LINC Principal Preparation Program Continuous Improvement Process Symposium May 27, 2014 Parke Hotel, Bloomington, Illinois

Developing Program Cohesion Among Program Faculty Dr. Alison Reeves Assistant Professor and Program Director Southern Illinois University Edwardsville

Increased Collaboration Working group Comprised of all the faculty who teach in the principal preparation program Revised original curriculum maps for non-internship courses Monitors short term goals Review of course syllabi, assignments, and assessments

The Process PLC Model School Reform Initiative and National School Reform Faculty Protocols

An Example of Protocol in Use Tuning Protocol EDAD 535a Curriculum Leadership: Theory and Research RtI Self-Assessment Assignment (SAPSI-Building Version)

Feedback Students need to be more critical Students’ use of evidence would make assignment more robust Goal or objective seems muddy. Program evaluation or knowledge of RtI?

Action Steps for Continuous Improvement Consider moving project to the internship Limit the scope, limit what they evaluate, limit what they analyze and comment on Consider how much program evaluation will be taught in this class vs. a different class (EDAD 530a, Data-driven Decision Making and Accountability: Theory and Research)

Individualized Candidate Development Plans Dr. Vicki VanTuyle Assistant Professor Southern Illinois University Edwardsville

Principal Preparation Program Admission Portfolio Purpose Admission Candidate Development

Required Admission Portfolio Aligned to ISLLC Standards in which State requirements were embedded Assessed based on Summary Statement and Artifacts Exceeds, Meets, Does Not Meet with point range

Admission Portfolio Prompt What evidence demonstrates your understanding of… ISLLC #1 …ability to facilitate the development articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders?

Admission Portfolio Prompt What evidence demonstrates your understanding of… ISLLC #2 …ability to advocate nurture, sustain a culture and instructional program conducive to student learning and staff professional growth …support for all students achieving high standards of learning? …accomplished classroom instruction, which shall include data evidencing two years of student growth and learning within the last five years? …analytic abilities needed to collect and analyze data for student improvement? …knowledge of curriculum and instructional practice?

Portfolio Assessment o Criteria o Comments o Points o In preparing portfolios, students are asked to submit a Summary Statement and Artifacts. The Summary Statement answers the prompt associated with each criterion. Each prompt begins with “What evidence can you supply and explain that demonstrates your… o ISLLC Standard 1 o …ability to facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders?

Moving to Developmental Assessment At what point in our program has this student demonstrated having the knowledge and dispositions to perform these activities and display a level of performance that is emergent, developing, or accomplished? EmergentDevelopingAccomplished Standard or RequirementTarget Course What do we need to see? Target Course What do we need to see? Target Course What do we need to see? Analytic abilities needed to collect and analyze data for student improvement EDAD 500EDAD 535aEDAD 535 b

From Pages in a Binder to Electronic Portfolios on Blackboard to Taskstream Student Data