Knows and performs Illinois Professional Teaching Standards including working with diverse learners Demonstrates basic competency in planning, instruction, assessment, analysis of teaching, academic language and content knowledge and pedagogy (EdTPA) Mentored as a novice teacher Exhibits Illinois Professional Teaching Standards (including Professionalism, Leadership, and Advocacy and Collaborative Relationships) Evaluated based on planning, instructional delivery, and classroom management, demonstration of student growth (PERA) Participates in high-quality professional development (within a learning communities and with appropriate leadership, resources, data) (Learning Forward) Demonstrates teacher leader standards (Collaborative Culture, Accessing and Using Research, Promoting Professional Learning, Facilitating Improvements in Instruction, Use of Assessments and Data for Improvement, Outreach and Collaboration with Families and Community, Advocating for Student Learning and the Profession) Mentors teachers Supervises student teachers May evaluate and supervise other teachers Novice Teacher Proficient Teacher Teacher Leader Aspiring School Leader University and district partnerships which include selection and assessment of candidates, Internship and field experiences, program evaluation (Principal Preparation Rules) School Leadership Roles: Assistant Principal, Department Head, Curriculum Leadership, School Business Management Internship with an assessment Framework of Continuous Leadership Note: This tool represents a framework for leadership development and does not imply a single path for leadership. System of Supports Needed (state, district, school) Example: Training programs for different teacher leader roles (i.e. curriculum, supervision, research) Roles defined here both receive and provide support Example: State funding to host embedded and long-term internships Example: Establish clearly defined expectations for teacher roles and career milestones that encourage leadership and innovation Example: Enact a diverse educator leadership exchange that focuses on recruiting and retaining more diverse teachers who will feed into the pipeline for more diverse principals

Proficient Principal Principal Leader Novice Principal Aspiring District Leader Develops a school improvement plan using data and can communicate it to multiple constituencies Can hire, develop and supervise staff Manages personnel, resources and systems on a school-wide basis Understands and supports students with Individualized Education Plans Mentored as novice principal Evaluated based on vision, ability to manage systems change, ability to improve teaching and learning, development of collaborative relationships, leadership with integrity, and ability to create a culture of high expectations in addition to student growth across multiple measures. Advocates for professional learning and distributed leadership. Manages professional learning systems for staff May get school administration support to focus on instructional management (SAM initiative) May have a principal coach. Central office leadership development (this includes roles other than superintendent) Creates a culture of shared purpose with a vision for schools Manages change and systemically considers new and better ways. Builds positive relationships Develops systems for knowledge sharing Creates coherence in assessment, policy, and relationships Supports and supervises building level personnel Manages resources and provides equity and adequacy Can act as a principal coach or mentor Develops a Learning, Leadership, and Collaborative culture Can manage systems change and capacity building Focuses on quality teaching and learning with academic rigor and relevance Manages resources towards improved student and adult performance Activate community resources towards student learning Develops a culture of professional learning and leadership Works with district leaders to develop building support systems System of Supports “The single biggest way to impact an organization is to focus on leadership development. There is almost no limit to the potential of an organization that recruits good people, raises them up as leaders and continually develops them.” — John C Maxwell: The 17 Irrefutable Laws of Teamwork (2001, 185) Example: Statewide new principal coaching program Example: Professional support and recognition (monetary or credentialing) for master principals that give back to the profession (e.g., supervise and host principal interns, coaching, etc.) Example: Participation by principal with national SAM initiative to help focus on instructional management Example: Central office leadership development that creates an aligned vision of leadership support