Transcript leadershiplinc.illinoisstate.edu

LINC Consortium Meeting
August 9, 2011
A Project Sponsored by the McCormick Foundation
Welcome and Introductions
1. Introduction of faculty/staff
2. Introduction of LINC staff and consultants
Why Is This Important?
• Increased public investment in early childhood calls for
sustained results
– Avoiding fade out
– Push up/push down concept
• Early childhood to early elementary years are
important
– Short and long term results of early childhood
– Children not reading by third grade face a 90%
chance of dropping out of high school
Building the Foundation for Alignment
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Child Parent Centers – Chicago
Head Start and Pre School for All requirements
Early Childhood RTTT Program
Data and Assessment Integration –
– P-20 Longitudinal Data System
– Illinois Kindergarten Individual Development
Survey
• P-12 Principal Endorsement
New Legislation & Rules
• P.A. 096-0903 created a P-12 Principal Certification
• Sec. 30.30 d) 1). Each program shall offer curricula that address
student learning and school improvement and focus on :1) all
grade levels (i.e., preschool through grade 12); 4) all students
with specific attention on students with special needs (e.g.,
students with disabilities, ELL, gifted students, and students in
early childhood programs)
• Sec. 30.40 a) The internship portion of the program shall be
conducted at one or more public or nonpublic schools to
enable the candidate to be exposed to and participate in a
variety of school leadership situations and settings and 1)
consist of the following components: A) Engagement in
instructional activities that involve teachers at all grade levels
(i.e., preschool through grade 12), including teachers in both
general education, special education, bilingual education and
gifted education settings
New Legislation & Rules
• Sec 30.45 Assessment of the Internship: Assessing candidate
knowledge and performance on competencies using the
outcomes rubric in 4 assessment areas.
• These assessments only apply to candidate performance in
the internship—not their performance on class content or in
class associated field-based experiences.
• Assessment areas 1-3 do not specifically address learning
experiences early childhood, special education, or bilingual
education, but that does not prohibit their inclusion into the
assessment process.
• Area 4 specifically assesses candidates performance related to
individualized education programs including developing
programs for students with disabilities and English Language
Learners.
New Legislation & Rules
• Sec. 30.50 Coursework requirements
• 2) State and federal laws, regulations and case law
regarding programs for students with disabilities
and English Language Learners
• 5) Understanding literacy skills required for student
learning that are developmentally appropriate
(early literacy through adolescent literacy)…
• 6) Understanding numeracy skills and working
collaboratively across content areas to improve
problem-solving and number sense at all grade
levels
Purpose of the Grant
• Two-year project to provide technical assistance in
redesign of P-12 Principal Preparation Programs
– Part 1: Consortium Approach to Redesigning P-12
Preparation Programs
– Part 2: Building Statewide Support and Capacity
– Part 3: Building Leadership Preparation Capacity and
Support
• Proposed project timeline: June 1, 2011 – May 30, 2013
Essential Design Elements
1. Alignment with district/school needs
2. Joint selective admission in collaboration with partner districts
3. Bridging university degree programs into a cohesive P-12
leadership program (e.g., educational leadership, early
childhood, special education)
4. Creating program cohesion through shared faculty decision
making and sequential instruction at program and course level
5. Requirement of field experiences in early childhood settings,
ELL, and special education services and programs
6. Integration of leading edge early childhood and P-3 materials
and resources
7. Developing a clear metric to measure success
Services
• Contract Funds
• Collaborative Services
– Webinars
– Listserv and other resource sharing opportunities
– Quarterly meetings
– Just-in-time technical support
• LINC Curriculum module
Structure of LINC Module Content
Strand
Focus
1. Birth -12 as a Continuum and Single
System
•One system; one continuum
•Successful transitions
2. Basics of Early Childhood Programming •Foundations of EC
•Models of EC
3. Curriculum, Instruction, and
Assessment Across the Continuum
•Curriculum and instruction to meet
diverse needs of learners
•Data-driven decision making at different
levels
4. Relationship and Communication:
Family-School Partnerships
Building relationships with families, staff
and community
LINC Curriculum Module
• Module will be available on the LINC website
(www.leadershiplinc.ilstu.edu) in fall 2011
• Instructors or faculty members will be
required to participate in a one hour webinar
training that will provide information about
the structure of the module, the content, and
possible uses
Services
• Program Self Assessment (EDC Quality
Measures)
Services
• Principal Preparation Alignment Tool
– School Leadership Standards in Use and Statute
– Glossary of Terms and Acronyms
– Aspiring Principal Framework
– Core Competency Dictionary
– Development Benchmarks
– Illinois Principal Preparation Tool Guide
– Internship Assessment Rubric
– LPPW tool
Resources
• EDC Quality Measures
• SREB Scoring Guide for Core Conditions and
Indicators of Program Redesign
• Books
Needs Assessment
• Work done to date by institution
• Further assistance needed
Next Steps
– LINC Consortium Steering Committee
– Setting next meeting dates
– Webinar topics
– Toolkit
Contact Information
Lisa Hood
[email protected]
Erika Hunt
[email protected]