatibility of school sites faculty, staff and educational program to meeting the goals of the
intern/internship.
Degree of support, mentoring and instruction offered by the Mentor principal.
University Supervisor_____________________________________
Signature_______________________________________________
45
INTERN’S SELF-EVALUATION
Directions: Rate your performance as a clinical student candidate in an administrative position
for the clinical experiences assignment. Each item that represents excellent or outstanding
performance should be marked with an E. Each item that is satisfactory or meets expectations
should be marked with an S. Any item which is not satisfactory should be marked with an N for
needs improvement. Any item that does not pertain to your particular assignment or activities
should be marked N/A i.e. not applicable. You may make any comments or explanations as
necessary.
Candidate’s Job Skills and Abilities:
Teamwork E S N N/A
Communication Skills E S N N/A
Initiative E S N N/A
Judgment E S N N/A
Creativity E S N N/A
Sensitivity to Students E S N N/A
Sensitivity to Parents E S N N/A
Interpersonal Skills E S N N/A
Candidate’s Knowledge and Skills:
Ability to manage E S N N/A
Ability to lead E S N N/A
Ability to make decisions E S N N/A
Responsiveness to others E S N N/A
Ability to implement district policies and procedures E S N N/A
Ability to manage physical and fiscal resources E S N N/A
46
Candidate’s Dispositions
Leadership (insight, enthusiasm, courage, collegiality) E S N N/A
Management (self-discipline, responsibility, perseverance) E S N N/A
Personal (non-judgmental, compassion, friendliness, respectfulness) E S N N/A
Ethics (integrity, honesty, fairness and equity) E S N N/A
Overall Performance E S N N/A
Comments (optional):
________________________ _______________________
Mentor Principal’s Name (print) Candidate’s Name (print)
________________________ _______________________ _______
Mentor Principal’s Signature Candidate’s Signature Date
47
University of Illinois at Springfield Intern’s Self-Assessment Inventory
Name: EDL Semester/Date: Items are based on five standards articulated in the Illinois Content Area Standards for School Principals,
(Content-Area Standards for Educators, Adopted June 2000, ISBE, p. 236-240) Respond to each question by placing a number 1 through 4 in the box next to each question. If you
answer Practical Experience, please describe your practical experience with the area. 1 = Practical Experience (brief description) 2. = Understand Conceptually 3. = Some Understanding 4. = Little Understanding
STANDARD 1 – Facilitating a Vision of Learning
1A. I am able to facilitate and engage in understanding learning goals in a pluralistic society, and comprehend the principles of developing and implementing long-term plans.
1B. I am able to facilitate and engage in recognizing theories of educational leadership, and understand
information sources, data collection, and data analysis strategies.
1C. I am able to facilitate and engage in understanding effective communication, consensus-building and negotiation skills.
1D. I am able to facilitate and engage in the knowledge of the philosophy and history of education.
1E. I am able to facilitate and engage in designing curricula with consideration for philosophical, sociological, and historical foundations, democratic values and the community’s values, goals, social needs and changing conditions; facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning.
1F. I am able to facilitate and engage in analyzing, evaluating and monitoring operational plans and processes to accomplish strategic goals, using practical applications of organizational theories, and solicit and use financial, human and material resources to support the implementation of the school mission and goals.
1G. I am able to facilitate and engage in identifying and critiquing several theories of leadership and their application to various school environments, and conduct needs assessments and use qualitative and quantitative data to plan and assess school programs.
1H. I am able to facilitate and engage in analyzing and interpreting educational data, issues, trends, and use appropriate interpersonal skills and apple appropriate and effective communication strategies when using written, verbal, and nonverbal communication.
1I. I am able to facilitate and engage in consensus building and display effective negotiation skills, and frames, analyze and resolve problems using appropriate problem-solving techniques and decision-making skills.
1J. I am able to facilitate and engage in analyzing school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society.
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STANDARD 2 – School Culture and Instructional Program 2A. I am able to facilitate and engage in understanding of school cultures, and the continuum of student
growth and development. 2B. I am able to facilitate and engage in the procedures used in the assessment of the learning environment,
and understanding applied learning theories.
2C. I am able to facilitate and engage in curriculum design, implementation, evaluation, and refinement.
2D. I am able to facilitate and engage in recognizing the components of a special education comprehensive case study evaluation, and understanding principles of effective instruction and best practices.
2E. I am able to facilitate and engage in measurement, evaluation, and assessment strategies, and understand diversity and its meaning for educational programs.
2F. I am able to facilitate and engage in adult learning and professional development models, and understand the change process for systems, organizations, and individuals.
2G. I am able to facilitate and engage in recognizing the role of technology in promoting student learning and professional growth, and understand classroom management.
2H. I am able to facilitate and engage in creating a positive school culture that promotes learning with
teachers, parents and students, and promotes an inclusive educational culture.
2I. I am able to facilitate and engage in the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs.
2J. I am able to facilitate and engage in promoting an environment where all individuals are treated with fairness, dignity, respect, and develop a culture of high expectations for self, student and staff performance where accomplishments are recognized.
2K. I am able to facilitate and engage in applying the principles of student growth and development to the learning environment and the educational program, and utilize procedures in the assessment of the learning environment.
2L. I am able to facilitate and engage in developing collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum and incorporates best practice and developmentally appropriate instruction for varied teaching and learning styles as well as specific student needs considering gender, ethnicity, culture, social class and exceptionalities.
2M. I am able to facilitate and engage in analyzing various staffing patterns, student grouping plans, class scheduling forms, school organizational structures and facilitate design processes to support various teaching strategies, desired student outcomes, and assess student progress using a variety of appropriate techniques.
2N. I am able to facilitate and engage in base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates.
49
2O. I am able to facilitate and engage in aligning curricular goals and objectives with state learning standards, and facilitate the design, implementation and evaluation of curricular, co-curricular and extracurricular programs for continuous improvement.
2P. I am able to facilitate and engage in using resources to support instructional programs and best practices, incorporates a variety of supervisory models to improve teaching and learning, and uses qualitative and quantitative data to plan and assess school programs.
2Q. I am able to facilitate and engage in promoting an inclusive educational culture, and identify needs for professional development, incorporate adult learning strategies and assessment in the formulation of self-development plans for staff.
2R. I am able to facilitate the change process for systems, organizations, and individuals by using qualitative and quantitative data to plan and assess school programs, and studying best practices, relevant research and demographic data to analyze their implications for school improvement.
2S. I am able to facilitate and engage in developing, analyzing and implementing operational plans and processes to accomplish strategic goals using practical applications of organizational theories, apply a systems perspective, monitor and assess the progress of activities, make adjustments and formulate new action steps as necessary.
2T. I am able to facilitate and engage in using technology, telecommunications and information systems to enrich curriculum and instruction, and develop and implement long-range plans for school and district technology information systems.
2U. I am able to facilitate and engage in using a variety of supervisory models to improve teaching and learning, and implementing collaboratively developed policies and procedures that provide a safe school environment and promote health and welfare. STANDARD 3 – Management
3A. I am able to facilitate and engage in understanding theories and models of organizations and the principles of organizational development, and am aware of local operational policies and procedures.
3B. I am able to facilitate and engage in understanding principles and issues relating to school safety and
security, and am knowledgeable about management and development of human resources.
3C. I am able to facilitate and engage in comprehending principles and issues relating to fiscal considerations of school management, and understand principles and issues relating to school facilities and use of space.
3D. I am able to facilitate and engage in recognizing legal issues impacting school operations, and am knowledgeable of current technologies that support management functions.
3E. I am able to facilitate and engage in applying theories to create conditions that motivate staff, students and families to achieve the school’s vision, and analyze school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society.
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3F. I am able to facilitate and engage in applying effective job-analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff, and utilize appropriate policies, criteria and processes for the recruitment, selection, induction, compensation and separation of personnel with attention to issues of equity, diversity and exceptionalities.
3G. I am able to facilitate and engage in developing and implementing an efficient building-level budget planning process that is driven by school priorities, and understands federal, state and local statutory and regulatory provisions and judicial decisions governing education.
3H. I am able to facilitate and engage in applying common law and contractual requirements and procedures in an n educational setting, and assessing current technologies for school management and business procedures. STANDARD 4 – Collaboration with Families and Communities
4A. I am able to facilitate and engage in recognizing emerging issues and trends that potentially impact the school community, and comprehend parents’ rights, including the right to an independent evaluation and the use of that evaluation by the special education multidisciplinary team.
4B. I am able to facilitate and engage in understanding the conditions and dynamics of the diverse school
community, and have knowledge of community resources.
4C. I am able to facilitate and engage in understanding community relations and marketing strategies and processes, and am aware of successful models of school, family, business, community, government, and higher education partnerships.
4D. I am able to facilitate and engage in assessing emerging issues and trends to determine their impact on the school community, and engage in activities that address parents’ rights, including the right to an independent evaluation and the use of that evaluation by the special education multidisciplinary team.
4E. I am able to facilitate and engage in analyzing community and district power structures and identify major opinion leaders and their relationships to school goals and programs also identify and analyze the major sources of fiscal and non-fiscal resources for schools.
4F. I am able to facilitate and engage in developing and implementing an effective staff communication plan and public relations program, and articulate the district’s school’s vision, mission and priorities to the community and media and understand how to build community support for district or school priorities and programs.
STANDARD 5 – Acting with Integrity, Fairness and in an Ethical Manner
5A. I am able to facilitate and engage in understanding the purpose of education and the role of leadership in modern society, and recognize various ethical frameworks and perspectives on ethics.
5B. I am able to facilitate and engage in understanding the values and challenges of the diverse school
community, and am aware of the professional code of ethics.
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5C. I am able to facilitate and engage in analyzing school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society, and manifest a professional code of ethics and values.
5D. I am able to facilitate and engage in base decisions on the moral and ethical implications of policy options and political strategies, and promote the values and challenges of the diverse school community.
5E. I am able to facilitate and engage in communication effectively with various cultural, ethnic, racial, special interest groups and other diverse populations in the community, and treat people fairly, equitably and with dignity and respect, and protect the rights and confidentiality of others.
5F. I am able to facilitate and engage in encouraging others in the school community to demonstrate integrity and exercise ethical behavior. STANDARD 6 – The Political, Social, Economic, Legal and Cultural Context
6A. I am able to facilitate and engage in comprehending principles of representative governance that under grid the system of American schools, and recognize the role of public education in developing and renewing a democratic society and an economically productive nation.
6B. I am able to facilitate and engage in understanding the law as related to education, state and federal
requirements regarding least restrictive environment (including placement based on the student’s Individualized Education Program [IEP] and the Individual Family Service Plan [IFSP]) for student’s age’s birth through 21 years old.
6C. I have knowledge of the political, social, cultural, and economic systems and processes.
6D. I am able to facilitate and engage in understanding models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling, also knows about global issues and forces affecting teaching and learning.
6E. I am able to facilitate and engage in recognizing dynamics of policy development and advocacy under our democratic political system, and understand federal, state and local statutory and regulatory provisions as well as judicial decisions governing education.
6F. I am able to facilitate and engage in considering the general characteristics of internal and external political systems as they apply to school settings, also influences policy development at the federal, state, district, and school-site level.
6G. I am able to facilitate and engage in applying knowledge of common law and contractual requirements and procedures in an educational setting, analyzing appropriate procedures and relationships for working with local governing boards.
6H. I am able to facilitate and engage in developing lines of communication with decision makers outside the school community, and frames, analyze and resolve problems using models and strategies of change and conflict solution as applied to the larger political, social, cultural, and economic contexts of schooling.
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6I. I am able to facilitate and engage in base decisions on the moral and ethical implications of policy options and political strategies.
I. Are you a degree seeking student or a “certification only” student?
II. How many years of teaching experience do you have (to the nearest year)?
III. How many years of administrative experience do you have (to the nearest year)?
IV. Your employment/current position.
53
University of Illinois at Springfield
Department of Educational Leadership
Common Portfolio Rubric
Exceeds Meets Does Not Meet
ISLLC Standard 1 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
ISLLC Standard 2 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
ISLLC Standard 3 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
ISLLC Standard 4 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
ISLLC Standard 5 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
54
Improvements could be
made in theory-practice
connections.
standards.
ISLLC Standard 6 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
ISLLC Standard 7 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
ISLLC Standard 8 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
ISLLC Standard 9 Artifacts clearly and
effectively demonstrate
the knowledge,
dispositions and
complex performance
related to the standards.
Artifacts clearly
demonstrate the
knowledge, dispositions
and complex
performance related to
the standards.
Improvements could be
made in theory-practice
connections.
Artifacts are ineffective
in demonstrating the
knowledge,
dispositions, and
complex performance
related to the
standards.
55
Internship Portfolio Grading Rubric
Student's Name
Criteria Does Not Meet - No Credit Meets - Credit
Proposal - Action Plan No completed Action Plan Included Well written Action Plan Submitted and Complete
Intern Self-Evaluation No Intern Self- Evaluation Submitted Self-Evaluation Submitted
EDL 526 Activity Log - 120 Hours No Complete Activity Log for EDL 526 Activity Log for EDL 526 Complete
Mid- Term Reflection No Mid-term Reflection Submitted Mid- Term Reflection Submitted
Final Reflection No Final Intern Self Evaluation Submitted Final Intern Self Evaluation Submitted
EDL 526- 2 Formal Supervisor Evaluation Reports
No Formal Supervisor Evaluation Reports Submitted
EDL 526 Supervisor Formal Evaluation Reports Submitted
EDL 527/- 2 Formal Supervisor Evaluation Reports
No Formal Supervisor Evaluation Reports Submitted
EDL 527 Supervisor Formal Evaluation Reports Submitted
EDL 527 Activity Log - 120 Hours No Complete Activity Log for EDL 527 Activity Log for EDL 527 Complete
Final Intern Self Evaluation No Final Intern Self Evaluation Submitted Final Intern Self Evaluation Submitted
Action Plan Complete with Mentor Signatures
No Completed Action Plan with Mentor Signatures Submitted
Completed Action Plan with Mentor Signatures Submitted
Principal Intern Evaluation of Mentor Principal No Completed Evaluation of Mentor Principal
Completed Evaluation of with Mentor Principal Submitted
Internship Evaluation by Mentor Principal No Completed Evaluation by Mentor Principal
Completed Evaluation by Mentor Principal Submitted
Evidence Provided for Standard 1
No evidence of Activities relating to Standard One as outlined in the Proposal
Evidence of Activities relating to Standard One as outlined in the Proposal Submitted
Evidence Provided For Standard 2
No evidence of Activities relating to Standard Two as outlined in the Proposal
Evidence of Activities relating to Standard Two as outlined in the Proposal Submitted
Evidence Provided for Standard 3
No evidence of Activities relating to Standard Three as outlined in the Proposal
Evidence of Activities relating to Standard Three as outlined in the Proposal Submitted
Evidence Provided for Standard 4
No evidence of Activities relating to Standard Four as Outlined in the Proposal
Evidence of Activities relating to Standard Four as outlined in the Proposal Submitted
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Evidence Provided for Standard 5
No evidence of Activities relating to Standard Five as Outlined in the Proposal
Evidence of Activities relating Standard Five as outlined in the Proposal Submitted
Evidence Provided for Standard 6
No evidence of Activities relating to Standard Six as Outlined in the Proposal
Evidence of Activities relating to Standard Six as outlined in the Proposal Submitted
Assessment 1 Assessment 1 Incomplete or Missing Assessment 1 well written and complete
Assessment 2 Assessment 2 Incomplete or Missing Assessment 2 well written and complete
Assessment 3 Assessment 3 Incomplete or Missing Assessment 3 well written and complete
Assessment 4 Assessment 4 Incomplete or Missing Assessment 4 well written and complete
Assessment 5 Assessment 5 Incomplete or Missing Assessment 5 well written and complete
Assessment 6 Assessment 6 Incomplete or Missing Assessment 6 well written and complete
Assessment 7 Assessment 7 Incomplete or Missing Assessment 7 well written and complete
Assessment 8 Assessment 8 Incomplete or Missing Assessment 8 well written and complete
Evidence Provided for all ISLLC Standards
No evidence provided for all ISLLC Standards as outlined in the Proposal
Evidence provided for all ISLLC Standards as outlined in the Proposal
Evidence Provided for SREB Competencies No evidence provided for all SREB Standards
Evidence provided for all SREB Standards as outlined in the Proposal
Summary Letter by Mentor Principal
No summary letter is submitted verifying the candidate has met requirements of the Internship
Summary letter is submitted verifying the candidate has met the requirements of the Internship
Mentor Principal: Date:
57
University of Illinois Springfield
Educational Leadership Department
Application for Principal Internship Extension
Name_______________________ Date____________________
Date of Beginning of Internship_________________ Semester and
Year__________
Completion Date of EDL 526 ___________________
Date of Beginning of EDL 527 ___________________ Semester and
Year___________
Make statement of reason for requesting time beyond 24 months from beginning of
Principal Internship. Be specific and detailed in the explanation. Attach any supporting
documentation.
Date expected to leave Principal Internship______________
Date expected to return to the Principal Internship__________
Date expected to complete the Principal Internship______________
Intern Signature
Faculty Supervisor Signature __Approved __Denied
Department Chair Signature __Approved
58
59
SAMPLE ACTION PLAN
INTERNSHIP ACTION PLAN (SAMPLE)
EDL 526/527
Fall 2014/Spring 2015
Chris Candidate
1442 Weaver Drive
Centerville, Illinois 64037
217/555-2324 (home)
217/555-4141 (school)
217/912-5521 (cell)
Mentor Principal
Susan Sharp, Principal
Scott Day Middle School
102 Shady Lane
Centerville, Illinois 60437
217/555-4141
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Internship Action Plan 2
Location:
Scott Day Middle School
102 Shady Lane
Centerville, Illinois 60437
Directions:
I 55 North to Exit 132/ Illinois Route 64
Turn left (West) onto Route 64 and travel approximately four miles to Centerville.
At the first stop light, turn right (North) onto Phillips Road and travel about ½ mile.
You will drive through a new subdivision of large homes and come to the North edge of
Centerville.
The first cross road after leaving the subdivision is Shady Lane. Turn left (West) and the
school is immediately on your right at the edge of the subdivision. (By the end of 527, it
might be in the middle of the subdivision!)
There is visitor parking to the left of the main entrance. You must “buzz in” at the main
door and report to the office, which is a short distance straight down the main hallway
on the left.
Travel time is approximately 35 minutes
Best Time to Visit
Day Middle School is open from 7:30 A.M. until 4:00 P.M. daily. The most convenient
time for a visit is after 2:00 P.M.
61
Purpose Internship Action Plan 3
One of the key players in the school improvement process is the building principal. A principal
fills many roles, wears many hats, and needs a wide range of knowledge and skills in order to be an
effective educational leader and building manager. This internship experience is designed to provide
an inside view of the role of the principal, offer a chance to wear some of the hats and to acquire as
many of the necessary skills and as much knowledge as time and opportunities allow. The Centerville
School District has granted this student an additional “prep period” for this school year to form a
block of time during the afternoon to assume internship experience duties and assist the building
principal. This is part of a “grow your own” philosophy of developing administrators for a rapidly
growing school district. It is a unique opportunity for this student and every effort will be made to
capitalize on it. There are specific objectives built into the Action Plan that fit the educational
philosophy of the district, the culture of Day Middle School and meet the goals of the school
improvement plan which is designed to manage the increase in the student population and changing
community demographics. This internship offers a unique professional growth experience, that, if
completed successfully, will likely lead to an administrative position in the district.
62
School Setting Internship Action Plan
4
Centerville Unit School District # 1 is located in Logan County approximately 25 miles to the
Northwest of the State Capital. There are currently 1823 students enrolled in the District’s schools,
which consist of Washington and Jefferson elementary schools, Scott Day Middle School and
Centerville High School. Day Middle School has 463 students in grades five through eight. Eighty
one percent of the students are Caucasian, eleven percent are Hispanic, six percent are African
American and two percent are Asian. Well over half of the teaching staff have Masters Degrees ,
but there are no minorities on staff. For the past three years, all of the schools in the district have
met AYP. Average daily attendance is above ninety-six percent and the drop-out rate is under 2
percent. The district is financially sound and is generally viewed in a favorable light by parents and
taxpayers.
Centerville is an old community steeped in its history relating to the Lincoln era, and has until
recently been a farming community. Centerville’s population is about 4200 and that reflects an
increase of over one thousand in the past three years. This is the result of two high tech industries
that have located in the area and support large, highly skilled and well paid work forces. Many have
chosen to live in the Centerville District. This presents some challenges to the school district. In
addition to the rapid growth and changing student demographics, there is a change in the culture of
the community and of the school district. There is a tension between the affluent well educated
“New Folks”, and farm - oriented long - time residents. Those factions have differing views of
schools and schooling and somewhat conflicting expectations for their children’s education. Those
challenges will impact this internship.
63
STANDARDS, OBJECTIVES AND ACTIVITIES
Standard 1 - Facilitating a Vision of Learning
A school administrator is an educational leader who promotes the success of all students by facilitation
the development, articulation, implementation and stewardship of a vision of learning that is shared and
supported by the school community.
Objective 1: To understand the principals of long range planning
Activity 1a: Attend meetings of the school/community Joint Committee on Facilities Planning
Activity 1b: Work with the Assistant Superintendent in the development of a staffing needs
assessment.
Estimated Timeline:
Activity 1a Start – September 12th Meeting End – November 14th Meeting
Activity 1b Start – Mid November End – End of November
Evaluation:
Activity 1a Completion Date _________ Mentor Principal Signature _____________________
Activity 1b Completion Date _________ Mentor Principal Signature _____________________
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Standard 2 - School Culture and Instructional Program
The competent school administrator is an educational leader who promotes the success of all students by
advocating, nurturing and sustaining a school culture and instructional program conducive to student
learning and staff professional growth.
Objective 2.1: Gain an understanding of the conflicting expectation of the various groups that make up
the school community.
Activity 2.1: Use the National School Assessment Association’s school culture survey to collect and
analyze data relating to community expectation for the school district’s future and prepare a
report for the superintendent.
Objective 2.2: To understand curriculum design and implementation.
Activity 2.2a: Do a curriculum analysis of Day Middle School’s vocational/technical sequence.
Activity 2.2b: Develop an introductory curriculum mapping in-service program for the Day Middle
School staff.
Estimated Timelines:
Activity 2.1 Start – Mid September End - End of November
Activity 2.2a Start – Beginning of October End - Last week of October
Activity 2.2b Start – Last week in August End - Second week in September
Evaluation:
Activity 2.1 Completion Date _________ Mentor Principal Signature__________________
Activity 2.2a Completion Date _________ Mentor Principal Signature__________________
Activity 2.2b Completion Date _________ Mentor Principal Signature__________________
65
Standard 3 – Management
The competent school administrator is an educational leader who promotes the success of all students by
ensuring management of the organization, operations and resources for a safe, efficient and effective
learning environment.
Objective 3: To understand operational policies and procedures of both the Centerville district and Scott
Day Middle School.
Activity 3a: Review the Districts Board Policy Manual
Activity 3b: Update the middle school’s student handbook
Activity 3c: Conduct interviews with key district and building personnel such as the transportation
director, head cook, head custodian, and lead teachers.
Estimated Timelines:
Activity 3a Start – Mid September End - Late September
Activity 3b Start – Early October End - Mid November
Activity 3c Start – Late August Early May
Evaluation:
Activity 3a Completion date________ Mentor Principal Signature _________________
Activity 3b Completion date________ Mentor Principal Signature _________________
Activity 3c Completion date________ Mentor Principal Signature _________________
Standard 4
An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Objective 4: To collaborate with faculty and community members to promote the success of every
student.
Activity 4a: Analyze data Z(including standardized test scores, teacher assessment etc.) to develop/refine
instructional activities and set instructional goals.
Circle school level: ece elem ms hs
Circle Participation Level: observe participate lead
66
Activity 4b: Facilitate data disaggregation for use by faculty and other stakeholders.
Estimated Timelines:
Activity 4a Start – Mid September End - Late September
Activity 4b Start – Early October End - Mid November
Evaluation:
Activity 4a Completion date________ Mentor Principal Signature _________________
Activity 4b Completion date________ Mentor Principal Signature _________________
Standard 5
An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner Objective 5: To understand the responsibilities of the principal to work with staff and community
members to promote the success of every student.
Activity 5a: Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other
artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP
action plans.
Circle school level: ece elem ms hs
Circle Participation Level: observe participate lead
Activity 5b: Analyzes the student mentor program, if one exists. If not, creates a document that clearly outlines the process for beginning one. Circle school level: ece elem ms hs
Circle Participation Level: observe participate lead
Estimated Timelines:
Activity 5a Start – Early September End - Mid November
Activity 5b Start – Mid January End- Early March
Evaluation:
Activity 5a Completion date________ Mentor Principal Signature _________________
Activity 5b Completion date________ Mentor Principal Signature _________________
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Standard 6
An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Objective 6: To understand the steps in preparing a presentation to the school board and community
stakeholders about a school improvement initiative.
Activity 6a: Creates a document that clearly outlines the process used in preparing for the presentation,
communicating with the audience and planning the follow up meeting.
Circle school level: ece elem ms hs
Circle Participation Level: observe participate lead
Activity 6b: Creates the presentation and additional documents as needed.
Circle school level: ece elem ms hs
Circle Participation Level: observe participate lead
Estimated Timelines:
Activity 6a Start – Mid September End – Early October
Activity 6b Start – Early October End - Mid November
Evaluation:
Activity 6a Completion date________ Mentor Principal Signature _________________
Activity 6b Completion date________ Mentor Principal Signature _________________
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FORMAL ASSESSMENT DESCRIPTIONS
There are four formal assessments that are required by 23 Illinois Administrative Code, Part 30. Each intern must successfully complete all four in order to obtain a Principal’s Endorsement from the Illinois Teacher’s Certification Board. Four additional assessments have been developed by the university to address the development of knowledge and skills in working with Special Education populations, English Language Learners (ELL), Gifted students and programs, and the need to serve all students including pre-school aged children and serving all students and families with equity on their behalf. The assessments are embedded into the internship and are, essentially, a series of administrative activities. They are in no specific order and may be completed at any time during the internship as opportunities present themselves. The following is a brief description of each assessment. In- depth descriptions can be found in the rubrics on page 73 of this handbook. It would be wise to be familiar with these requirements in order to plan and incorporate them into the schedule of your internship. Assessment 1 has six requirements and deals with understanding data analysis and school improvement.
1.1 Explain the purpose of the School Improvement Plan to a group of stakeholders. Documentation of successful completion includes: an outline; a presentation using technology; a handout; and documentation of input from the group as a result of the presentation.
1.2 Work with a faculty team to analyze data and identify an area of school improvement. Documentation of successful completion includes: an outline; a presentation using technology; a handout; and documentation of input from the group as a result of the presentation.
1.3 Work with faculty to create, implement and evaluate a school improvement action plan. That includes using student data to work collaboratively with teachers to modify curriculum and instructional strategies to meet the needs of each student and to incorporate the data into the School Improvement Plan. You must also provide evidence working with faculty or faculty teams to create, implement, and formatively evaluate a school improvement action plan that includes ELL students, at risk early childhood students, and students with disabilities and to incorporate the data into the School Improvement Plan. The candidate must produce the following artifacts: a copy of the action plan, data and other information used with staff who work on the creation and implementation of the action plan, documentation of meetings and processes used to monitor their progress of the implementation, and evidence of a formative evaluation process and impacts on student learning attained as a result of the initiative.
1.4 Provide clear evidence of working with faculty or faculty teams to gather and examine data to assess progress on the SIP and make recommendations for improvements or modifications to the SIP for the following year; this includes the analysis and use of student
69
information to design instruction that meets the diverse needs of students and leads to ongoing growth and development of all students (including early childhood and gifted students). Candidates must produce the following artifacts: an outline, a multimedia presentation, handouts, explanation of the analysis of interventions implemented in support of the SIP and how the recommendations incorporate the analysis, list of recommendations, meeting minutes, and input received as a result of the presentation.
1.5 Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses on improvement of the needs of the school to support services required to meet individualized instruction for at-risk early childhood students. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.
1.6 Provides clear evidence of working with faculty or faculty teams to gather and examine data to assess progress on the SIP and make recommendations for improvements or modifications to the SIP for the following year. Included in the recommendation is the recognition of the individual needs of students by working with general education teachers, certified staff, special education teachers 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.
Assessment 2 has three requirements and deals with teacher hiring, evaluation and professional development.
2.1 Participate in the process of hiring one or more teachers, including creating a job description, interview questions and evaluation tools, and participate in interviews and make recommendations. Candidates must produce the following documentation: description of collaboration with staff on alignment of the job description with student learning needs; a job description that the candidate created or a critique of a standard district job description; interview questions; development of a recruitment strategy; convening a selection committee; utilizing effective selection and evaluation tools to rate the applicants; rejection letters for candidates who were not selected; and onboarding of new staff. Candidates must also participate in the hiring process for at least one certified staff member and one non-certified staff member. Finally, candidates must document evidence of effectively working with a new staff member to orient them to school vision, goals, programs, expectations, policies and procedures. As well as developing a recruitment strategy for filling positions.
2.2 Conduct a full cycle of evaluation of a teacher. Candidates must produce an articulate and well-organized summary of the formative clinical supervision process that includes documentation from the formative pre observation conference, classroom observation, post observation conference and summative evaluation of the teacher’s performance for multiple teachers. In a reflection the candidate articulates the effects of the supervision on student learning and the school improvement process. Artifacts include notes and forms used in the pre-observation conference, classroom observation and post observation conference; write up or formative evaluation form; summative evaluation form; and professional development
70
recommendations. Candidates must document that they have identified and analyzed appropriate teacher and student data in evaluating teacher effectiveness. Candidates must also document evidence of participating in supervision and evaluation of other certified and non-certified staff.
2.3 Lead the development of a professional development plan for a school building. The candidate’s internship time log and reflections clearly indicate knowledge of staff development standards, application of the standards to the professional development plan embedded in the school’s SIP, and a mechanism for evaluating the effectiveness of the plan to improve student learning. Candidates must provide evidence that they have, in conjunction with stakeholders, led in the development of a professional development plan for a school building that includes 1) data analysis, 2) multiple options for teacher development, and 3) a method for evaluating a professional development plan and the extent to which it will lead to school improvement.
Assessment 3 has three requirements and deals with understanding and conducting school wide management of personnel, resources and systems.
3.1 Investigate and define the systems within the school that advocate, nurture, and sustain a culture that leads to high expectations and a motivating learning environment. Candidates must produce the following: a review and map of the learning environment, an analysis of supporting and impeding factors, and an evaluation of the systems’ effectiveness and recommendations for improvement. Potential learning environment system areas include professional learning communities, the school improvement process, professional development, teacher leadership, school leadership teams, cultural proficiency, and guaranteed and viable curriculum climate.
3.2 Review the school’s budget and other resources and provide recommendations for improvement. Candidates must produce the following: a copy of the school budget he/she has reviewed and initialed by the mentor; a report containing the details of how the budget resources are used, and how resources are evaluated for adequacy and assessed for effectiveness and efficiency; and recommendations for improvement. The final report addresses the impact of the budget on student sub groups such as ELL, special education, and economically disadvantaged.
3.3 Choose one instructional and one management system and create an assessment tool that will rate the systems and to make recommendations for their improvement. Candidates must produce a report that contains the following: a clear connection of recommended changes to the mission of the school; a mapping of two systems, one instructional and one management; an assessment tool used for the systems’ evaluation; an analysis of data; and recommendations for improvement.
Assessment 4 has 10 requirements and involves working with special education programs, teachers and students.
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4. 1 Visit special education classrooms at the Pre-K, elementary, middle and secondary levels and to dialogue with the teachers about their teaching strategies and expectations and to observe student behavior. Candidate completes written reflection on classroom observations and lessons learned and posts to e-portfolio.
4. 2 Follow the screening of a potential special education student and to attend that students IEP meeting. Candidate enters - in keeping with FERPA and district policy- copies of forms and documents including agenda and findings of IEP meetings in e-portfolio.
4. 3 Interview the District’s special education administrator in order to obtain an understanding of the overall special education program. Candidate will complete a written reflection on the interview and lessons learned to be included in the e-portfolio.
4. 4 Document work with teachers to demonstrate an understanding of the unique characteristics of special education students.
4. 5 Analyze data and resource allocation on students in special education settings.
4. 6 Document evidence of plans incorporating special education students in instructional strategies and programs.
4.7 Document collaboration with teachers and staff on development and evaluation of IEPs.
4. 8 Document work with teachers to analyze LRE and have a basic understanding of special education rules and regulations.
4. 9 Work in conjunction with special education teachers, the candidate provides evidence of the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students and included the activity in the systems improvement processes.
4.10 Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses on improvement of the needs of the school to support services required to meet individualized instruction for students with IEPs (Individualized Education Program), IFSPs (Individual Family Service Plans), or Section 504 plans. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.
Assessment 5 has 4 requirements and involves working with teachers to demonstrate an understanding of the unique characteristics of preschool, elementary and high school students including a basic understanding of child development.
5. 1 Document visits to a classroom at each school level and dialogue with the teacher about student (i.e. child/adolescent) development at the relevant level.
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5. 2 Document work with teachers at each school level to analyze data and resource allocation on all levels of students across the P-12 spectrum.
5.3 Document participation in activities related to articulation between grade levels including early childhood to elementary and elementary/middle school to high school.
5.4 Work in conjunction with general education and the certified staff the candidate provides evidence of the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students and included the activity in the systems improvement processes;
Assessment 6 has 7 requirements and involves working with ELL programs, teachers and students.
6. 1 Visit an ELL classroom at the elementary and middle or secondary level and to dialogue with the teachers about their teaching strategies and expectations and to observe student behavior. This includes ELLs, students with disabilities, early childhood, struggling and advanced readers (five student populations). Candidate completes five written reflections (one per student population) on classroom observations and lessons learned and posts to e-portfolio.
6. 2 Interview a district’s ELL administrator in order to obtain an understanding of the overall ELL program. Candidate completes written reflection on classroom observations and lessons learned and posts to e-portfolio.
6. 3 Work with teachers to demonstrate an understanding of the unique characteristics of ELL students including a basic understanding of language acquisition and bilingual education strategies.
6. 4 Work with teachers to analyze data and resource allocation on ELL students and bilingual programs.
6.5 Work with teachers to include plans for ELL students in instructional strategies or programs and create targeted instructional interventions.
6. 6 Work in conjunction with bilingual education teachers, the candidate provides evidence of the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students and included the activity in the systems improvement processes.
6. 7 Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses on improvement of the needs of the school to support services required to meet
73
individualized instruction for ELL students. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.
Assessment 7 has 4 requirements and involves working with gifted programs, teachers and students.
7. 1 asks you to work with teachers to understand the unique characteristics of gifted students. Candidate completes written reflection on classroom observations and lessons learned and posts to e-portfolio.
7. 2 Work with teachers to analyze data and resource allocation on students in gifted education settings.
7. 3 Work with teachers and utilizing the systems investigation, the candidate produces a plan
that focuses on improvement of the needs of the school to support services required to meet
individualized instruction for students identified as gifted. As evidence of this work, a written
plan is submitted to the faculty for consideration, review and comment.
7. 4 Work with teachers to incorporate plans for gifted students in instructional strategies and programs and differentiate classroom instruction to meet their needs.
Assessment 8 has 2 requirements and involves 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.
8.1 Provides evidence of proactively serving all students (including Early Childhood students)
and their families and advocating on their behalf for an opportunity to learn and for the well-
being of each child in the classroom. Written evidence of an event or series of events where
the candidate advocated for a student or students, family or families, or caregiver or
caregivers is verified by the mentor principal.
8. 2 Provide evidence of proactively serving all students (including Early Childhood students)
and their families with equity and honor on their behalf for an opportunity to learn and for
the well-being of each child in the classroom. Written evidence of an event or series of
events where the candidate served student or students, family or families, or caregiver or
caregivers with equity and honor is verified by the mentor principal.
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RUBRICS FOR FORMAL ASSESSMENTS
Assessment 1-Demonstrate a comprehensive understanding and performance in data analysis, school
improvement, and conducting the School Improvement Plan (SIP) process (to the extent possible).
Focus Area: 1.1-Explain the purpose of the SIP and its relationship to the school's vision in a presentation to a
group of stakeholders (e.g., at a faculty meeting, department meeting, parent group, community group).
1.1 Meets the Standard Does Not Meet the Standard Score
Content:
ISLCC Standards
1.A through 1.E,
4.A, and 4.A
Appropriateness of
the content
The candidate uses media in a compelling
presentation format that focuses on the
school's vision and mission and its
connection to the work of the staff and
principal to attain greater student
achievement. The presentation also
connects the vision to the work of the
school's improvement plan and is tailored to
the audience.
The candidate’s presentation does
not bring vision and mission of the
school into focus for the attainment
of greater student achievement. The
school improvement plan is
mentioned but is not a central part of
the work to accomplish greater
student achievement. The
presentation is too generic to
specifically connect the audience to
the material.
1 / 0
Process:
Follows theory of
practice
Logical and
sequential
Understandable
Achieves the
purpose
The candidate creates a document that clearly
outlines the process used in preparing for the
presentation, communicating with the
audience, and planning the follow-up
meeting. The Candidate provides additional
artifacts to support the presentation. There is
a logical sequence to all events, all are well-
planned and executed, and achieve the stated
purpose.
The candidate's outline is brief or
incomplete for the presentation. Few
artifacts support the presentation. It
lacks organizational logic and
reflects poor planning. The purpose
is vague, clear communication to the
audience is lacking, and the
presentation does not achieve its
purpose.
1 / 0
Outcomes:
Clearly stated
Clearly
demonstrated
Data support the
results
The candidate clearly states the outcomes and
expectations of the presentation. The
candidate has additional data and documents
to support the outcomes and expectations.
The candidate provides artifacts to support
the presentation.
The outcomes of the candidate's
presentation are vague and unclear
(few or no artifacts support the
presentation). There are few
supporting documents or data to back
up the presentation.
1/ 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the following
presentation items: an outline, a multi-media
presentation (Power Point or other),
handouts, meeting minutes, and
documentation of the input from the audience
as a result of the presentation. (More artifacts
are encouraged to demonstrate greater
competency.)
The candidate produces few of the
following suggested items and
artifacts did not demonstrate
competency: an outline, a multi-media
presentation (Power Point or other),
handouts, meeting minutes, and
documentation of the input from the
audience as a result of the
presentation.
1 / 0
Quality: Candidate demonstrates quality in all
materials: correct formatting in accordance
The candidate’s materials lack
quality: correct AP A formatting;
75
First-year
principal or better
Complete
Accurate
with the "Publication Manual of the
American Psychological Association (APA),
Sixth Edition" (no later amendments to or
editions of these standards are incorporated);
correct spelling and grammar; completeness;
accuracy; comprehensiveness. The candidate
meets or exceeds the standards and
competencies of this assessment.
correct spelling and grammar;
completeness; accuracy;
comprehensiveness. The candidate
does not meet or exceed the standards
and competencies of this assessment.
1 / 0
1.1 Candidate must meet 5 of 5 to demonstrate competency.
Total Score
Focus Area: 1.2 – Analyze and review data, including but not limited to, State test results, and work with a faculty team
to identify areas for improvement and interventions, with particular attention given to student subgroups identified under
23 Ill. Admin. Code 1.60 (Subgroups of Students; Inclusion of Relevant Scores) and low-performing students.
1.2 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards 2.A
through 2.I, 5.A, 5.C, 5.D,
and 5.E
Appropriateness of the
content
The candidate works with faculty
to review and analyze national,
State, district, school and
classroom data to identify
academic achievement
interventions for each of the
schools’ subgroups or low-
performing students. Candidate’s
work reflects new interventions
that align to the School
Improvement Plan and the
school’s student achievement
goals.
The candidate’s work with faculty
to analyze and review data will not
likely result in improved student
learning for each of the schools’
subgroups or low-performing
students. The candidate’s work
with faculty is sporadic,
disconnected, or does not connect
the intervention to the SIP and the
school’s student achievement
goals.
1 / 0
Process:
Follows theory to practice
Logical and sequential
Understandable
Achieves the purpose
The candidate produces an
analysis of data (an artifact) and
has other artifacts to demonstrate
the process used in preparing for,
working with, and following up
on the work with the faculty in the
identification of interventions that
will improve student learning for
all subgroups. There is a logical
sequence to all activities. Planning
and execution is of high quality
and achieves the purpose.
The candidate is not able to
produce a useable process for the
review and analysis of data (an
artifact) or other artifacts that
demonstrate a reliable process for
preparing, working with, and
following up on the work with the
faculty. The candidate identifies
inadequate improvement.
1 / 0
Outcomes:
Clearly stated
Clearly demonstrated
Data support the results
The candidate produces clearly
stated outcomes and expectations,
performs data analysis, reviews
the process used with the faculty
(artifacts to demonstrate
The candidate produces unclear
outcomes and expectations for the
data analysis and review process
with the faculty (and has poorly
constructed artifacts). Further,
76
accomplishment) and has
additional data and documents to
support the outcomes of specific
new outcomes of specific new
improvement interventions for all
subgroups.
additional data and documents to
support the outcomes of specific
improvement interventions for all
subgroups are lacking or absent.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the
following suggested items: 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
interventions; and the meeting
minutes verifying input of, and
work done by, the faculty on the
interventions (more artifacts are
encouraged to demonstrate greater
competency).
The candidate produces few of the
suggested items. Those produced
do not demonstrate competency in
the documentation of the following
processes: conducting a review of
the analysis data; leading the
faculty through the analysis and
identification of specific
instructional interventions;
detailing meeting minutes
indicating faculty worked on the
interventions discussed; or
soliciting input from faculty in the
school improvement process.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA formatting; correct spelling
and grammar; completeness;
accuracy; comprehensiveness. The
candidate meets or exceeds the
standards and competencies of
this assessment.
The candidates materials lack
quality: correct APA formatting,
correct spelling and grammar;
completeness; accuracy;
comprehensiveness. The candidate
does not meet or exceed the
standards and competencies of this
assessment.
1 / 0
1.2 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area: 1.3 – Work with family or faculty teams to create, implement, and formatively evaluate a school
improvement action plan.
1.3 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards 1.B through
1.E, 2.A, 2.D, 2.E, 2.I
4.A through 4.D, and 5.A
Appropriateness of the
content
The candidate demonstrates his or
her work with the faculty to
create, implement and evaluate an
SIP action plan. The action plan
is based on current data, reflects
current research and best
practices, and is connected to the
work outlined in the school’s SIP.
The candidate’s action plan does
not clearly focus on the work of the
faculty to attain greater student
achievement. The plan is not based
on data, does not reflect current
research, and is not clearly
connected to the work outlined in
the school’s SIP
1 / 0
Process:
Follows theory to practice
Logical and sequential
The candidate creates a clear
action plan (an artifact) in
collaboration with the faculty and
The candidate’s action plan is not
clear or is missing (an artifact), and
other artifacts that demonstrate the
77
Understandable
Achieves the purpose
possesses other artifacts that
demonstrate the processes used in
preparing for, implementing and
evaluating the SIP action plan.
There is a logical sequence to all
events, all are well-planned and
executed, and achieve the purpose
of improving student
achievement.
processes used in preparing for,
implementing, and evaluating the
action plan are inadequate to create
success. The candidate does not
engage faculty in the creating of the
action plan. The sequence of events
is illogical, often unplanned and
executed, and they do not achieve
the purpose of improving student
achievement.
1 / 0
Outcomes:
Clearly stated
Clearly demonstrated
Data support the results
The candidate clearly states the
outcomes and expectations of the
action plan. The candidate and
the faculty demonstrate a clear
understanding of the roles and
responsibilities required for the
implementation of the action plan
and the continuous school
improvement process.
The candidate states the outcomes
and expectations of the initiatives
but the focus is unclear. The
candidate’s action plan is unclear or
lacks faculty input. The additional
data and documents to support the
outcomes of the initiative are
lacking or absent. The process for
the formative evaluation of the
action plan is lacking or absent.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the
following artifacts: a copy of the
action plan; data and other
information used with staff who
work on the creation and
implementation of the action
plan; documentation of meetings
and processes used to monitor the
progress of the implementation;
and evidence of a formative
evaluation process and impacts
on student learning attained as a
result of the initiative (more
artifacts are encouraged to
demonstrate greater competency).
The candidate produces a few but
not all of the suggested items: a
copy of the action plan; data and
other information used with staff
who work on the creation and
implementation of the action plan;
documentation of meetings and
processes used to monitor the
progress of the implementation;
evidence of a formative evaluation
process and measurement of impact
on student learning attained as a
result of the action plan.
1 / 0
Quality:
First-year principal or better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA formatting; spelling and
grammar; completeness;
accuracy; comprehensiveness.
The candidate meets or exceeds
the standards and competencies
of this assessment.
The candidates materials lack
quality: correct APA formatting;
correct spelling and grammar;
completeness; accuracy;
comprehensiveness. The candidate
does not meet or exceed the
standards and competencies of this
assessment.
1 / 0
1.3 Candidate must meet 5 of 5 to demonstrate competency. Total Score
78
Focus Area: 1.4 – Work with faculty or faculty teams to gather and examine data to assess progress on the SIP and make
recommendations for improvements or modifications to the SIP for the following year.
1.4 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards 1.B
through 1.E, 2.A, 2.D,
2.E, 2.I, 4.A-4.D, and
5.A
Appropriateness of the
content
The candidate presents to the
school's leadership team a
comprehensive examination of the
progress made by the staff and
principal toward the identified
goals of the SIP. The presentation
clearly explains the data used to
analyze the impact of various
interventions toward the goals
identified in the SIP. The
candidate's recommendations are
based on an analysis of
interventions implemented in
support of the SIP, faculty input,
and are aligned with the mission
and vision of the school. The
presentation focuses on the work
of the staff and principal to attain
improved and increased student
achievement and demonstrates
significant logical and practical
improvements for future planning
by the school's leadership team.
The candidate's presentation to the
school's leadership team is an
incomplete examination of the
school's SIP; the analysis of action
plans is lacking and
recommendations are not logical or
practical for future improvement
planning. The recommendations are
not based on an analysis of
interventions implemented in
support of the SIP or are lacking in
detail. The presentation is unclear
in its focus on the work of the staff
and principal to increase student
achievement. The recommendations
are not aligned with the mission
and vision of the school or are not
clearly articulated as such.
1 / 0
Process:
Follows theory to
practice
Logical and sequential
Understandable
Achieves the purpose
The candidate demonstrates the
analysis and presentation as an
artifact and has other artifacts that
demonstrate the processes used in
preparing for, presenting, and
following up on the meeting after
the presentation. There is a logical
sequence to all events, all are
well-planned and executed, and
they achieve the purpose of
improving student achievement.
The candidate has an incomplete
analysis and presentation as an
artifact and does not provide other
artifacts that demonstrate the
processes used in preparing for,
presenting, and following up on the
meeting after the presentation. The
sequence of events is illogical,
often unplanned and executed, and
the events do not achieve the
purpose of improving student
achievement.
1 / 0
Outcomes:
Clearly stated
Clearly demonstrated
Data support the results
The candidate clearly states the
outcomes and expectations of the
presentation (and possesses
artifacts to demonstrate
accomplishment). The candidate
produces additional data and
documents to support the
outcomes or expectations from the
presentation.
The outcomes of the candidate's
presentation are vague and unclear
(few or no artifacts support the
presentation). There are few
supporting documents or data to
back up the presentation.
1 / 0
79
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the
following presentation items: an
outline, a multi-media presentation
(Power Point or other), handouts,
explanation of the analysis of
interventions implemented in
support of the SIP and how the
recommendations incorporate that
analysis, list of recommendations,
meeting minutes, and input
received as a result of the
presentation. (More artifacts are
most certainly welcome to
demonstrate greater competency.)
The candidate produces few of the
following items and those presented
do not demonstrate competency:
handouts, explanation of the
analysis of interventions
implemented in support of the SIP
and how the recommendations
incorporate that analysis, list of
recommendations, and meeting
minutes, and input received as a
result of the presentation.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct AP
A formatting; correct spelling and
grammar; completeness; accuracy;
comprehensiveness. The candidate
meets or exceeds the standards
and competencies of this
assessment.
The candidate’s materials lack
quality: correct AP A formatting;
correct spelling and grammar;
completeness; accuracy;
comprehensiveness. The candidate
does not meet or exceed the
standards and competencies of this
assessment.
1 / 0
1.4 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area: 1.5 – Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses
on improvement of the needs of the school to support services required to meet individualized instruction for at risk early
childhood students. As evidence of this work, a written plan to is submitted to the faculty for consideration, review and
comment.
1.5 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards 1.B
through 1.E, 2.A, 2.D,
2.E, 2.I, 4.A-4.D, and
5.A
Appropriateness of the
content
The candidate presents to the
school's leadership team a
comprehensive examination of the
progress made by the staff and
principal toward the identified
goals of the SIP. The presentation
clearly explains the data used to
analyze the impact of various
interventions toward the goals
identified in the SIP. The
candidate's recommendations are
based on an analysis of
interventions implemented in
The candidate's presentation to the
school's leadership team is an
incomplete examination of the
school's SIP; the analysis of action
plans is lacking and
recommendations are not logical or
practical for future improvement
planning. The recommendations are
not based on an analysis of
interventions implemented in
support of the SIP or are lacking in
detail. The presentation is unclear
in its focus on the work of the staff
1 / 0
80
support of the SIP, faculty input,
and are aligned with the mission
and vision of the school. The
presentation focuses on the work
of the staff and principal to attain
improved and increased student
achievement and demonstrates
significant logical and practical
improvements for future planning
by the school's leadership team.
and principal to increase student
achievement. The recommendations
are not aligned with the mission
and vision of the school or are not
clearly articulated as such.
Process:
Follows theory to
practice
Logical and sequential
Understandable
Achieves the purpose
The candidate demonstrates the
analysis and presentation as an
artifact and has other artifacts that
demonstrate the processes used in
preparing for, presenting, and
following up on the meeting after
the presentation. There is a logical
sequence to all events, all are
well-planned and executed, and
they achieve the purpose of
improving student achievement.
The candidate has an incomplete
analysis and presentation as an
artifact and does not provide other
artifacts that demonstrate the
processes used in preparing for,
presenting, and following up on the
meeting after the presentation. The
sequence of events is illogical,
often unplanned and executed, and
the events do not achieve the
purpose of improving student
achievement.
1 / 0
Outcomes:
Clearly stated
Clearly demonstrated
Data support the results
The candidate clearly states the
outcomes and expectations of the
presentation (and possesses
artifacts to demonstrate
accomplishment). The candidate
produces additional data and
documents to support the
outcomes or expectations from the
presentation.
The outcomes of the candidate's
presentation are vague and unclear
(few or no artifacts support the
presentation). There are few
supporting documents or data to
back up the presentation.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the
following presentation items: an
outline, a multi-media presentation
(Power Point or other), handouts,
explanation of the analysis of
interventions implemented in
support of the SIP and how the
recommendations incorporate that
analysis, list of recommendations,
meeting minutes, and input
received as a result of the
presentation. (More artifacts are
most certainly welcome to
demonstrate greater competency.)
The candidate produces few of the
following items and those presented
do not demonstrate competency:
handouts, explanation of the
analysis of interventions
implemented in support of the SIP
and how the recommendations
incorporate that analysis, list of
recommendations, and meeting
minutes, and input received as a
result of the presentation.
1 / 0
Quality: The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
81
First-year principal or
better
Complete
Accurate
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceeds the standards and
competencies of this assessment.
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
Focus Area: 1.6 – Provides clear evidence of working with faculty or faculty teams to gather and examine data to assess
progress on the SIP and make recommendations for improvements or modification to the SIP for the following year.
Included in the recommendation is the recognition of the individual needs of students by working with general education
teachers, certified staff, special education teachers 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.
1.6 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards 1.B
through 1.E, 2.A, 2.D,
2.E, 2.I, 4.A-4.D, and
5.A
Appropriateness of the
content
The candidate presents to the
school's leadership team a
comprehensive examination of the
progress made by the staff and
principal toward the identified goals
of the SIP. The presentation clearly
explains the data used to analyze the
impact of various interventions
toward the goals identified in the
SIP. The candidate's
recommendations are based on an
analysis of interventions
implemented in support of the SIP,
faculty input, and are aligned with
the mission and vision of the school.
The presentation focuses on the work
of the staff and principal to attain
improved and increased student
achievement and demonstrates
significant logical and practical
improvements for future planning by
the school's leadership team.
The candidate's presentation to the
school's leadership team is an
incomplete examination of the
school's SIP; the analysis of action
plans is lacking and
recommendations are not logical or
practical for future improvement
planning. The recommendations are
not based on an analysis of
interventions implemented in
support of the SIP or are lacking in
detail. The presentation is unclear
in its focus on the work of the staff
and principal to increase student
achievement. The recommendations
are not aligned with the mission
and vision of the school or are not
clearly articulated as such.
1 / 0
Process:
Follows theory to
practice
Logical and sequential
Understandable
Achieves the purpose
The candidate demonstrates the
analysis and presentation as an
artifact and has other artifacts that
demonstrate the processes used in
preparing for, presenting, and
following up on the meeting after the
presentation. There is a logical
sequence to all events, all are well-
planned and executed, and they
The candidate has an incomplete
analysis and presentation as an
artifact and does not provide other
artifacts that demonstrate the
processes used in preparing for,
presenting, and following up on the
meeting after the presentation. The
sequence of events is illogical,
often unplanned and executed, and
1 / 0
1.5 Candidate must meet 5 of 5 to demonstrate competency. Total Score
82
achieve the purpose of improving
student achievement.
the events do not achieve the
purpose of improving student
achievement.
Outcomes:
Clearly stated
Clearly demonstrated
Data support the
results
The candidate clearly states the
outcomes and expectations of the
presentation (and possesses artifacts
to demonstrate accomplishment).
The candidate produces additional
data and documents to support the
outcomes or expectations from the
presentation.
The outcomes of the candidate's
presentation are vague and unclear
(few or no artifacts support the
presentation). There are few
supporting documents or data to
back up the presentation.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the
following presentation items: an
outline, a multi-media presentation
(Power Point or other), handouts,
explanation of the analysis of
interventions implemented in support
of the SIP and how the
recommendations incorporate that
analysis, list of recommendations,
meeting minutes, and input received
as a result of the presentation. (More
artifacts are most certainly welcome
to demonstrate greater competency.)
The candidate produces few of the
following items and those presented
do not demonstrate competency:
handouts, explanation of the
analysis of interventions
implemented in support of the SIP
and how the recommendations
incorporate that analysis, list of
recommendations, and meeting
minutes, and input received as a
result of the presentation.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceed
the standards and competencies of
this assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
Assessment 2 – Demonstrate comprehensive understanding and performance in conducting teacher hiring, faculty
evaluation, and professional development.
Focus Area: 2.1 – Participate in the hiring process including, at a minimum, creation of a job description; creation of
interview questions and evaluation tools; participation in interviews for the position; recommendation of the candidate to
hire with rationale and data to support the selection; and preparation of letters of rejection for candidates who were not
selected.
2.1 Meets the Standard Does Not Meet the Standard Score
Content: The candidate collaborates with
staff to align the teacher job
The candidate does not collaborate
with staff on the alignment of the
1.6 Candidate must meet 5 of 5 to demonstrate competency. Total Score
83
ISLLC Standards 3.A, 3.B,
4.B, 5.B, and 6.A
Appropriateness of the
content
description to student learning
needs. The candidate creates a
job description. Alternatively, if
the school district uses a
standard job description, the
candidate analyzes an existing
job description and composes a
memo to the human resources
director or superintendent with
recommendations for
improvements to the job
description. The candidate
creates interview questions and
a tool to evaluate the applicants'
competence. The interview
questions are aligned with
student learning needs. The
evaluation tools are based on
the job description and provide
clear criteria for evaluating the
applicants for the position. The
interview questions are relevant
to making judgments about the
competency of applicants and
do not request information that
violates anti-discrimination
laws.
teacher job description to student
learning needs. The candidate
neither creates nor analyzes the
standard job description provided by
the school district and does not write
a critique of it or the analysis is
lacking in substance. The candidate
does not create interview questions,
and tools to evaluate the applicants
or the interview questions are not
aligned with student learning needs.
The candidate does not create
evaluation tools, the evaluation tools
are not based on the job description,
or the tools do not provide clear
criteria for evaluating applicants for
the position. One or more of the
interview questions are not relevant
to making judgments about the
competence of applicants or request
information that violates anti-
discrimination laws.
1 / 0
Process:
Follows theory to practice
Logical and sequential
Understandable
Achieves the purpose
The candidate participates in
the interviews of applicants for
the position. The candidate
greets applicants, states the
purpose of the interview, asks
relevant questions, takes
accurate notes, and provides
information to applicants about
the school and district. The
candidate completes the
evaluations of the applicants.
The candidate prepares
rejection letters for candidates
who were not selected.
The candidate does not complete one
or more important aspects of the
process. The candidate does not
participate in the interviews of
applicants for the position; does not
perform one or more of the
following: greets applicants, states
the purpose of the interview, asks
relevant questions, takes accurate
notes, or provides information to
applicants about the school and
district; does not complete the
evaluations of the applicants; or does
not prepare rejection letters for
candidates who were not selected.
1 / 0
84
Outcomes/Resources:
Clearly stated
Clearly demonstrated
Data supports the
results
Reflection
The candidate recommends an
applicant for employment as a
teacher, and the recommendation is
supported with a sound rationale and
data from the evaluation. (In the
event an applicant was not
acceptable, the candidate explained
why.) The candidate reflects on the
knowledge and skills required to
effectively perform his or her role
and explains how the outcome of the
hiring process contributes to student
learning.
The candidate recommends an
applicant for the position, but the
rationale is weak or is not supported
with data from the evaluation. The
candidate does not reflect on the
knowledge and skills required to
effectively perform his or her role,
or the reflection is superficial. The
candidate does not explain how the
outcome of the hiring process
contributes to student learning or the
explanation is facile.
1 / 0
Focus Area: 2.2 - Conduct a full cycle of clinical supervision, including a pre-observation conference, a classroom
observation, and a post-observation conference. Write a summary that provides evidence using actual notes, observations,
discussion, forms, and student achievement data providing feedback to the teacher. Provide examples of interventions and
supports needed for the non-tenured or struggling teacher.
2.2 Meets the Standard Does Not Meet the Standard Score
Content: The candidate clearly
demonstrates knowledge and skills
of clinical supervision and
The candidate does not demonstrate
knowledge and skills of clinical
supervision and formative and
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces (1) a
description of collaboration with
staff on alignment of the job
description with student learning
needs; (2) the job description the
candidate creates or, if a standard
job description is used by the
district, a recommendation memo
to human resources or the
superintendent; (3) interview
questions; (4) evaluation tools to
rate the applicants; and (5)
rejection letters for candidates who
were not selected.
The candidate is missing one or more
of the following: (1) description of
collaboration with staff on alignment
of the job description with student
learning needs; (2) job description the
candidate creates or, if a standard job
description is used by the district, a
critique of the job description; (3)
interview questions; (4) evaluation
tools to rate the applicants; and (5)
rejection letters for candidates who
were not selected.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceeds the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar, completeness,
accuracy, and comprehensiveness;
did not meet the standards and
competencies of this assessment.
1 / 0
2.1 Candidate must meet 5 of 5 to demonstrate competency. Total Score
85
ISLLC Standards 1.B
through 1.E, 2.A, 2.D.
2.F, 2.G, 2.H, 2.I, 3.C,
3.D, 3.E, 5.B, 5.C, and
5.E
Appropriateness of the
content
formative and summative
evaluation (through a summary
based upon notes, observations,
meeting with a teacher, forms and
student achievement data). The
candidate demonstrates knowledge
of methods that school leaders
employ to strengthen the vision
and mission of the school through
alignment of clinical supervision
with the school improvement
process. The candidate
demonstrates the communication,
interpersonal, and ethical skills
and understandings necessary for
effective school leadership
through clinical supervision.
summative evaluation (through a
summary based upon notes,
observations, meeting with a teacher,
forms and student achievement data).
The candidate does not demonstrate
knowledge of methods that school
leaders employ to strengthen the
vision and mission of the school
through alignment of clinical
supervision with the school
improvement process. The candidate
does not demonstrate the
communication, interpersonal, and
ethical skills and understandings
necessary for effective school
leadership through clinical
supervision.
1 / 0
Process:
Follows theory to
practice
Logical and sequential
Understandable
Achieves the purpose
Based upon best practices in
clinical supervision, the candidate
clearly connects the three stages of
clinical supervision: the pre-
observation conference, classroom
observation, and post-observation
conference. The candidate's
process is coherent and purpose-
driven. The pre-observation
conference establishes the purpose
of the observation and the tools
used to gather data on the
classroom instructional process.
The observation is focused and
aligned to its purpose. During the
post-observation conference,
results are shared,
recommendations for
improvement provided, and
professional development
activities identified.
The candidate does not follow the
three-step clinical supervision
process. The candidate's process is
disjointed, not purpose-driven, and
unfocused. The process does not
result in useful and data-based
recommendations for improvement
that could guide ongoing
professional development.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Data support the results
Reflection
The candidate clearly states the
outcomes of the clinical
supervision process and formative
and summative evaluation. The
candidate demonstrates
accomplishment of the purpose of
the process using appropriate data
and other information to assess
teacher performance from the
observation. The candidate
provides examples of professional
The candidate does not clearly
identify outcomes for the clinical
supervision and formative and
summative evaluation process during
the pre-observation conference. As a
result, data and information collected
during the observation and disjointed
and unfocused. The lack of
identification of outcomes negatively
impacts the post-conference. The
candidate’s personal reflection lacks
1 / 0
86
development connected to the
school’s improvement process for
the majority of teachers or
necessary interventions and
support for non-tenured or
struggling teachers. The candidate
reflects individually and seeks
feedback on performance as an
evaluator from the evaluated
teacher or mentor principal to
assess personal effectiveness.
depth or does not address the
individual teacher who was
observed. The candidate does not
solicit feedback on his or her
performance as an evaluator from the
teacher being evaluated or the
internship principal.
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces an
articulate and well-organized
summary of the formative clinical
supervision process that includes
documentation from the formative
pre-observation conference,
classroom observation, the post-
observation conference and the
summative evaluation of the
teacher's performance. In a
reflection, the candidate articulates
the effects of supervision on
student learning and the school
improvement process. Artifacts
include notes and forms used in
the pre-observation conference,
classroom observation, post-
observation conference, write-up
or formative evaluation form;
summative evaluation;
professional development
recommendations.
The candidate is missing one or
more of the artifacts that summarizes
the candidate's work in the clinical
supervision process, including
documentation from the formative
pre-observation conference,
classroom observation, the post-
observation conference or the
summative evaluation of the
teacher's performance. Artifacts
missing include notes and forms
used in the pre-observation
conference, classroom observation,
post-observation conference; post-
observation conference write-up or
formative evaluation form;
summative evaluation; or
professional development
recommendations.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceeds the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar, completeness,
accuracy, and comprehensiveness;
did not meet the standards and
competencies of this assessment.
1 / 0
2.2 Candidate must meet 5 of 5 to demonstrate competency. Total Score
87
Focus Area: 2.3 – In conjunction with stakeholders, lead in the development of a professional development plan for a school
building that includes (1) data analysis (reviewed in Focus Area 1.2); (2) multiple options for teacher development; and (3) a
method for evaluating the professional development plan and the extent to which it will lead to school improvement.
2.3 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards
1.B through 1.E,
2.A, 2.D, 2.F, 2.G,
3.D, 4.A through
4.D, and 5.A
Appropriateness of
the content
The candidate clearly demonstrates
knowledge and understanding of
the 12 components of the National
Staff Development Council’s
Standards for Staff Development
(2001).
The candidate does not or inadequately
demonstrates knowledge of the National
Staff Development Council’s Standards
for Staff Development (2001).
1 / 0
Process:
Follows theory to
practice
Logical and
sequential
Understandable
Achieves the
purpose
The candidate clearly demonstrates
application of the staff
development standards to his or her
school’s professional development
needs by analyzing data, creating
options, and creating an evaluation
plan in collaboration with
stakeholders.
The candidate does not or inadequately
demonstrates application of the staff
development standards to his or her
school’s professional development
needs by analyzing data, creating
options, and creating an evaluation plan
in collaboration with stakeholders.
1 / 0
Outcomes:
Clearly stated
Clearly
demonstrated
Data support the
results
The candidate clearly states the
outcomes of the school’s
professional development plan in
relationship to school
improvement.
The candidate does not or inadequately
states the outcomes of the school’s
professional development plan in
relationship to school improvement.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate’s internship time-log
and reflections clearly indicate
knowledge of the staff development
standards, application of the
standards to the professional
development plan embedded in the
school’s SIP, and a mechanism for
evaluation the effectiveness of the
plan to improve student learning.
The candidate’s internship time-log and
reflections do not indicate or adequately
indicate knowledge of staff development
standards, application of the standards to
the professional development plan
embedded in the school’s SIP, and a
mechanism for evaluating the
effectiveness of the plan to improve
student learning.
1 / 0
Quality:
First-year principal
or better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA
format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceeds the standards and
competencies of this assessment.
The candidate’s materials lack quality:
correct APA format, correct spelling and
grammar, completeness, accuracy, and
comprehensiveness; did not meet the
standards and competencies of this
assessment.
1 / 0
2.3 Candidate must meet 5 of 5 to demonstrate competency. Total Score
88
Assessment 3 – Demonstrate comprehensive understanding and performance in conducting school wide management of
personnel, resources, and systems for adequacy and equity.
Focus Area 3.1 – Investigate, define, and delineate the systems and factors within the internship school for advocating,
nurturing and sustaining a culture of collaboration, trust, learning, high expectations and a personalized and motivating
learning environment for students.
3.1 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards 1.D,
2.A through 2.I, 4.A
through 4.D, 5.B, 5.C,
5.E, and 6.A through
6.C
Appropriateness of the
content
The candidate demonstrates
knowledge and skills in an
understanding of systems and
factors within the internship
school that advocate, nurture
and sustain a culture of
collaboration, trust, learning,
high expectations and a
personalized and motivating
learning environment for
students. Content knowledge is
demonstrated in the following
areas: professional learning
community, school
improvement process,
professional development,
teacher leadership, building
leadership teams, cultural
proficiency and guaranteed and
viable curriculum and climate.
The candidate does not demonstrate
knowledge and skills in an
understanding of systems and factors
within the internship school that
advocate, nurture and sustain a culture
of collaboration, trust, learning, high
expectations and a personalized and
motivating learning environment for
students. Content knowledge is not
demonstrated in the following areas:
professional learning community, school
improvement process, professional
development, teacher leadership,
building leadership teams, cultural
proficiency and guaranteed and viable
curriculum and climate.
1 / 0
Process:
Follows theory to
practice
Logical and sequential
Understandable
Achieves the purpose
The candidate clearly
demonstrates an understanding
of the systems and factors
within the internship school that
advocate, nurture and sustain a
culture of collaboration, trust,
learning, high expectations and
a personalized and motivating
learning environment for
students through the graphic
mapping of the system and
recommendations for
improvement.
Recommendations are accurate,
complete, logical, and able to be
implemented in a school setting.
The candidate does not demonstrate an
understanding of the systems and factors
within the internship school that
advocate, nurture and sustain a culture
of collaboration, trust, learning, high
expectations and a personalized and
motivating learning environment for
students through the graphic mapping of
the system and recommendations for
improvement. Recommendations are
inaccurate, incomplete, illogical, and not
able to be implemented in a school
setting.
1 / 0
Outcomes/Reflection:
Clearly stated and
demonstrated
Data support the results
The candidate clearly states the
outcomes and expectations for
improving student learning
through the analysis of two
areas of the school’s learning
The candidate does not clearly state the
outcomes and expectations for
improving student learning through the
analysis of two areas of the school’s
learning environment as evidenced by a
89
Candidate reflects on
his or her role in the
process
Reflection
environment as evidenced by
conducting a review of data,
identifying supporting factors,
creating a graphic map of the
system, evaluating effectiveness
and making recommendations
for improvement. The candidate
reflects on his or her
involvement and the potential
impact these systems may have
on school personnel and student
achievement and learning.
poor review of data, lack of
identification of supporting factors and
impeding factors, poorly graphed map of
the system, incomplete evaluation of
effectiveness and poor recommendations
for improvement. The candidate is not
able to adequately reflect his or her
involvement and the potential impact the
work may have on school personnel and
student achievement and learning.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the
following: a review and map of
the learning environment, an
analysis of supporting and
impeding factors, and an
evaluation of the systems’
effectiveness and
recommendations for
improvement. Potential learning
environment system areas
include professional learning
communities, the school
improvement process,
professional development,
teacher leadership, school
leadership teams, cultural
proficiency and guaranteed and
viable curriculum and climate.
The candidate does not or poorly
produces the following items: a review
and map of the learning environment, an
analysis of supporting and impeding
factors, and an evaluation of the
systems’ effectiveness and
recommendations for improvement.
Potential learning environment system
areas include professional learning
communities, the school improvement
process, professional development,
teacher leadership and building
leadership teams, and these are
minimally or not included.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
The candidate’s materials lack quality:
correct APA format, correct spelling and
grammar, completeness, accuracy, and
comprehensiveness; did not meet the
standards and competencies of this
assessment.
1 / 0
3.1 Candidate must meet 5 of 5 to demonstrate competency. Total Score
90
Focus Area: 3.2 – Review the school's budget and other resources with the mentor. Detail how the resources are typically
used, evaluated for adequacy and assessed for effectiveness and efficiency. Provide recommendations for improvement.
Address the impact of the budget on the following student subgroups: limited English proficiency, special education and
economically disadvantaged. Present recommendations for improvement to a faculty group and solicit input in the budget
development process.
3.2 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards
1.D, 2.E, 3.A through
3.E, 4.A, and 5.A
through 5.E
Appropriateness of
the content
The candidate's presentation and
artifacts support a clear
understanding of the school's
budget and delineate the use of
available resources, evaluate
adequacy and assess for
effectiveness and efficiency. The
candidate's presentation provides
recommendations for improvement
to a specific audience and solicits
input. The candidate's presentation
and final report addresses the
impact of the budget on student
subgroups, such as limited English
proficiency, special education and
economically disadvantaged.
The candidate does not present or
poorly presents his or her
understanding of the school budget,
available resources and specific impact
of the budget on student subgroups,
such as limited English proficiency,
special education and economically
disadvantaged. The candidate's final
budget report does not provide or
minimally provides appropriate
recommendations for improvement
1 / 0
Process:
Follows theory to
practice
Logical and
sequential
Understandable
Achieves the purpose
The candidate documents a meeting
with the mentor to review the
school's budget (an artifact). The
candidate demonstrates an
understanding of the school budget
and resources available, providing
details of how the resources are
used, and an assessment of
adequacy, effectiveness, and
efficiency as delineated in a report
prepared and shared with the
mentor. The candidate documents
the presentation of
recommendations for budget
improvement to the faculty and
receives input. The candidate and
mentor meet to discuss the
candidate's recommendations and
reflections on the school budget,
resources, impact on student
subgroups and recommendations.
The candidate fails to demonstrate an
understanding of the school budget and
resources. The candidate's report does
not show an understanding of how
resources are used or provide an
assessment of adequacy, effectiveness
and efficiency. The candidate does not
present the budget to a faculty group
for input. No meeting or a limited
meeting is held between the candidate
and mentor to discuss the school
budget, resources, impact on student
subgroups, the candidate's
recommendations or the candidate's
reflections on the school budget and
other resources.
1 / 0
3.2 Outcomes/
Reflection:
Clearly stated and
demonstrated
The candidate clearly understands
the school budget and resources as
evidenced by a formal report
detailing how the resources are
used, including an assessment of
The candidate reviews the budget.
Knowledge of other resources is
minimal. The details on how the
resources are used, including an
assessment of adequacy, effectiveness
91
Data support the
results
Candidate reflects on
his or her role in the
process
Reflection
adequacy, effectiveness and
efficiency. Appropriate
recommendations are made for
improvement. The report
specifically addresses the impact of
the budget on student subgroups,
such as limited English proficiency,
special education and economically
disadvantaged. The report findings
are presented to the principal. The
candidate is able to reflect on his or
her involvement in the budget
review process, resources available
and the impact the
recommendations will have on the
school.
and efficiency, are incomplete. School
budget recommendations are poor or
inappropriate. Little or no specificity
is given to the impact of the budget on
student subgroups, such as limited
English proficiency, special education
and economically disadvantaged. The
candidate unable to accurately reflect
on his or her involvement in reviewing
the school budget, resources and
impact on subgroups.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces the
following: a copy of the school
budget he or she has reviewed,
initialed by the mentor; a report
containing the details of how the
budget resources are use, and how
the resources are evaluated for
adequacy and assessed for
effectiveness and efficiency; and
recommendations for improvement.
The final report addresses the
impact of the budget on student
subgroups, such as limited English
proficiency, special education and
economically disadvantaged.
The candidate does not produce a copy
of the school budget he or she has
reviewed, initialed by the mentor. The
report does not contain the details of
how resources are used, or how the
resources are evaluated for adequacy or
assessed for effectiveness and
efficiency. The candidate makes
inadequate or inappropriate
recommendations for budget
improvements or the final report does
not specifically address the impact of
the Budget on student subgroups, such
as limited English proficiency, special
education and economically
disadvantaged.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA
format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceeds the standards and
competencies of this assessment.
The candidate’s materials lack quality:
correct APA format, correct spelling
and grammar, completeness, accuracy,
and comprehensiveness; did not meet
the standards and competencies of this
assessment.
1 / 0
3.2 Candidate must meet 5 of 5 to demonstrate competency. Total Score
92
Focus Area: 3.3 – State the mission of the school. Determine and analyze the different systems that exist within the
school to fulfill the school's mission (i.e., instructional (curriculum, assessment, technology, class structure), and
management (discipline plan, attendance, maintenance, transportation). Choose one instructional and one management
system and create an assessment tool that will be used to rate the two systems. Finally, develop recommendations for
improvement of aspects of the two systems that need improvement and report the findings to the mentor.
3.3 Meets the Standard Does Not Meet the Standard Score
Content:
ISLLC Standards
1.A, 1.B, 1.D, 2.E,
2.G, 2.H, 3.A, 3.B,
4.A, and 5.A
Appropriateness of
the content
The candidate clearly incorporates
the mission of the school in
determining and analyzing the two
different systems (one instructional
and one management). The
candidate creates an assessment tool
for analysis to use in developing
recommendations for improvement
in the final report.
The candidate does not clearly
incorporate the mission of the school
in determining and analyzing the two
different systems (one instructional
and one management). The candidate's
assessment tool for analysis lacks
development for accurate and
worthwhile recommendations for
improvement in the final report.
1 / 0
Process:
Follows theory to
practice
Logical and
sequential
Understandable
Achieves the purpose
The candidate demonstrates an
understanding of two school
systems (instructional and
management) through the use of an
accurately created assessment to
analyze the two systems. Results of
the analysis are connected to
practical recommendations for
improvement.
The candidate is unable to demonstrate
an understanding of two school
systems (instructional and
management). The assessment is not
accurate for use in analysis of the two
systems. The analysis is unconnected
to practical recommendations for
improvement.
1 / 0
Outcomes/Reflection:
Clearly stated and
demonstrated
Data support the
results
Candidate reflects on
his or her role in the
process
Reflection
The candidate clearly states the
outcomes and expectations of
analyzing two systems (one
instructional and one management)
through reviewing data and systems,
creating an assessment tool,
evaluating effectiveness, making
recommendations and report
findings to the principal. The
candidate is able to reflect on his or
her involvement in the project and
the impact the recommendations
will have on the school.
The candidate does not clearly state
the outcomes and expectations of
analyzing two systems (one
instructional and one management).
The reviewed data are lacking, the
assessment is ineffective and lacks
connection to the recommendations,
and the reported findings are not
appropriate. The candidate is lacking
in the reflection on his or her
involvement in the project and the
impact the recommendations will have
on the school.
1 / 0
Products:
Align to standards
Articulate and well
organized
Demonstrates full
completion
The candidate produces a report that
contains the following: a clear
connection of recommended
changes to the mission of the
school; a mapping of two systems
(one instructional and one
management); an assessment tool
used for the systems’ evaluation; an
The candidate is unable to produce a
report that contains clear connections
of recommended changes to the
mission of the school, an analysis of
two systems in the school (one
instructional and one management); an
assessment tool used for analysis; and
recommendations for improvement.
1 / 0
93
analysis of the data; and
recommendations for improvement.
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s material lack quality:
correct APA format, correct spelling
and grammar, completeness, accuracy,
and comprehensiveness; did not meet
the standards and competencies of this
assessment.
1 / 0
3.3 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Assessment 4 - Demonstrate a comprehensive understanding of special education practices and procedures at the
Classroom, building and district levels.
Focus Area: 4.1 – Observe special education teachers and students in their classroom settings and dialogue with
teachers concerning their classroom practices and expectations for their students. An observation should be at each level,
elementary, middle and secondary.
4.1
Meets the Standard
Does not meet the standard
Score
Content:
Section 30.40, 1C of
ISBE Internship
Requirements.
Candidate spends a minimum of
one class period in each of three
levels of special education
classrooms observing instructional
practices and student behavior and
conferring with the teachers about
classroom practices and
expectations for their student’s
success.
Candidate does not visit special education
classrooms.
1 / 0
Process:
The intern actively
engages the special
education teacher in
professional
dialogue in order to
understand
classroom
procedures and
outcomes.
Candidate is actively engaged in
classroom activities and dialogue
with teachers.
Candidate has no dialogue with special
education classroom teachers
1 / 0
Outcomes/ Reflection:
Clearly stated
outcomes and
reflection on what
was learned.
Candidate can speak
knowledgeably about special
education classroom practices and
expectations.
Candidate cannot answer basic questions
relating to the conduct and expectations
for students in special education
classrooms.
1 / 0
94
Products:
Align to standards
Demonstrates full
completion.
c
Candidate completes written
reflection on classroom
observations and lessons learned
and posts to e-folio.
Candidate provides no written reflection
posted on e-folio.
1 / 0
Quality:
First-year principal
or better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s materials lack quality:
correct APA format, correct spelling
and grammar, completeness, accuracy,
and comprehensiveness; did not meet
the standards and competencies of this
assessment.
1 / 0
4.1 Candidate must meet
4 of 4 to demonstrate
competency.
Total Score
Focus Area 4.2: - In collaboration with a special education teacher, track a potential special education through the entire
screening process that determines their eligibility for special education services, including attendance at the student’s IEP
meeting.
4.2 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40,1C of
ISBE Internship
Requirements ISLLC
2008 Standard 2I
The candidate collaborates with a
special education teacher or special
education administrator and actively
participates in the process to screen
student for eligibility for special
education services.
The candidate must attend the
students (or another students) IEP
meeting.
The candidate does not actively
participate in the screening
process for a special education
student and does not attend an IEP
meeting.
1 / 0
Process:
Follows legal
requirements and
policy thru to practice.
Achieves the purpose
Candidate is actively engaged in
screening process including observing
interviews, monitoring forms and
records and engaging in dialogue with
professionals conducting the process.
Candidate demonstrates no
engagement in the process,
no observation of interviews,
no monitoring of paperwork and
no dialogue with professionals.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Ability to reflect on
what was learned
Candidate gains a working knowledge
of the screening/IEP process and can
speak knowledgeably about them with
special education professionals.
Candidate gains no working
knowledge of the screening/IEP
process and is unable to engage in
productive conversation about the
process with special education
professionals.
.
1 / 0
Products:
Aligned to standards
Well organized
Complete
Candidate enters – in keeping with
FERPA and District Policy- copies of
forms and documents, including
agenda and findings of IEP meeting
into e-folio.
Candidate provides no
documentation from process or
IEP meeting.
1 / 0
Quality:
First-year principal or
better
The candidate demonstrates quality in
all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
95
Complete
Accurate
comprehensiveness; meets or exceed
the standards and competencies of this
assessment.
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
4.2 Candidate must meet 4 of 4 to demonstrate competency. Total Score
Focus 4.3 – Participate in an interview/discussion with a special education administrator focusing on the policies and
operation and leadership of the special education program in the district. The administrator should ideally be special
education co-op’s coordinator for the district, or the district’s special education director.
4.3 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3A
Candidate conducts and in-
depth interview/discussion
with a district special
education administrator to gain
and understanding of the
district’s special education
policies and operational
practices, including the
leadership skills involved in
guiding the special education
program.
Candidate has no interview/discussion
Gains no understanding of special
education policy, operational practices
or leadership.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant
probing questions that focus on
the district’s special education
policies and practices, and the
leadership role of the
administrator.
Candidate asks no relevant questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s special
education policies, operational
practices and the skills
involved in special educational
leadership.
Candidate cannot demonstrate any
knowledge of district’s special education
policies or practices and can
demonstrate no knowledge of special
education leadership.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview and lessons learned
to be included in the e-folio.
Candidate provides no written reflection
in
e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack quality:
correct APA format, correct spelling and
grammar, completeness, accuracy, and
comprehensiveness; did not meet the
standards and competencies of this
assessment.
1 / 0
4.3 Candidate must meet 4 of 4 to demonstrate competency. Total Score
96
Focus Area 4.4 - Document work with teachers to demonstrate an understanding of the unique characteristics of special
education students.
4.4 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC 2008
Standard 3A
Candidate conducts and in-depth
interview/discussion with a district
special education teacher to
understand the unique characteristics
of special education students.
Candidate has no
interview/discussion
Gains no understanding of
characteristics of special
education students.
1 / 0
Process:
Follows law and policy to
practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the unique
characteristics of special education
students, services, practices and
interventions.
Candidate asks no relevant
questions
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s special
education policies and the skills
involved in special educational
services.
Candidate cannot demonstrate
any knowledge of district’s
special education policies or
practices.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and
lessons learned to be included in the
e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceed
the standards and competencies of
this assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this assessment.
1 / 0
4.4 Candidate must meet 4 of 4 to demonstrate competency. Total Score
Focus Area 4.5 – Analyze data and resource allocation on students in special education settings.
4.5 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of ISBE
internship requirements
ISLLC 2008 Standard 3A
Candidate conducts and in-depth
interview/discussion with a
district special education
administrator to gain and
understanding of the district’s
special education policies and
resource allocation.
Candidate has no
interview/discussion and
gains no understanding of
special education resource
allocation.
1 / 0
Process:
Follows law and policy to
practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s special education
policies, practices, and resource
allocation.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Candidate can demonstrate
knowledge of district’s special
Candidate cannot demonstrate
any knowledge of district’s
97
Clearly stated
Clearly demonstrated
education policies, operational
practices and resource allocation.
special education policies,
practices and resource
allocation.
1 / 0
Products:
Aligned to standards
Demonstrates full completion
Candidate will complete a
written reflection on the
interview and lessons learned to
be included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this assessment.
1 / 0
4.5 Candidate must meet 4 of 4 to demonstrate competency. Total Score
Focus Area 4.6 – Document evidence of plans incorporating special education students in instructional strategies and
programs.
4.6 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of ISBE
internship requirements
ISLLC 2008 Standard 3A
Candidate conducts an in-depth
interview/discussion with a district
special education
teacher/administrator to gain and
understanding of the district’s
special education policies,
programs, and instructional
strategies.
Candidate has no
interview/discussion
Gains no understanding of special
education policy, programs and
instructional strategies.
1 / 0
Process:
Follows law and
policy to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s special education
policies, program and instructional
strategies.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s special
education policies, programs and
instructional strategies.
Candidate cannot demonstrate any
knowledge of district’s special
education policies, programs and
instructional strategies.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and
lessons learned to be included in
the e-folio
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceeds the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
4.6 Candidate must meet 4 of 4 to demonstrate competency. Total Score
98
Focus area 4.7 – Document collaboration with teachers and staff on development and evaluation of IEP’s
4.7 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3A
Candidate conducts an in-depth
interview/discussion with a district
special education teacher/staff to gain
an understanding of the development
and evaluation of an IEP.
Candidate has no
interview/discussion
Gains no understanding of the
development and evaluation of an
IEP.
1 / 0
Process:
Follows law and
policy to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the development
and evaluation of an IEP.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate knowledge
about the development and evaluation
of an IEP.
Candidate cannot demonstrate any
knowledge about the development
and evaluation of an IEP.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and lessons
learned to be included in the e-folio.
No written reflection in
e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality in
all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceeds
the standards and competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
4.7 Candidate must meet 4 of 4 to demonstrate competency. Total Score
Focus Area 4.8 – Document work with teachers to analyze LRE and have a basic understanding of special education rules
and regulations.
4.8 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3A
Candidate conducts and in-depth
interview/discussion with a district
special education teacher/administrator
to gain and understanding of the
district’s special education policies
about LRE.
Candidate has no
interview/discussion
Gains no understanding of special
education policy, operational
practices and LRE.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the district’s
special education policies and practices,
and how LRE is determined.
Candidate asks no relevant
questions
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate knowledge
of district’s special education policies,
operational practices and LRE.
Candidate cannot demonstrate any
knowledge of district’s special
education policies or practices and
LRE.
1 / 0
Products:
Aligned to standards
Candidate will complete a written
reflection on the interview and lessons
learned to be included in the e-folio
Candidate provides no written
reflection in e-folio.
1 / 0
99
Demonstrates full
completion
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality in
all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceed the
standards and competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
4.8 Candidate must meet 4 of 4 to demonstrate competency. Total Score
Focus Area 4.9 – work in conjunction with special education teachers, the candidate provides evidence of the ability to
identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into
consideration the impact of disabilities, methods, communication, cultural background, and primary language on
measuring knowledge and performance of students and included the activity in the systems of improvement processes.
4.9 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3A
Candidate conducts an in-depth
interview/discussion with a district
special education administrator/teacher
to gain an understanding of the
district’s special education policies and
non-discriminatory practices in
identifying and selection of non-
discriminatory assessment strategies.
Candidate has no
interview/discussion
Gains no understanding of special
education policy and non-
discriminatory practices in
identifying and selection of non-
discriminatory assessment
strategies.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the district’s
special education policies and practices,
and identification and selection of
assessment strategies.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate knowledge
of district’s special education policies,
practices and identification and
selection of assessment strategies.
Candidate cannot demonstrate any
knowledge of district’s special
education policies practices and
identification and selection of
assessment strategies.
1 / 0
Products:
Aligned to the
standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and lessons
learned to be included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality in
all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceed
the standards and competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
4.9 Candidate must meet 4 of 4 to demonstrate competency. Total Score
100
Focus Area 4.10 – Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses
on improvement of the needs of the school to support services required to meet individualized instruction for student with
IEP’s or 504 plans. As evidence of this work a written plan is submitted to the faculty for consideration, review and
comment.
4.10 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3A
Candidate works with special
education teachers to discuss and
analyze the needs of support services
to meet individualized instruction.
(IEP or 504)
Candidate has no
interview/discussion
Gains no understanding of the needs
of support services to meet
individualized instruction. (IEP or
504)
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on how the
support services are working and
recommendations for improvement.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of current support services
and effectiveness in meeting the needs
of individual student plans. (IEP or
504)
Candidate cannot demonstrate any
knowledge of current support
services and effectiveness in meeting
the needs of individual student plans.
(IEP or 504)
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and lessons
learned to be included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality in
all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceed
the standards and competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar, completeness,
accuracy, and comprehensiveness;
did not meet the standards and
competencies of this assessment.
1 / 0
4.10 Candidate must meet 4 of 4 to demonstrate competency. Total Score
Assessment 5 involves working with teachers to demonstrate an understanding of the unique characteristics of pre-
school, elementary and high school students including a basic understanding of child development.
Focus Area 5.1 – Document visits to a classroom at each school level and dialogue with the teacher about the student (i.e.
child/adolescent) at the relevant level.
5.1 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with a pre-
school, elementary and high school
teacher to gain an understanding of
the student needs and development
at that level.
Candidate has no interview/discussion
Gains no understanding of student
needs and development at the pre-
school, elementary and high school
level.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
child/adolescent development,
instructional strategies and
instructional needs at each level.
Candidate asks no relevant questions
1 / 0
101
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of pre-school,
elementary and high school
child/adolescent development,
instructional strategies and needs at
each level.
Candidate cannot demonstrate any
knowledge of pre-school, elementary
and high school child/adolescent
development, instructional strategies
and needs at each level.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interviews and
lessons learned to be included in the
e-folio.
Candidate has no written reflection in
e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceed
the standards and competencies of
this assessment.
The candidate’s materials lack quality:
correct APA format, correct spelling
and grammar, completeness, accuracy,
and comprehensiveness; did not meet
the standards and competencies of this
assessment.
1 / 0
5.1 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 5.2 – Document work with teachers at each school level to analyze data and resource allocation on all levels
of students across the P-12 spectrum.
5.2 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3
Candidate analyzes data and
conducts an in-depth
interview/discussion with a
district/building
administrator/teacher to gain an
understanding of the district’s
policies about budget practices and
resource allocation on all levels for
P-12 students and staff.
Candidate analyzes no data and has
no interview/discussion.
Gains no understanding of
budgetary policy, practices and
resource allocation on all levels
for P-12 students and staff.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district/building budgetary policies
and practices for resource allocation
for all P-12 students and staff.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s /building
policies and budgetary practices for
resource allocation for P-12 students
and staff.
Candidate cannot demonstrate any
knowledge of district’s /building
policies and budgetary practices
for resource allocation for P-12
students and staff.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the data analysis and
interview including lessons learned
to be included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or exceed
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
1 / 0
102
the standards and competencies of
this assessment.
the standards and competencies
of this assessment.
5.2 Candidate must meet 5
of 5to demonstrate
competency.
Total Score
Focus Area 5.3 – Document participation in activities related to articulation between grade levels including early
childhood to elementary and elementary/middle school to high school.
5.3 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with an
Administrator about articulation
activities involving
teachers/counselors/buildings
including early childhood to
elementary and elementary/middle
school to high school.
Candidate has no interview/discussion
Gains no understanding of articulation
activities involving
teachers/counselors/buildings including
early childhood to elementary and
elementary/middle school to high
school.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on important
curriculum and student articulation
activities involving
teachers/counselors/buildings
including early childhood to
elementary and elementary/middle
school to high school.
Candidate asks no relevant questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s/building
articulation activities involving
teachers/counselors/buildings
including early childhood to
elementary and elementary/middle
school to high school.
Candidate cannot demonstrate any
knowledge of district’s/building
articulation activities involving
teachers/counselors/buildings including
early childhood to elementary and
elementary/middle school to high
school.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and
lessons learned to be included in
the e-folio.
Candidate provides no written reflection
in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates quality
in all materials: correct APA
format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s materials lack quality
is: correct APA format, correct spelling
and grammar, completeness, accuracy,
and comprehensiveness; did not meet
the standards and competencies of this
assessment.
1 / 0
5.3 Candidate must meet 5 of 5 to demonstrate competency. Total Score
103
Focus Area 5.4 – Work in conjunction with general education and the certified staff, the candidate provides evidence of
the ability to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while
taking into consideration the impact of disabilities, methods of communication, cultural background, and primary language
on measuring knowledge and performance of students and included the activity in the systems improvement processes.
5.4 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with an
Administrator/teacher about
assessment strategies used by the
school that are non-discriminatory
while taking into consideration the
impact on students with
disabilities, ELL students, cultural
background diversity that measure
the knowledge and performance of
students.
Candidate has no
interview/discussion
Gains no understanding about
assessment strategies used by the
school that are non-discriminatory
while taking into consideration the
impact on students with disabilities,
ELL students, cultural background
diversity that measure the
knowledge and performance of
students.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
assessment strategies used by the
school that are non-discriminatory
while taking into consideration the
impact on students with
disabilities, ELL students, cultural
background diversity that measure
the knowledge and performance of
students.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s/building
assessment strategies used by the
school that are non-discriminatory
while taking into consideration the
impact on students with
disabilities, ELL students, cultural
background diversity that measure
the knowledge and performance of
students.
Candidate cannot demonstrate any
knowledge of district’s/building
assessment strategies used by the
school that are non-discriminatory
while taking into consideration the
impact on students with disabilities,
ELL students, cultural background
diversity that measure the
knowledge and performance of
students.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and
lessons learned to be included in
the e-folio.
Candidate provides no written
reflection in
e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
5.4 Candidate must meet 5 of 5 to demonstrate competency. Total Score
104
Assessment 6 involves working with ELL programs, teachers and students.
Focus area 6.1 – Visit an ELL classroom at the elementary and middle or secondary level and to dialogue with the
teachers about their teaching strategies and expectations and to observe student behavior. This includes ELLS, students
with disabilities, early childhood, struggling and advance readers (five student populations). Candidate completes five
written reflections (one per students population) on classroom observations and lessons learned and posts to e-portfolio.
6.1 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3
Candidate visits and ELL
classroom at the elementary and
middle or secondary level and
dialogues with the teachers
about their teaching strategies
and expectations. Intern also
observes student behavior. This
includes ELLS, students with
disabilities, early childhood,
struggling and advanced readers
(five student populations), and
completes five written
reflections (one per student
population) on classroom
observations and lessons learned
and posts to e-folio.
Candidate has as no
interview/discussion
Or visits and gains no understanding
of ELL classrooms at the elementary
and middle or secondary level and
dialogues with the teachers about
their teaching strategies and
expectations. Intern also observes
student behavior. This includes
ELLS, students with disabilities, early
childhood, struggling and advanced
readers (five student populations).
And completes five written reflections
(one per student population) on
classroom observations and lessons
learned and posts to e-folio.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on ELLS,
students with disabilities, early
childhood, struggling and
advanced readers (five student
populations) completes five
written reflections (one per
student population) on
classroom observations and
lessons learned and posts to e-
folio.
Candidate asks no relevant questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of ELLS, students
with disabilities, early
childhood, struggling and
advanced readers (five student
populations) and can articulate
classroom observations and
lessons learned.
Candidate cannot demonstrate any
knowledge of ELLS, students with
disabilities, early childhood,
struggling and advanced readers (five
student populations) and can
articulate classroom observations and
lessons learned.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview, observations and
lessons learned about ELLS,
students with disabilities, early
childhood, struggling and
advanced readers (five student
populations) and completes five
written reflections (one per
student population) and posts to
the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
105
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar, completeness,
accuracy, and comprehensiveness; did
not meet the standards and
competencies of this assessment.
1 / 0
6.1 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 6.2 – Interview a district’s ELL administrator in order to obtain an understanding of the overall ELL program.
Candidate completes written reflection on classroom observations and lesson learned and posts to e-portfolio.
6.2 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with a
district’s ELL administrator in
order to obtain an understanding
of the overall ELL program.
Candidate has no
interview/discussion
Gains no understanding of the
district’s ELL program.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s ELL policies and
practices, identification and
assessment strategies.
Candidate asks no relevant questions
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of ELLS,
identification of students,
instructional strategies and
assessments used for these
students.
Candidate cannot demonstrate any
knowledge of ELLS, identification of
students, instructional strategies and
assessments used for these students.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview, observations and
lesson’s learned about ELL’s
students and completes a written
reflection on lessons learned and
posts to e-portfolio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar, completeness,
accuracy, and comprehensiveness; did
not meet the standards and
competencies of this assessment.
1 / 0
106
6.2 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 6.3 – Work with teachers to demonstrate an understanding of the unique characteristics of ELL students
including a basic understanding of language acquisition and bilingual education strategies.
6.3 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with
teachers working with ELL
students and gains a basic
understanding of language
acquisition and teaching
strategies.
Candidate has no interview/discussion
Gains no understanding of ELL
language acquisition and teaching
strategies.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on
identification of ELL students
and legal requirements for
instruction and assessment.
Candidate asks no relevant questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s policies
and practices concerning
identification of ELL students,
language acquisition,
instructional strategies and
selection of assessment
strategies.
Candidate cannot demonstrate any
knowledge of district’s policies and
practices concerning identification of
ELL students, language acquisition,
instructional strategies and selection
of assessment strategies.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
unique characteristics of
ELL students, knowledge
of language acquisition,
instructional strategies and
assessment strategies.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar, completeness,
accuracy, and comprehensiveness; did
not meet the standards and
competencies of this assessment.
1 / 0
6.3 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 6.4 – Work with teachers to analyze data and resource allocation on ELL students and bilingual programs.
6.4 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
Candidate conducts an in-depth
interview/discussion with a
district administrator/teacher
and analyzes data and resource
Candidate has no interview/discussion
Gains no understanding of resource
allocation for ELL students and
bilingual programs.
1 / 0
107
requirements ISLLC
2008 Standard 2
allocation for ELL students and
bilingual programs.
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s ELL policies and
practices, data analysis and
resource allocation for students
and bilingual programs.
Candidate asks no relevant questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s policies
and practices concerning data
analysis and resource allocation
for students and bilingual
programs.
Candidate cannot demonstrate any
knowledge of district’s policies and
practices concerning data analysis and
resource allocation for students and
bilingual programs.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
district’s policies and practices
concerning data analysis and
resource allocation for students
and bilingual programs.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar, completeness,
accuracy, and comprehensiveness; did
not meet the standards and
competencies of this assessment.
1 / 0
6.4 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 6.5 – Work with teachers to include plans for ELL students in instructional strategies or programs and create
targeted instructional interventions.
6.5 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with an
ELL teacher about instructional
strategies and targeted
instructional interventions.
Candidate has no
interview/discussion
Gains no understanding of ELL
instructional strategies and targeted
instructional interventions.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on ELL
instructional strategies and
targeted instructional
interventions.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of ELL instructional
strategies and targeted
instructional interventions.
Candidate cannot demonstrate any
knowledge of ELL instructional
strategies and targeted instructional
interventions.
1 / 0
108
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview and lessons learned to
be included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
6.5 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 6.6 – Work in conjunction with ELL/special education teachers, the candidate provides evidence of the ability
to identify and select assessment strategies and devices that are nondiscriminatory used by the school, while taking into
consideration the impact of disabilities, methods, communication, cultural background, and primary language on
measuring knowledge and performance of students and included the activity in the systems of improvement processes.
6.6 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3
Candidate conducts an in-depth
interview/discussion with a
district ELL
administrator/teacher to gain an
understanding of the district’s
ELL policies and non-
discriminatory practices in
identifying and selection of non-
discriminatory assessment
strategies while taking into
consideration the impact on
disabilities, methods of
communication, cultural
background and primary
language on measuring
knowledge and performance of
students.
Candidate has no
interview/discussion
Gains no understanding of the
district’s ELL policies and non-
discriminatory practices in
identifying and selection of non-
discriminatory assessment
strategies while taking into
consideration the impact on
disabilities, methods of
communication, cultural
background and primary language
on measuring knowledge and
performance of students.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s ELL policies and
practices, and identification and
selection of assessment
strategies that are non-
discriminatory.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of ELL instructional
strategies and targeted
instructional interventions.
Candidate cannot demonstrate any
knowledge of ELL instructional
strategies and targeted instructional
interventions.
1 / 0
109
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview and lessons learned to
be included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
6.6 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 6.7 – Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses
on improvement of the needs of the school to support services required to meet individualized instruction for ELL
students. As evidence of this work, a written plan is submitted to the faculty for consideration, review and comment.
6.7 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3
Candidate conducts an in-depth
interview/discussion with a
district ELL
administrator/teacher to gain an
understanding of suggestions to
improve support services
required to meet individualized
instruction for ELL students.
Candidate has no
interview/discussion
Gains no understanding of the
improvements needed for support
services required to meet
individualized instruction for ELL
students.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s ELL policies and
practices, identification of
students, instructional strategies,
assessments and supports for
students.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Utilizing the systems
investigation, the Candidate can
demonstrate knowledge of
needed improvements to support
services required to meet
individualized instruction for
ELL students.
Candidate cannot demonstrate any
knowledge of needed
improvements to support services
required to meet individualized
instruction for ELL students.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview, lessons learned,
recommendations for
improvement and review and
comment from faculty for
suggested improvements and is
included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality: The candidate demonstrates
quality all materials: correct
The candidate’s materials lack
quality: correct APA format,
110
First-year principal or
better
Complete
Accurate
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceeds the standards and
competencies of this
assessment.
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
6.7 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Assessment 7 involves working with gifted programs, teachers and students.
Focus Area 7.1 – Work with teachers to understand the unique characteristics of gifted students. Candidate completes
written reflection on classroom observations and lessons learned and posts to e-portfolio.
7.1 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with a
teacher of gifted students to
understand the unique
characteristics of gifted
students.
Candidate has no
interview/discussion
Gains no understanding of the
unique characteristics of gifted
students.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s gifted policies and
practices, identification of
students and selection of
assessment strategies.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge about the unique
characteristics of gifted
students, selection process,
instructional strategies and
assessment strategies.
Candidate cannot demonstrate any
knowledge about the unique
characteristics of gifted students,
selection process, instructional
strategies and assessment
strategies.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview, lessons learned and is
included in the e-folio
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
7.1 Candidate must meet 5/5 to demonstrate
competency
111
Total Score
Focus Area 7.2 – Work with teachers to analyze data and resource allocation on students in gifted education settings.
7.2 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 3
Candidate conducts an in-depth
interview/discussion with a district
gifted administrator/teacher to gain
an understanding of the district’s
gifted policies, analysis of data
and resource allocation for
students and staff.
Candidate has no
interview/discussion
Gains no understanding of the
district’s gifted policies,
analysis of data and resource
allocation for students and staff.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s gifted policies and
practices, analysis of data and
resource allocation for gifted
students and staff.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s gifted
policies, practices analysis of data
and resource allocation for gifted
students and staff.
Candidate cannot demonstrate
any knowledge of district’s
gifted policies, practices
analysis of data and resource
allocation for gifted students
and staff.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and
lessons learned to be included in
the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceeds the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not
meet the standards and
competencies of this
assessment.
1 / 0
7.2 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 7.3 – Work with teachers and utilizing the systems investigation, the candidate produces a plan that focuses
on improvement of the needs of the school to support services required to meet individualized instruction for students
identified as gifted. As evidence of this work, a written plan is submitted to the faculty for consideration, review and
comment.
7.3 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
Candidate conducts an in-depth
interview/discussion with a
district gifted
administrator/teacher to gain an
Candidate has no
interview/discussion
1 / 0
112
requirements ISLLC
2008 Standard 3
understanding of suggestions to
improve instruction for gifted
students.
Gains no understanding of
suggestions to improve instruction
for gifted students.
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate asks relevant probing
questions that focus on the
district’s gifted education
policies and practices, and
identification and selection of
gifted students.
Candidate asks no relevant
questions.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate can demonstrate
knowledge of district’s gifted
policies, practices analysis of
data, and recommendations for
improvement for the needs of
the school to support gifted
services.
Candidate cannot demonstrate any
knowledge of district’s gifted
policies, practices analysis of data
or recommendations for
improvement of gifted services.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the
interview, lessons learned,
recommendations for
improvement of gifted services
and feedback from the
faculty/building to be included
in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials:
correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this
assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
7.3 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 7.4 – Work with teachers to incorporate plans for gifted students in instructional strategies and programs and
differentiate classroom instruction to meet their needs.
7.4 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 2
Candidate conducts an in-depth
interview/discussion with an
administrator/teacher to gain an
understanding of the gifted
program, instructional strategies
and differentiated instruction in
the classroom to meet the needs of
gifted students.
Candidate has no
interview/discussion
Gains no understanding of the
gifted program, instructional
strategies and differentiated
instruction in the classroom to meet
the needs of gifted students.
1 / 0
Process:
Candidate asks relevant probing
questions that focus on the gifted
program, instructional strategies,
Candidate asks no relevant
questions.
1 / 0
113
Follows law and policy
to practice
Achieves the purpose
and differentiated instruction in
the classroom to meet the needs of
gifted students.
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate writes a reflection and
can demonstrate knowledge of the
gifted program, instructional
strategies, and differentiated
instruction in the classroom to
meet the needs of gifted students.
Candidate provides no reflection
written with relevant information.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a written
reflection on the interview and
lessons learned to be included in
the e-folio
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness, accuracy,
and comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
7.4 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Assessment 8 involves 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
Focus Area 8.1 – Provides evidence of proactively serving all students (including Early Childhood students) and their
families and advocating on their behalf for an opportunity to learn and for the well-being of each child in the classroom.
Written evidence of an event or series of events where the candidate advocated for a student or students, family or families
or caregiver or caregivers is verified by the mentor principal
8.1 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 4
Candidate proactively serves
students and their families and
advocates on their behalf for the
well-being of the child for an
opportunity to learn through
participating in an event or
events.
Candidate does not serve student
or their families and does not
advocate on their behalf for the
well-being of the child.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate participates in an
event or series of events and
proactively serves all students
including Early Childhood and
has evidence of this
participation.
Candidate does not participate in
any event to proactively serve all
students.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate writes a reflection
about the event or events and
how proactively served students
and their families and advocated
on their behalf for the well-
Candidate provides no written
reflection with relevant
information.
1 / 0
114
being of the child for an
opportunity to learn.
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the events
and lessons learned to be
included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling
and grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format,
correct spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
8.1 Candidate must meet 5 of 5 to demonstrate competency. Total Score
Focus Area 8.2 – Provides evidence of proactively serving all students (including Early Childhood students) and their
families with equity and honor on their behalf for an opportunity to learn and for the well-being of each child in the
classroom. Written evidence of an event or series of events where the candidate served student or students, family or
families or caregiver or caregivers with equity and honor is verified by the mentor principal
8.2 Meets the Standard Does not meet the Standard Score
Content:
Section 30.40, 1C of
ISBE internship
requirements ISLLC
2008 Standard 4
Candidate proactively serves
students and their families with
equity and honor on their behalf
for the well-being of the child for
an opportunity to learn through
participating in an event or
events.
Candidate does not serve student or
their families with equity and honor
on their behalf for the well-being of
the child.
1 / 0
Process:
Follows law and policy
to practice
Achieves the purpose
Candidate participates in an
event or series of events and
proactively serves all students
including Early Childhood with
equity and honor on their behalf
for an opportunity to learn and
for the well-being of each child
in the classroom. Intern has
evidence of this participation in
the event or events.
Candidate does not participate in
any event to proactively serve all
students with equity and honor.
1 / 0
Outcomes/Reflection:
Clearly stated
Clearly demonstrated
Candidate’s outcome/reflection is
clearly stated and clearly
demonstrated.
Candidate provides no written
reflection with relevant information.
1 / 0
Products:
Aligned to standards
Demonstrates full
completion
Candidate will complete a
written reflection on the events
and lessons learned to be
included in the e-folio.
Candidate provides no written
reflection in e-folio.
1 / 0
115
Quality:
First-year principal or
better
Complete
Accurate
The candidate demonstrates
quality in all materials: correct
APA format, correct spelling and
grammar, completeness,
accuracy, and
comprehensiveness; meets or
exceed the standards and
competencies of this assessment.
The candidate’s materials lack
quality: correct APA format, correct
spelling and grammar,
completeness, accuracy, and
comprehensiveness; did not meet
the standards and competencies of
this assessment.
1 / 0
8.2 Candidate must meet 5 of 5 to demonstrate competency. Total Score
116
SREB Competencies (36) Aligned with the Internship Assessment Rubric
Scoring Guide -Template (P) Participating Had the opportunity to join/share in the activity and decision-making resulting from it. One hundred percent
of the competencies must be completed at the participation level.
(L) Leading Had the opportunity to plan, direct and develop activities and oversee decision-making that may be required by or
result from the activity. Eighty percent of the competencies must be completed at the leading level. *Assessments refer to the ISBE Component #1 Assessment Rubric (Assessment #1 FA 1.3 refers to Assessment #1 Focus Area 1.3). 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. (ISLLC Standard 1)
Internship Experience *Assessment P L 1a. …working with teachers to
implement curriculum that produces gains in student achievement as defined by the mission of the school.
Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement
Assessment # 1 FA 1.3
1b. …working with the administration to develop, define and/or adapt best practices based on current research that supports the school’s vision.
Demonstrates the analysis and presentation as an artifact and has other artifacts that demonstrate the processes used in preparing for, presenting, and following up on the meeting after the presentation. There is a logical sequence to all events, all are well planned and executed, and they achieve the purpose of improving student achievement.
Assessment # 1 FA 1.4
1c. …working with the faculty to develop, define, and/or adapt best practices, based on current research, that support the school’s vision.
Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.
Assessment # 1 FA 1.1
117
1d. …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).
Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve student learning for all subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.
Assessment # 1 FA 1.2
2. School leaders are able to set high expectations for all students to learn high-level content. (ISLLC Standard 2)
Internship Experience Assessment P L
2a
.
…developing/overseeing
academic recognition programs that acknowledge and celebrate student’s success at all levels of ability.
Demonstrate the analysis and presentation as an artifact and has other artifacts that demonstrate the processes used in preparing for, presenting, and following up on the meeting after the presentation. There is a logical sequence to all events, all are well planned and executed, and they achieve the purpose of improving student achievement.
Assessment #1 FA 1.4
2b
.
…activities resulting in raising standards and academic achievement for all students and teachers.
Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement
Assessment #1 FA 1.3
2c
.
…authentic assessments of student work through the use and/or evaluation of rubrics, end-of-course tests, projects.
Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve student learning for all subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.
Assessment #1 FA 1.2
118
3. School leaders are able to recognize and encourage implementation of good instructional practices that motivate and increase student achievement. (ISLLC Standard 2)
Internship Experience Assessment P L 3a. …using a variety of
strategies to analyze and evaluate the quality of instructional practices being implemented in a school.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment #3 FA 3.1
3b. …working with teachers to select and implement appropriate instructional strategies that address identified achievement gaps.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment #3 FA 3.1
3c. …working on a school team
to prioritize standards and map curriculum in at least one content area across all grade levels of the school.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are
Assessment #3 FA 3.1
119
accurate, complete, logical, and able to be implemented in a school setting.
3d. …working with a group of
teachers to unwrap adopted standards and develop assignments and assessments aligned with the standards.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment #3 FA 3.1
3e.
…working with a school
team to monitor implementation of an adopted curriculum.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting
Assessment #3 FA 3.1
3f. …involvement in the work of
literacy and numeracy task forces.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical,
Assessment #3 FA 3.1
120
and able to be implemented in a school setting.
3g. …working with curriculum
that is interdisciplinary and provides opportunities for students to apply knowledge in various modalities across the curriculum.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment #3 FA 3.1
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.(ISLLC Standard 5)
Internship Experience Assessment P L 4a. …working with staff to
identify needs of all students.
Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement.
Assessment #1 FA 1.3
4b. …collaborating with adults from within the school and community to provide mentors for all students.
Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.
Assessment #1 FA 1.1
121
4c. …engaging in activities designed to increase parental involvement.
Demonstrate the analysis and presentation as an artifact and has other artifacts that demonstrate the processes used in preparing for, presenting, and following up on the meeting after the presentation. There is a logical sequence to all events, all are well planned and executed, and they achieve the purpose of improving student achievement.
Assessment #1 FA 1.4
4d. …engaging in parent/student/school collaborations that develop long-term educational plans for students.
Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.
Assessment #1 FA 1.1
5. The school leader is able to use data to initiate and continue improvement in school and classroom practices and student achievement. (ISLLC Standard 4)
Internship Experience Assessment P L 5a. …analyzing data (including
standardized test scores, teacher assessments, psychological data, etc.) to develop/refine instructional activities and set instructional goals.
Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve student learning for all subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.
Assessment # 1 FA 1.2
5b. …facilitating data disaggregation for use by faculty and other stakeholders.
Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve
Assessment # 1 FA 1.2
122
student learning for all subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.
6. The school leader is able to keep everyone informed and focused on student achievement. (ISLLC Standard 4)
Internship Experience Assessment P L 6a. …analyzing and
communicating school progress and school achievement to teachers, parents and staff.
Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.
Assessment # 1 FA 1.1
6b. …gathering feedback regarding the effectiveness of personal communication skills.
Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.
Assessment # 1 FA 1.1
7. The school leader is able to make parents partners in their student’s education and create a structure for parent and educator collaboration. (ISLLC Standard 4)
Internship Experience Assessment P L 7a. …working in
meaningful relationships with faculty and parents to develop action plans for student
achievement.
Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement.
Assessment #1 FA 1.3
8. The school leader is able to understand the change process and have the leadership and facilitations skills to manage it effectively. (ISLLC Standard 3)
123
Internship Experience Assessment P L 8a
.
…working with faculty and staff in professional development activities.
Demonstrates application of the NSDC standards to their own school professional development needs by analyzing data, creating options, and creating an evaluation plan in collaboration with stakeholders.
Assessment #2 FA 2.3
8b
.
…inducting and/or mentoring new teaching staff.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment #3 FA 3.1
8c
.
…building a “learning community” that includes all stakeholders.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting
Assessment #3 FA 3.1
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. (ISLLC Standard 3)
Internship Experience Assessment P L 9
a.
…study groups, problem-solving sessions and/or ongoing meetings to promote student achievement.
Produces an analysis of data (an artifact) and has other artifacts to demonstrate the process used in preparing for, working with, and following up on the work with the faculty in the identification of interventions that will improve student learning for all subgroups. There is a logical sequence to all activities. Planning and execution is of high quality and achieves the purpose.
Assessment #1 FA 1.2
9
b
.
…scheduling, developing and/or presenting
Demonstrates an understanding of the systems and factors within the internship school that advocate,
Assessment #3 FA 3.1
124
professional development activities to faculty that positively impact student achievement.
nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting
10. The school leader is able to organize and use time in innovative ways to meet the goals and objectives of school improvement. (ISLLC Standard 3)
Internship Experience Assessment P L 10a
.
…scheduling of classroom and/or professional development activities in a way that provides meaningful time for school improvement activities.
Demonstrates application of the NSDC standards to their own school professional development needs by analyzing data, creating options, and creating an evaluation plan in collaboration with stakeholders.
Assessment #2 FA 2.3
10b
.
… 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.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting
Assessment #3 FA 3.1
11. The school leader is able to acquire and use resources wisely. (ISLLC Standard 3)
Internship Experience Assessment P L 11a
.
…writing grants or developing partnerships that provide needed resources for school improvement.
Documents a meeting with the internship principal to review the school’s budget (an artifact). The candidate demonstrates an understanding of school budget and resources available providing details of how the resources are used, and an assessment of adequacy, effectiveness,
Assessment # 3 FA 3.2
125
and efficiency as delineated in a report prepared and shared with the internship principal. The candidate documents the presentation of recommendations for budget improvement to the faculty and receives input. The candidate and the internship principal meet to discuss the candidate’s recommendations and reflections on the school budget, resources, impact on student subgroups, and recommendations.
11b
.
…developing schedules that maximize student learning in meaningful ways with measurable success.
Demonstrates an understanding of two school systems (instructional and management) through the use of an accurately created assessment to analyze the two systems. Results of the analysis are connected to practical recommendations for improvement.
Assessment #3 FA 3.3
12. The school leader is able to obtain support from the central office and from community and parent leaders for their school improvement agenda. (ISLLC Standard 6)
Internship Experience Assessment P L 12a. …working with
faculty to communicate with school board and community stakeholders in a way that supports school improvement.
Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.
Assessment #1 FA 1.1
12b. …working with faculty, parents and community to build collaboration and support for the school’s agenda.
Creates a document that clearly outlines the process used in preparing for the presentation, communicating with the audience, and planning the follow up meeting. The candidate provides additional artifacts to support the presentation. There is a logical sequence to all events, all are well planned and executed, and achieve the stated purpose.
Assessment # 1 FA 1.1
126
13. The school leader is able to continuously learn and seek out colleagues who keep them abreast of new research and proven practices. (ISLLC Standard 4)
Internship Experience Assessment P L 13a. …working with
faculty to implement research based instructional practices.
Creates a clear action plan (an artifact) in collaboration with the faculty and possesses other artifacts that demonstrate the processes used in preparing for, implementing and evaluating the SIP action plans. There is a logical sequence to all events, all are well planned and executed, and achieve the purpose of improving student achievement.
Assessment #1 FA 1.3
13b. …working with professional groups and organizations.
Demonstrates an understanding of the systems and factors within the internship school that advocate, nurture, and sustain a culture of collaboration, trust, learning, high expectations, a personalized and motivating learning environment for students through the graphic mapping of the system and recommendations for improvement. Recommendations are accurate, complete, logical, and able to be implemented in a school setting.
Assessment # 3 FA 3.1
127
University of Illinois at Springfield
Principal Preparation Program Internship Assessments for 30.45 a), 4), A, B, C, D, E, F, and G [Developed by the McCormick Grant LINC Project]
Scoring Guide Section
3.B Specific Areas to
Assess: [Rules 30.45 (a)
(4)]
Assessment: Scoring Guide: Meets the
Expectation
Scoring Guide: Does Not
Meet the Expectation
Score
M/DNM
A) use student data to work
collaboratively with teachers
to modify curriculum and
instructional strategies to
meet the needs of each
student, including ELLs and
students with disabilities, and
to incorporate the data into
the School Improvement
Plan;
(Focus Area: 1.3)
A) Work with faculty or
faculty teams to create,
implement, and formatively
evaluate a school
improvement action plan
including using student data
to work collaboratively with
teachers to evaluate and
modify curriculum and
instructional strategies to
meet the needs of each
student, including ELLs, at-
risk early childhood
students, and students with
disabilities and to
incorporate the data into the
School Improvement Plan.
A.1)The candidate provides
evidence of working with
faculty or faculty teams to
create, implement, and
formatively evaluate a school
improvement action plan that
includes using student data to
work collaboratively with
teachers to modify curriculum
and instructional strategies to
meet the needs of each student
and to incorporate the data into
the School Improvement Plan;
The candidate does not provide
evidence of working with faculty
or faculty teams to create,
implement, and formatively
evaluate a school improvement
action plan that includes using of
student data to work
collaboratively with teachers to
modify curriculum and
instructional strategies to meet the
needs of each student;
A.2) The candidate provides
evidence of working with
faculty or faculty teams to
create, implement, and
formatively evaluate a school
improvement action plan that
includes ELL students and to
incorporate the data into the
School Improvement Plan;
The candidate does not provide
evidence of working with faculty
or faculty teams to create,
implement, and formatively
evaluate a school improvement
action plan that includes ELL
students;
A.3) The candidate provides
evidence of working with
faculty or faculty teams to
create, implement, and
formatively evaluate a school
improvement action plan that
includes at-risk early
childhood students and to
incorporate the data into the
School Improvement Plan.
The candidate does not provide
evidence of working with faculty
or faculty teams to create,
implement, and formatively
evaluate a school improvement
action plan that includes at-risk
early childhood students.
128
A.4) The candidate provides
evidence of working with
faculty or faculty teams to
create, implement, and
formatively evaluate a school
improvement action plan that
includes students with
disabilities and to incorporate
the data into the School
Improvement Plan.
The candidate does not provide
evidence of working with faculty
or faculty teams to create,
implement, and formatively
evaluate a school improvement
action plan that includes students
with disabilities.
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 ELLs,
students with disabilities, and
struggling and advanced
readers);
(Focus Area: 3.1)
B) Investigate, define, and
delineate the systems and
factors within the internship
school for advocating,
nurturing, and sustaining a
culture of collaboration,
trust, learning, and high
expectations and a
personalized and motivating
learning environment for
students. Include in this
process the evaluation of the
use of a wide range of
printed, visual, and auditory
materials and online
resources appropriate to the
content areas and the
reading needs and
developmental levels of
each student including
ELLs, students with
disabilities, early childhood
students, and struggling and
advanced readers to ensure
their use in the school.
B.1) The candidate provides
evidence of the ability to
evaluate a school to ensure the
use of a wide range of printed,
visual, and auditory materials
and online resources
appropriate to the content areas
and the reading needs and
developmental levels of each
student including ELLs;
The candidate does not provide
evidence of the ability to evaluate
a school to ensure the use of a
wide range of printed, visual, and
auditory materials and online
resources appropriate to the
content areas and the reading
needs and developmental levels of
each student including ELLs;
B.2) The candidate provides
evidence of the ability to
evaluate a school to ensure the
use of a wide range of printed,
visual, and auditory materials
and online resources
appropriate to the content areas
and the reading needs and
developmental levels of each
student including students with
disabilities;
The candidate does not provide
evidence of the ability to evaluate
a school to ensure the use of a
wide range of printed, visual, and
auditory materials and online
resources appropriate to the
content areas and the reading
needs and developmental levels of
each student including students
with disabilities;
B.3) The candidate provides
evidence of the ability to
evaluate a wide range of
printed, visual, and auditory
materials and online resources
appropriate to the content areas
and the reading needs and
developmental levels of each
student including early
childhood students to ensure
their use in the school;
The candidate does not provide
evidence of the ability to evaluate
a wide range of printed, visual, and
auditory materials and online
resources appropriate to the
content areas and the reading
needs and developmental levels of
each student including early
childhood students to demonstrate
their use in the school;
129
B.4) The candidate provides
evidence of the ability to
evaluate a wide range of
printed, visual, and auditory
materials and online resources
appropriate to the content areas
and the reading needs and
developmental levels of each
student including struggling
and advanced readers to ensure
their use in the school.
The candidate does not provide
evidence of the ability to evaluate
a wide range of printed, visual, and
auditory materials and online
resources appropriate to the
content areas and the reading
needs and developmental levels of
each student including struggling
and advanced readers to
demonstrate their use in the
school.
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;
(Focus Area: 3.1)
C) Investigate, define, and
delineate the systems and
factors within the internship
school for advocating,
nurturing, and sustaining a
culture of collaboration,
trust, learning, and high
expectations and a
personalized and motivating
learning environment for
students. Work in
conjunction with general
education, certified staff,
special education, and
bilingual education teachers
to identify and select
assessment strategies and
devices that are
nondiscriminatory and that
are to be used by the school
while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance
of students; include this
C.1) Working in conjunction
with general education the
candidate provides evidence of
the ability to identify and
select assessment strategies
and devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance of
students and included the
activity in the systems
improvement processes;
Working in conjunction with
general education teachers, the
candidate is unable to provide
evidence of the ability to identify
and select assessment strategies
and devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary language
on measuring knowledge and
performance of students and was
unable to include this activity in
the systems improvement
processes;
C.2) Working in conjunction
with certified staff, the
candidate provides evidence of
the ability to identify and
select assessment strategies
and devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance of
Working in conjunction with
certified staff, the candidate is
unable to provide evidence of the
ability to identify and select
assessment strategies and devices
that are nondiscriminatory used by
the school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary language
on measuring knowledge and
performance of students and was
unable to include this activity in
130
work in the systems
improvement processes.
students and included the
activity in the systems
improvement processes;
the systems improvement
processes;
C.3) Working in conjunction
with special education
teachers, the candidate
provides evidence of the ability
to identify and select
assessment strategies and
devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance of
students and included the
activity in the systems
improvement processes;
Working in conjunction with
special education teachers, the
candidate is unable to provide
evidence of the ability to identify
and select assessment strategies
and devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary language
on measuring knowledge and
performance of students and was
unable to include this activity in
the systems improvement
processes;
C.4) Working in conjunction
with bilingual education
teachers, the candidate
provides evidence of the ability
to identify and select
assessment strategies and
devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary
language on measuring
knowledge and performance of
students and included the
activity in the systems
improvement processes;
Working in conjunction with
bilingual education teachers, the
candidate is unable to provide
evidence of the ability to identify
and select assessment strategies
and devices that are
nondiscriminatory used by the
school, while taking into
consideration the impact of
disabilities, methods of
communication, cultural
background, and primary language
on measuring knowledge and
performance of students and was
unable to include this activity in
the systems improvement
processes;
D) work with teachers to
develop a plan that focuses
(Focus Area: 3.1)
D.1) Working with teachers
and utilizing the systems
investigation, the candidate
Working with teachers and
utilizing the systems investigation,
the candidate was unable to
131
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, ELLs, and
students identified as
gifted);
D) Investigate, define, and
delineate the systems and
factors within the internship
school for advocating,
nurturing, and sustaining a
culture of collaboration, trust,
learning, and high
expectations and a
personalized and motivating
learning environment for
students. Working with
teachers and utilizing the
systems investigation
processes, produce a plan that
focuses on the needs of the
school to support services
required to meet
individualized instruction for
students with special needs
including students with IEPs,
IFSPs (Individualized Family
Service Plans), or Section
504 plans; ELLs; at-risk early
childhood students; and
students identified as gifted.
produces a plan that focuses on
improvement of the needs of
the school to support services
required to meet individualized
instruction for students with
IEPs, IFSPs, or Section 504
plans. As evidence of this
work, a written plan is
submitted to the faculty for
consideration, review and
comment.
produce a plan that focuses on
improvement of the needs of the
school to support services required
to meet individualized instruction
for students with IEPs, IFSPs, or
Section 504 plans. Little or no
evidence of this work, such as a
written plan, was able to be
submitted to the faculty for
consideration, review and
comment.
D.2) Working with teachers
and utilizing the systems
investigation, the candidate
produces a plan that focuses on
improvement of the needs of
the school to support services
required to meet individualized
instruction for ELL students.
As evidence of this work, a
written plan is submitted to the
faculty for consideration,
review and comment.
Working with teachers and
utilizing the systems investigation,
the candidate was unable to
produce a plan that focuses on
improvement of the needs of the
school to support services required
to meet individualized instruction
for ELL students. Little or no
evidence of this work, such as a
written plan, was able to be
submitted to the faculty for
consideration, review and
comment.
D.3) Working with teachers
and utilizing the systems
investigation, the candidate
produces a plan that focuses on
improvement of the needs of
the school to support services
required to meet individualized
instruction for at-risk early
childhood students. As
evidence of this work, a
written plan is submitted to the
faculty for consideration,
review and comment.
Working with teachers and
utilizing the systems investigation,
the candidate was unable to
produce a plan that focuses on
improvement of the needs of the
school to support services required
to meet individualized instruction
for at-risk early childhood
students. Little or no evidence of
this work, such as a written plan,
was able to be submitted to the
faculty for consideration, review
and comment.
132
D.4) Working with teachers
and utilizing the systems
investigation, the candidate
produces a plan that focuses on
improvement of the needs of
the school to support services
required to meet individualized
instruction for students
identified as gifted. As
evidence of this work, a
written plan is submitted to the
faculty for consideration,
review and comment.
Working with teachers and
utilizing the systems investigation,
the candidate was unable to
produce a plan that focuses on
improvement of the needs of the
school to support services required
to meet individualized instruction
for students identified as gifted.
Little or no evidence of this work,
such as a written plan, was able to
be submitted to the faculty for
consideration, review and
comment.
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;
(ISLLC Standard 6.0)
E) Demonstrate
understanding, responding to,
and influencing the larger
political, social, economic,
legal, and cultural context
through advocating for
school students, families, and
caregivers; acting to
influence local, district, state,
and national decisions
affecting student learning in a
school environment; and
anticipating and assessing
emerging trends and
initiatives in order to adapt
school-based leadership
strategies. Include in this
demonstration your ability to
proactively serve all students
(including Early Childhood)
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
E.1) The candidate provides
evidence of proactively serving
all students (including Early
Childhood students) and their
families and advocating on
their behalf for an opportunity
to learn and for the well-being
of each child in the classroom.
Written evidence of an event
or series of events where the
candidate advocated for a
student or students, family or
families, or caregiver or
caregivers is verified by the
mentor principal.
The candidate does not provide
evidence of proactively serving all
students (including Early
Childhood students) and their
families and advocated on their
behalf for an opportunity to learn
and for the well-being of each
child in the classroom. Little or no
evidence, documented in writing,
is verified by the mentor principal
of an event or series of events
where the candidate advocated for
a student or students, family or
families, or caregiver or
caregivers.
E.2) The candidate provides
evidence of proactively serving
all students (including Early
Childhood students) and their
families with equity and honor
on their behalf for an
opportunity to learn and for the
well-being of each child in the
classroom. Written evidence
of an event or series of events
where the candidate served
student or students, family or
families, or caregiver or
caregivers with equity and
The candidate does not provide
evidence of proactively serving all
students (including Early
Childhood students) and their
families with equity and honor on
their behalf for an opportunity to
learn and for the well-being of
each child in the classroom. Little
or no evidence, documented in
writing, is verified by the mentor
principal of an event or series of
events where the candidate served
student or students, family or
133
honor is verified by the mentor
principal.
families, or caregiver or caregivers
with equity and honor.
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
(Focus Area: 1.4)
F) Work with faculty or
faculty teams to gather and
examine data to assess
progress on the SIP and make
recommendations for
improvements or
modifications to the SIP for
the following year including
the analysis and use of
student information to design
instruction that meets the
diverse needs of students and
leads to ongoing growth and
development of all students
(including early childhood
and gifted students)
F.1) The candidate provides
clear evidence of working with
faculty or faculty teams to
gather and examine data to
assess progress on the SIP and
make recommendations for
improvements or modifications
to the SIP for the following
year; this includes the analysis
and use of student information
to design instruction that meets
the diverse needs of students
and leads to ongoing growth
and development of all
students (including early
childhood and gifted students).
The candidate does not provide
clear evidence of working with
faculty or faculty teams to gather
and examine data to assess
progress on the SIP and make
recommendations for
improvements or modifications to
the SIP for the following year; the
inclusion of the analysis and use of
student information to design
instruction that meets the diverse
needs of students and leads to
ongoing growth and development
of all students (including early
childhood and gifted students) is
lacking in content and quality.
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.
(Focus Area: 1.4)
G) Work with faculty or
faculty teams to gather and
examine data to assess
progress on the SIP and make
recommendations for
improvements or
modifications to the SIP for
the following year. This
includes the recognition of
the individual needs of
students by working with
general education, certified
staff, special education, and
bilingual education teachers
to develop school support
systems so that teachers can
differentiate strategies,
materials, pace, levels of
G.1) The candidate provides
clear evidence of working with
faculty or faculty teams to
gather and examine data to
assess progress on the SIP and
make recommendations for
improvements or modifications
to the SIP for the following
year. Included in the
recommendation is the
recognition of the individual
needs of students by working
with general 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
The candidate is unable to provide
clear evidence and had difficulty in
working with faculty or faculty
teams to gather and examine data
to assess progress on the SIP and
make recommendations for
improvements or modifications to
the SIP for the following year. The
inclusion in the recommendation
of the recognition of the individual
needs of students by working with
general 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
134
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.
varying levels of development
and to students with diverse
learning needs.
diverse learning needs was lacking
and of poor quality.
G.2) The candidate provides
clear evidence of working with
faculty or faculty teams to
gather and examine data to
assess progress on the SIP and
make recommendations for
improvements or modifications
to the SIP for the following
year. Included in the
recommendation is the
recognition of the individual
needs of students by working
with certified staff 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.
The candidate is unable to provide
clear evidence and had difficulty in
working with faculty or faculty
teams to gather and examine data
to assess progress on the SIP and
make recommendations for
improvements or modifications to
the SIP for the following year. The
inclusion in the recommendation
of the recognition of the individual
needs of students by working with
certified staff 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 was lacking
and of poor quality.
G.3) The candidate provides
clear evidence of working with
faculty or faculty teams to
gather and examine data to
assess progress on the SIP and
make recommendations for
improvements or modifications
to the SIP for the following
year. Included in the
recommendation is the
recognition of the individual
needs of students by working
with special education teachers
to develop school support
systems so that teachers can
differentiate strategies,
The candidate is unable to provide
clear evidence and had difficulty in
working with faculty or faculty
teams to gather and examine data
to assess progress on the SIP and
make recommendations for
improvements or modifications to
the SIP for the following year. The
inclusion in the recommendation
of the recognition of the individual
needs of students by working with
special education teachers to
develop school support systems so
that teachers can differentiate
strategies, materials, pace, levels
of complexity, and language to
135
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.
introduce concepts and principles
so that they are meaningful to
students at varying levels of
development and to students with
diverse learning needs was lacking
and of poor quality.
G.4) The candidate provides
clear evidence of working with
faculty or faculty teams to
gather and examine data to
assess progress on the SIP and
make recommendations for
improvements or modifications
to the SIP for the following
year. Included in the
recommendation is the
recognition of the individual
needs of students by working
with 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.
The candidate is unable to provide
clear evidence and had difficulty in
working with faculty or faculty
teams to gather and examine data
to assess progress on the SIP and
make recommendations for
improvements or modifications to
the SIP for the following year. The
inclusion in the recommendation
of the recognition of the individual
needs of students by working with
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 was lacking
and of poor quality.
136
University of Illinois at Springfield
Department of Educational Leadership
Principal Preparation
Program Evaluation
Date____________________
How well did the Department of Educational Leadership principal preparation program at UIS prepare you in
the following areas? Please indicate by using the following scale
1 = Very unprepared 2 = Somewhat prepared 3 = Prepared 4= Very Prepared
1. I know how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. 1 2 3 4
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. I know how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. 1 2 3 4
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
137
3. I know how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. 1 2 3 4 Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. I know how to implement a staff evaluation and develop a system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. 1 2 3 4
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. I know how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. 1 2 3 4
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. I know how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. 1 2 3 4
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
138
7. I know how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. 1 2 3 4
Comments_______________________________________________________________
________________________________________________________________________
________________________________________________________________________
8. I know how to act with integrity, fairness, and in an ethical and legal manner. 1 2 3 4
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
9. I know how to respond to and influence the larger political, social, economic, legal, and cultural contexts of education to promote the success of all students. 1 2 3 4
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
139
Additional comments/suggestions to improve the principal preparation program:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________