1. Residencies/Internships

2. 2008 Task Force Recommendations Recommendation #3: Refocused Principal Preparation Programs Extended, closely supervised residencies designed to do the following: • Integrate theory, research and practice by immersing candidates in full-time administrative duties with the support of an accomplished mentor while at the same time engaging in rigorous coursework; 2. Develop and demonstrate candidates ability to improve student learning outcomes in schools by engaging the candidate in significant instructional leadership responsibilities and by regularly supervising and assessing the candidate by university-based personnel experienced in school leadership.

3. Extended Full-time versus part-time while continuing current position Funding Setting: urban, suburban, rural Length: 6 months versus 1 year Number of hours How do you define hours? Content Standards (ELCC) Criteria for approval of an internship program Common model Certification is PK-12; internship at multiple levels Diversity experiences Focus on improving student achievement Turning over major principal responsibilities to an intern Issues

4. Supervision Univ. supervisors—full-time versus clinical or part-time Principals being overloaded—asked to supervise internship Training of mentors What are the roles/responsibilities of the university supervisor? What are roles/responsibilities of the site supervisor? Other Issues Where are we? Current program requirements? Changes from 2006? Admission to internship Shelf life of the internship Additional internship to be Principal University/School agreements Internship required for certification Regulation/State establish outcomes Common assessment used by all programs University programs—graduates are not finished products Mentoring for new principals On-going professional development (3-5 years focused program provided by the State) Issues

5. Best Practices--Content • Alignment to the standards • Specific projects/activities: • SIP, budget development, curriculum development, authentic experiences, non-trivial, full array of supervision of personnel issues (interviewing, observing, supervising, professional dev plans, evaluation), data analysis, scheduling (students and facilities), building consensus, collaboration, running a meeting, community collaboration, develop/implement/steward vision, ELL, parent interaction, classroom visits, union, central office, communication, public relations program, dealing with the media • Multiple levels • Diversity experiences • Regular reflections • Equity audit

6. Best Practices—Length • Sustained over 6/12 months • Experience entire year (start, ending, everything in-between) • Restrictions on # of supervision hours and workshops • Cover 6 ELCC Standards • Documentation/archival pieces in portfolio format • State financial support • Make it functional to implement • Separate coursework clinical experiences from internship clinical experiences • Different formats • 1 week/quarter • Consider summer hours (balanced calendar schools) • Allow summer hours to work on planning aspects

7. Best Practices—Requirements for Site Supervisor • Master principal (Criteria?) • Quality mentor • Years experience • Training • Professional development with Academy credit • Partnerships with school/university and agreement for specific leadership responsibilities (part of SIP team, leadership team, leadership opportunities, etc.) • Concern: What if the intern works in a school in which no administrator meets these requirements (small PK-8 district, brand new principal)?

8. Best Practices—Requirements for University Supervisor • Has had successful administrative experience • Experience equals candidates desired level of employment • Knowledge of the standards (K,S,D) • Mentor/Coach/Devil’s advocate/Liaison between student/university/school • Meet with host administrator • Paperwork (data), providing feedback, run on-campus seminars, evaluate weekly reflections and activities/projects • Regular on-site visits • Evaluation on standards • Regular contact with student/principal (face-to-face, electronic, phone) • Develop successful relationship with school staff

9. Best Practices—Impact Student Achievement • Hiring practices • Evaluation of staff (legal, retention, professional development, dismissal) • Data – how to analyze and react to data • Visibility • Knowledge of curriculum and instruction • Action research project tied to student achievement • Develop positive relationships with students and teachers • Professional learning communities • Diversity/special education knowledge • Use of technology to reach goals • Ability to plan • Media awareness/public relations