Iowa Principal Leadership Academy s1

Iowa Principal Leadership Academy

Course Syllabus The Educational Leader: Creating a Vision for Successful Schools and Staff (Standard 1)

Graduate Credits: 4 Semester Hours

Endorsement 189 Content and Competencies:

Competency 1: Facilitates the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Content Standard 1: Knowledge of early childhood, elementary, early adolescent, and secondary level administration, supervision, and evaluation. Content Standard 3: Knowledge of child growth and development from birth through adolescence and developmentally appropriate strategies and practices of early childhood, elementary, and adolescence.

Overview: Candidates will develop skills for design and implementation of a PreK-12 plan with objectives and strategies to achieve the vision and culture for student learning that are clearly articulated. Candidates will practice strategies for ensuring that the vision and mission of the school are effectively communicated to staff, parents, students, and community members. At the core of creating vision and systems thinking is the ability to capture appropriate data that are analyzed, measured, and reported as a part of staff development and student learning goals. Assessment data drive student learning and the development of the school vision and goals that encompass age appropriate policies and take into consideration child grow and development. The principal models the core beliefs of the school vision. The vision is developed with and among stakeholders. Barriers to achieving the vision are identified, clarified, and addressed. The vision, mission, and implementation plans are regularly monitored, evaluated, and revised.

Weekend Seminars: Weekend Seminars are led by practitioners who have expertise in the leadership skills specific to Standard 1 of the Iowa Standards for School Leaders, the requirements of the Iowa Department of Education, and the content and competency standards of the Iowa Board of Educational Examiners.

Seminar 1: Consensus and Communication Seminar 2: School Action Research and School Improvement Seminar 3: Data Collection and Analysis Seminar 4: Systems Thinking

1 Candidate expectations:

Seminar 1: Consensus and Communication (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Read and be prepared to discuss Elmore’s Building a New Structure for School Leadership. Research the topics of: 1) Strategies for educating every child, 2) Leadership for student learning.

• Candidates will study, discuss, and practice skills for school administration, supervision, and evaluation of skills to develop a school mission that is driven by data to ensure student learning. • The seminar leader will provide learning activities for candidates to explore effective strategies for principals in creating a shared vision.

Seminar 2: School Action Research and School Improvement (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Study and research Calhoun’s School Action Research Model. Candidates prepare a brief written statement of how they currently use data to drive instruction and how their school uses data to drive instruction including the types of data used.

• Under the direction of the seminar leader, candidates will share and discuss their experience with using data, the practices of various schools, then reflect on how effective educational leaders use data for school improvement. • Through the instruction of the seminar leader, candidates will be able to effectively utilize Calhoun’s model for school action research. • Candidates will study and discuss the facets of child growth and development and how to incorporate those into the development of effective strategies for school improvement. • Working in cohorts, candidates will compile actual school action research data to determine how they can be used for a PreK-12 school improvement plan.

Seminar 3: Data Collection and Analysis (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Candidates will gather standardized reading data from two consecutive grades from their school and bring copies of the data to class with names of individuals blacked out.

• With guidance from the seminar leader, candidates will create and prepare school action research documents: Analyzing our Data Report, SAR matrix, supporting resources, plan of action for implementation, and plan for professional development.

• In conjunction with the preparation of the SAR, candidates will be expected to ensure developmentally appropriate strategies are integral to the process.

2 Seminar 4: Systems Thinking (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Read “Team Learning” from Senge’s Fifth Discipline. Read Michael Fullan’s article, “ Beyond Instructional Leadership”.

• With direction from the seminar leader, candidates will study and discuss tried and true strategies for establishing a school culture that is shared by all stakeholders. • The seminar leader will lead instruction and discussion of research and practices that connect systems thinking with school improvement activities. • Candidates will practice strategies for creating a school environment with a vision, mission, and direction that is shared by stakeholders and driven by data.

Candidate Assignments as evidence of learning:

School Action Research: Candidates will prepare an Action Plan and Staff Development Plan for monitoring and measuring the continuous implementation of vision and mission in a building that results in improving student achievement in reading and the development of a building learning community. The plans incorporate the precepts of child growth and development from preprimary through adolescence and developmentally appropriate strategies. This plan must include the following: (1) Long- range goal(s) and annual improvement goal(s), (2) Activities that all teachers will be engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan (7) Integration of meeting the diverse needs of At-risk, TAG, and Special Needs students (8) Assessment Strategies, and (9) Evaluation.

Professional Readings: Read ten professional articles related to the content of this standard and write a reflection paper for each article.

Seminar and Leader Reflections: Write a reflection paper regarding the principles of this standard and how the candidate would apply them as a school leader. Write a reflection paper for each seminar leader outlining the key strategies learned.

Toolbox Activities: For each toolbox problem, candidates will meet with their respective mentors to discuss the options to resolve the problem. Candidates will write a reflection for each toolbox problem that summarizes the issues and discusses a plan for solving the problem.

The Instructional Team: With direction from cohort directors, candidates interview a principal, research best practices, coordinate findings and conclusions with sub-cohort members, and write a reflection of on the process, including a plan for managing the school’s instructional team.

3 Other Expectations: As part of completion of the IPLA principal preparation program, candidates meet with cohort directors, seminar leaders, supervisors, and other educational leaders to respond to common school management issues. Candidates will interview and reflect on what is acquired from other providers to better understand their role in the educational process. Each candidate will participate in a Department of Education accreditation site review. All candidates will be required to successfully complete the state-mandated teacher evaluation training. Candidates will prepare and write reflections for each of the aforementioned expectations.

Evaluation:

• Candidates will complete and pre- and post- course rubrics to ensure the goals of the course have been met. • Candidates will write and submit a portfolio containing all required assignments. • Cohort directors will read and review the portfolios and provide written comments, advise, pointers, and responses. • Candidates will be expected to participate in classroom discussion and sub-cohort activities. • Cohort directors will meet with each candidate, on site, four times during the course of the IPLA program. Cohort directors will provide feedback on candidates’ work and listen for needed re-teaching or improvements in the program.

4 Iowa Principal Leadership Academy

Course Syllabus The Educational Leader: Sustaining a School Culture and Instructional Program that Supports Student Learning and Staff Development (Standard 2)

Graduate Credits: 4 Semester Hours

Endorsement 189 Content and Competencies:

Competency 1: Advocates, nurtures, and sustains a school culture and instructional program conducive to student learning and staff professional growth.

Content Standard 1: Knowledge of early childhood, elementary, early adolescent, and secondary level administration, supervision, and evaluation. Content Standard 2: Knowledge and skill related to early childhood, elementary, early adolescent, and secondary level curriculum development. Content Standard 3: Knowledge of child growth and development from birth through adolescence and developmentally appropriate strategies and practices of early childhood, elementary, and adolescence. Content Standard 7: Knowledge of current issues in special education administration.

Overview: Candidates will develop skills for leading school improvement through effective staff development, curriculum development, assessment, and instructional technology for children of all ages and abilities. Candidates will develop skills for empowering teacher leaders to direct professional development activities that lead to improved instruction. Standards-based curriculum with emphasis on student development for infants through adolescence is central to this course. Candidates will learn how assessment is the precursor to data, and how to develop a school that is data rich versus assessment rich. Candidates will expand their knowledge of instructional technology and how technology is utilized for improvement of instruction.

Weekend Seminars: Weekend Seminars are led by practitioners who have expertise in the leadership skills specific to Standard 2 of the Iowa Standards for School Leaders, the requirements of the Iowa Department of Education, and the content and competency standards of the Iowa Board of Educational Examiners.

5 Seminar 1: Sustaining Teacher Learning to Impact Student Achievement Seminar 2: Designing and Developing a Standard-Based Curriculum Focus for All Learners Seminar 3: Assessment: Measuring and Evaluating All Learners in a Standards-Based Curriculum Seminar 4: Instructional Technology: Supporting Teaching and Learning

Candidate expectations:

Seminar 1: Sustaining Teacher Learning to Impact Student Achievement (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Read and be prepared to discuss the Iowa Professional Development Model on the document page of the Teacher Quality website

• Candidates will study and discuss the theory behind the Iowa Professional Development Model. • Candidates recognize the alignment of CDP, evaluation, intensive assistance plans, collaborative teams, building and district professional goals. • With guidance from the seminar leader, candidates will provide evidence of their knowledge of child development and the requirements for instructional strategies for meeting the needs of children of all ages and abilities.

Seminar 2: Designing and Developing a Standard-Based Curriculum Focus for All Learners (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Obtain a copy of a school district’s standards and benchmarks and review to get a general understanding.

• With instruction from seminar leaders, candidates will develop an understanding of the historical perspective, theory, and research in the national standards movement and the criteria and selection processes used in the development of national content standards and benchmarks • Working in sub-cohorts candidates will research, discuss, and create written plans for curriculum that takes into consideration: professional development; age and developmentally appropriate instruction, materials, and activities; and guidance for children of all ages. • Candidates will develop skills to recognize that curriculum development is not a one- size-fits-all proposition. • Candidates will acquire competence to establish a curriculum plan that encompasses verbal, physical, and emotional development. • Student learning is the fundamental purpose of schooling of all ages. • Candidates will develop proficiency to uncover barriers to learning.

6 Seminar 3: Assessment: Measuring and Evaluating All Learners in a Standards- Based Curriculum (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Read and be prepared to discuss selected articles provided by the seminar leader. Prepare a brief written statement on your own personal vision of assessment and how it affects student learning.

• The seminar leader will prepare candidates to analyze assessments to ensure that individuals are treated with fairness, dignity, and respect. Assessments shall be appropriate and account for differences that affect those being tested. • Candidates recognize that assessments are part of the change process and intended to promote learning. • Candidates, with direction for from the seminar leader, develop a clear sense of measurement, evaluation, and assessment strategies. • Candidates will practice evaluation of assessment tools to ensure they apply appropriately to students from pre-primary through grade 12.

Seminar 4: Instructional Technology: Supporting Teaching and Learning (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Take a quick survey of staff in your building: who is regularly using technology to support instruction or to support their professional development, or to support tracking or monitoring student progress. What types of technologies are being used? Write a brief position paper of how you believe technology can best support the district’s learning goal.

• The seminar leader will provide candidates with examples and practice regarding the role of technology in promoting student learning and professional growth. • Candidates will experience software applications that assist students of various abilities and ages and the variety of ways in which these students can learn. • Candidates will learn the value of technology as a tool of teaching and learning. • Candidates will research how technology functions as a means of research, data storage, analysis, communication, time management, as well as delivery of instruction.

Candidate Assignments as evidence of learning:

School Action Research: Candidates will prepare an Action Plan and Staff Development Plan for monitoring and measuring the continuous implementation of curriculum and professional development in a building that results in improving student achievement in mathematics. Candidates will include a description of the assessment process and how instructional technology is infused in the math goals. The plans incorporate the precepts of child growth and development from preprimary through adolescence and developmentally appropriate strategies. This plan must include the following: (1) Long-

7 range goal(s) and annual improvement goal(s), (2) Activities that all teachers will be engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan (7) Integration of meeting the diverse needs of At-risk, TAG, and Special Needs students (8) Assessment Strategies, and (9) Evaluation.

Professional Readings: Read ten professional articles related to the content of this standard and write a reflection paper for each article.

Seminar and Leader Reflections: Write a reflection paper regarding the principles of this standard and how you would apply them as a school leader. Write a reflection paper for each seminar leader outlining the key strategies learned.

The Instructional Team: With direction from cohort directors, candidates interview a curriculum/professional development director, research best practices, coordinate findings and conclusions with sub-cohort members, and write a reflection of on the process with a plan for managing the school’s instructional team.

Other Expectations: As part of completion of the IPLA principal preparation program, candidates meet with cohort directors, seminar leaders, supervisors, and other educational leaders to respond to common school management issues. Candidates will interview and reflect on various other providers to better understand their role in the educational process. Each candidate will participate in a Department of Education accreditation site review. All candidates will be required to successfully complete the state-mandated teacher evaluation training. Candidates will prepare and write reflections for each of the aforementioned expectations.

Evaluation:

8 Iowa Principal Leadership Academy

Course Syllabus The Educational Leader: Successfully Managing Organizations, Operations and Resources to Promote a Safe and Effective Learning Environment for Students (Standard 3)

Graduate Credits: 4 Semester Hours

Endorsement 189 Content and Competencies:

Competency 3: Ensures management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Content Standard 2: Knowledge and skill related to early childhood, elementary, early adolescent, and secondary level curriculum development. Content Standard 4: Knowledge of family support systems, factors which place families at risk, child care issues, and home-school community relationships and interactions designed to promote parent education, family involvement, and interagency collaboration. Content Standard 5: Knowledge of school law and legislative and public policy issues affecting children and families. Content Standard 7: Knowledge of current issues in special education administration

Overview: Candidates will develop skills for leading school improvement through effective management of school operations. Principals realize that tantamount to learning is a school environment that is safe and secure. Nearly all management functions can be supported and enhanced by technology. Effective principals have a working knowledge of school law and know how to search for answers when legal issues arise, plus rely on legal counsel available to them. Understanding and working within the rules and regulations of special education is integral to the work of principal.

Weekend Seminars: Weekend Seminars are led by practitioners who have expertise in the leadership skills specific to Standard 3 of the Iowa Standards for School Leaders, the requirements of the Iowa Department of Education, and the content and competency standards of the Iowa Board of Educational Examiners.

Seminar 1: Technologies that Support Management Functions Seminar 2: Legal Issues for PK-12 Schools Seminar 3: Special Education: Improving Learning for Students with Special Needs Seminar 4: Safe Schools

9 Candidate expectations:

Seminar 1: Technologies that Support Management Functions (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Review with a principal the types of technology that support management functions in the school. Include the following in your survey: risk management, staff evaluation, communication, classroom management, instructional planning, scheduling, student and staff demographics, and reporting. List ten at least ten observations that expanded your knowledge of technology that supports management

• The seminar leader will provide instruction and examples of technology that enhance management decisions. • Candidates will practice with technology that supports human resources and development. • Candidates will become acquainted with the connection between the use of technology supports and fiscal responsibility. • The seminar leader will demonstrate software that augments safety, equipment and plant operation functions. • Candidates will explore emerging technology that increases the effectiveness and efficiency of school management tasks.

Seminar 2: Legal Issues for PK-12 Schools (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Students will read and study the abstracts or articles related to the following: Student Rights Cases (7), Staff/Public Employee Rights Cases (6), Iowa’s Collective Bargaining Law, Human Relations Issues Cases (5)

• The seminar leaders for this seminar are practicing school attorneys, who will provide instruction on legal issues specific to Iowa. • Students will learn to research growing legal issues that affect school decisions. • Seminar leaders will lead discussions of real time scenarios regarding legal issues and direct students to resources. • At the end of the session candidates will be knowledgeable of case law every principal needs to know. • Candidates will recognize that decisions that have legal ramifications requires consultation with others.

Seminar 3: Special Education: Improving Learning for Students with Special Needs (What candidates will do and learn):

10 Pre-seminar assignments: Review the seminar syllabus. Review The Answer Book on Special Education Law. Review a district’s problem-solving methods for developing programming for students who are not successful in general curriculum and bring examples of child study or student assistance team procedures

• The seminar leader will provide intense instruction regarding special education law and administrative rules. • Candidates will review real cases regarding special education issues. The seminar leader will direct the discussion in order for candidates to gain skills working with special education. • The seminar leader will prepare candidates to prepare, conduct, follow-up special education staffings. • Candidates will learn the role of the principal in serving special education students. • Candidates will develop a clear understanding of the importance of confidentiality and privacy.

Seminar 4: Safe Schools (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Review your building’s handbook, policies, or other materials for policies and procedures that make for a safe and welcoming school environment. Make a list and bring these with you to compare with other candidate’s schools and with materials provided to you in class. Consider who should be responsible for making these policies and procedures and who should be involved.

• The seminar leader will lead class discussion on key safety issues including: bullying, playground safety, evacuation plans, threats, community catastrophes, concern for staff safety, building inspections, health threats, and emergency closings. • Students will review example communication plans and procedures for establishing relationships with law enforcement, fire fighters, and county disaster coordinators. • Candidates will share plans for involving staff, students, parents, and communities in safety planning. • Candidates will learn strategies for identifying potential problems and ways to resolve those problems. • Through instruction of the seminar leader, candidates will recognize the connection between school safety and the learning environment.

Candidate Assignments as evidence of learning:

School Action Research: Candidates will prepare a comprehensive school improvement plan and professional development plan in the area of improving the rules policies, and discipline procedures within the building. The plans incorporate the precepts of child growth and development from preprimary through adolescence and developmentally appropriate strategies. This plan must include the following: (1) Long-range goal(s) and annual improvement goal(s), (2) Activities that all teachers will be engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan (7) Integration of

11 meeting the diverse needs of At-risk, TAG, and Special Needs students (8) Assessment Strategies, and (9) Evaluation.

Professional Readings: Read ten professional articles related to the content of this standard and write a reflection paper for each article.

The Instructional Team: With direction from cohort directors, candidates interview selected members of support personnel, research best practices, coordinate findings and conclusions with sub-cohort members, and write a reflection of on the process with a plan for managing the school’s instructional team.

Evaluation:

12 Iowa Principal Leadership Academy

Course Syllabus The Educational Leader: Collaboratively Responding to the Diverse Needs and Interests of Students, Families, and Community Members (Standard 4)

Graduate Credits: 4 Semester Hours

Endorsement 189 Content and Competencies:

Competency 4: Collaborates with families and community members, responds to diverse community interests and needs, and mobilizes community resources.

Content Standard 4: Knowledge of family support systems, factors which place families at risk, child care issues, and home-school community relationships and interactions designed to promote parent education, family involvement, and interagency collaboration. Content Standard 6: Historical, social, philosophical, and psychological foundations related to elementary and secondary education

Weekend Seminars: Weekend Seminars are led by practitioners who have expertise in the leadership skills specific to Standard 4 of the Iowa Standards for School Leaders, the requirements of the Iowa Department of Education, and the content and competency standards of the Iowa Board of Educational Examiners.

Seminar 1: Collaborating and Assessing Community Needs Seminar 2: Building and Strengthening Community Partnerships Seminar 3: Effective Communication with All Stakeholders

13 Candidate expectations:

Seminar 1: Collaborating and Assessing Community Needs (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Review the latest district-wide needs assessment survey results paying particular attention to staff, student, and community data. Make a list of activities, programs, processes in which there is community collaboration in your building. Consider each one carefully. Highlight the ones that are truly collaborative, where decision-making is shared, and where the school deeply listens and responds to community concerns. Be prepared to share with your Cohort group. Think about the collaboration and assessing community needs. When do you believe parents and community members should be involved in the decision-making? When not? Be prepared to defend your beliefs with what theory, research, and best practice states.

• The seminar leader will provide examples of community assessment surveys and plans for involvement of parents. • Candidates will be taught techniques for teaching to all children based on determined needs and research. • Candidates will review examples of written communication plans and discuss how plans may vary based on size of building, community demographics, and what is unique to communities. • Candidates will learn skills for becoming involved in community affairs, benefits of visibility, and communication within various community groups. • Candidates will learn how to involve the school staff in community assessment, then share the results to help the staff focus on community needs. • Candidates will gain experience in preparing effective student, staff, parent, and community surveys, interpretation of results, creating plans to address results, and planning for improvement.

Seminar 2: Building and Strengthening Community Partnerships (What candidates will do and learn):

Pre-seminar assignments: Review the seminar syllabus. Read journal articles provided by the seminar leader

• The seminar leader will direct instruction and discussion around the fact that the school is an integral part of the larger community • Through direction of the seminar leader, student will grasp the connection between community needs and student learning at every grade level.

14 • Seminar leaders will make candidates aware of many of the resources available for becoming knowledgeable of the community and how school and community organizations can work together to accomplish the goals of the school. • At the end of the session candidates will be knowledgeable about outreach opportunities. • Candidates will practice ways in which they, as principals can make themselves available to serve the community.

Seminar 3: Effective Communication with All Stakeholders (What candidates will do and learn):

Pre-seminar assignments: Review the seminar syllabus. Each candidate should examine their building communications including newsletters, letters to parents, grade reports, teacher telephone communications, and parent conference reports. Consider the following: (1) Is there a communication plan in place that standardizes communications and supports effectiveness and appropriateness of messages that are being delivered? (2) What are the strengths of the communications reviewed? (3) How could communications be improved? Be prepared to share with Cohort group and Seminar Leaders. Candidates will bring a copy of the demographic report of their school district.

• The seminar leaders for this seminar includes educators of various ethnic backgrounds, who will lead with first-hand knowledge on the issues of diversity and how it affects instruction for children of all ages and abilities. • Candidates will recognize the value of integrating the community into school planning for educational and management decisions. • Candidates will explore needed actions if a sudden change of dynamics should occur in the community. • Seminar leaders will relate personal experiences that will help candidates perfect skills in effective communication to diverse populations. • Candidates will experience communication issues that are foreign to some members of the community and help them recognize the concerns and frustrations of these people.

Candidate Assignments as evidence of learning:

School Action Research: Candidates will prepare a comprehensive school improvement plan and professional development plan in the area of improving collaboration and communication within the building and with various publics. The plans incorporate the precepts of child growth and development from preprimary through adolescence and developmentally appropriate strategies. This plan must include the following: (1) Long- range goal(s) and annual improvement goal(s), (2) Activities that all teachers will be engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan (7) Integration of meeting the diverse needs of At-risk, TAG, and Special Needs students (8) Assessment Strategies, and (9) Evaluation.

15 Professional Readings: Read ten professional articles related to the content of this standard and write a reflection paper for each article.

The Instructional Team: With direction from cohort directors, candidates interview a guidance counselor, research best practices, coordinate findings and conclusions with sub-cohort members, and write a reflection of on the process with a plan for managing the school’s instructional team.

Evaluation:

16 Iowa Principal Leadership Academy

Course Syllabus The Educational Leader: Possessing Ethics, Integrity and Fairness that Promotes the Success of All Students (Standard 5)

Graduate Credits: 4 Semester Hours

Endorsement 189 Content and Competencies:

Competency 5: Acts with integrity, fairness, and in an ethical manner

Content Standard 1: Knowledge of early childhood, elementary, early adolescent and secondary level administration, supervision, and evaluation Content Standard 2: Knowledge and skill related to early childhood, elementary, early adolescent level curriculum development Content Standard 3: Knowledge of child growth and development from birth through adolescence and developmentally appropriate strategies and practices of early childhood, elementary, and adolescence, to include an observation practicum Content Standard 5: Knowledge of school law and legislative and public policy issues affecting children and families. Content Standard 6: Historical, social, philosophical, and psychological foundations related to elementary and secondary education

Overview: The purpose of this course is to enhance skills of administrtion, supervison, and evaluation of PK-12 school programs. In this course candidates will explore various ethical frameworks and perspectives of ethics. Candidates will write a code of ethics within the structure of their own leadership style. This course emphasizes the need for knowledge of child growth and development, leading to developmentally appropriate curriculum and instruction. Integral to this course is the establishment of positive learning environments for children preprimary through high school. Issues of child growth and development in relation to curriculum and instruction will be revisited.

Weekend Seminars: Weekend Seminars are led by practitioners who have expertise in the leadership skills specific to Standard 5 of the Iowa Standards for School Leaders, the

17 requirements of the Iowa Department of Education, and the content and competency standards of the Iowa Board of Educational Examiners.

Seminar 1: Developing a Personal and Professional Code of Ethics Seminar 2: Establishing Your Leadership Style Seminar 3: Child Growth and Development Birth through Adolescence Seminar 4: Administration, Supervision, and Evaluation of PK-12 School Programs Candidate expectations:

Seminar 1: Developing a Personal and Professional Code of Ethics (What candidates will do and learn):

Pre-seminar assignments: Review the seminar syllabus. Review excerpts and the resource and materials list provided by the seminar leader. Write a reflection of personal leadership experience on a topic provided by the seminar leader.

• The seminar leader will provide instruction and examples of ethical frameworks and perspectives on ethics. • Candidates will review and discuss examples of professional codes of ethics from various resources, e.g. professional organizations, school board manuals. • The seminar leader will direct activities requiring candidates to incorporate ethics into decision making. • The seminar leader will lead a discussion allowing candidates to share thoughts about how they would apply rules and procedures in a fair and ethical manner.

Seminar 2: Establishing Your Leadership Style (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Each candidate will write a reflection of a preferred leadership style based on behaviors they have observed in other leaders.

• The seminar leader will provide instruction regarding the purpose of education and the role of leadership in a modern society. • Candidates will share in a deep discussion about the right of every child to a quality education. • The seminar leader will lead a discussion regarding the use of one’s office constructively and productively in service to students and families. • Each candidate will present his or her own personal and professional values. • Candidates will recognize what constitutes good role models.

Seminar 3: Child Growth and Development Birth through Adolescence (What candidates will do and learn):

18 Pre-seminar assignments: Review the seminar syllabus. Research developmentally appropriate instructional strategies and be prepared to discuss in class. Research the precepts of child development from birth to adolescence and be prepared to discuss in class.

• The seminar leader will provide instruction regarding child growth and development and how the concepts are incorporated into quality teaching and learning. • Candidates will explore the foundations of developmentally appropriate approaches to teaching and learning and review actual curriculum and staff development models • Candidates will discuss child development issues with a panel of practitioners from various grade and ability levels. • Candidates will learn the role of the principal in serving preprimary, middle level, and high school students. • With direction from the cohort directors, candidates will serve a practicum that involves observing a classroom outside of their preparation and practice level. The observation will be conducted over an extended period of time. Candidates shall maintain a journal of the practicum, meet with the building principal and teacher, and reflect on what was observed and learned.

Seminar 4: Administration, Supervision, and Evaluation of PK-12 School Programs (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Candidates will obtain copies of job descriptions of principals at the following grade levels: Pre-primary, primary & elementary, middle school, and high school. Candidates will review the job descriptions and select the three descriptors that they believe would be of greatest challenge to them. In class be prepared to discuss the duties they feel would challenge them most. Be prepared to mentor fellow cohort members in the candidates’ areas of preparation and practice.

• The seminar leader will provide instruction regarding the principles of leading school professional development, curriculum development, supervision and evaluation of professional and support staff members, and preprimary and childcare services. • Students will review example communication procedures for establishing relationships with families and community. • Candidates will share experiences regarding classroom organization and how those may differ among children of different ages and levels of development. • Candidates will learn strategies for advocating for children in their schools. • Through instruction of the seminar leader, candidates will learn their role as potential school leaders to ensure health, nutrition, and safety for children of all levels.

Candidate Assignments as evidence of learning:

School Action Research: Candidates will prepare a comprehensive school improvement plan and professional development plan in the area of improving the ethical behaviors within the building’s staff. The plans incorporate the precepts of child growth and

19 development from preprimary through adolescence and developmentally appropriate strategies. This plan must include the following: (1) Long-range goal(s) and annual improvement goal(s), (2) Activities that all teachers will be engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan (7) Integration of meeting the diverse needs of At-risk, TAG, and Special Needs students (8) Assessment Strategies, and (9) Evaluation.

Professional Readings: Read ten professional articles related to the content of this standard and write a reflection paper for each article.

The Instructional Team: With direction from cohort directors, candidates interview selected AEA personnel, research best practices, coordinate findings and conclusions with sub-cohort members, and write a reflection of on the process with a plan for managing the school’s instructional team.

Other Expectations: As part of completion of IPLA principal preparation program, candidates meet with cohort directors, seminar leaders, supervisors, and other educational leaders to respond to common school management issues. Candidates will interview and reflect on various other providers to better understand their role in the educational process. Each candidate will participate in a Department of Education accreditation site review. All candidates will be required to successfully complete the state-mandated teacher evaluation training. Candidates will prepare and write reflections for each of the aforementioned expectations.

Evaluation:

20 Iowa Principal Leadership Academy

Course Syllabus The Educational Leader: Developing Principals who Understand, Respond to, and Influence Political, Social, Economic, Legal and Cultural Contexts to Support Students (Standard 6)

Graduate Credits: 4 Semester Hours

Endorsement 189 Content and Competencies:

Competency 6: Understands, responds to, and influences the larger political, social, economic, legal, and cultural context.

Content Standard 4: Knowledge of family support systems, factors which place families at risk, child care issues, and home-school community relationships and interactions designed to promote parent education, family involvement, and interagency collaboration. Content Standard 5: Knowledge of school law and legislative and public policy issues affecting children and families. Content Standard 6: Historical, social, philosophical, psychological foundations related to elementary and secondary education

Overview: The purpose of this course is to enhance skills of administrtion, supervison, and evaluation of PK-12 school programs through a study of the principles of representative government that undergirds the system of American schools. Canidates will gain extensive knowledge regarding the political process and how decisions by state and federal lawmakers and local school boards affect classroom function. Candidates will realize their role in advocating for children and families. Candidates will learn how to incorporate public policy into decisions regarding PK-12 instruction and curriculum.

21 School leaders take on the responsibility of communicating trends and policies to their respective audiences, including students, staff, parents, and community.

Weekend Seminars: Weekend Seminars are led by practitioners who have expertise in the leadership skills specific to Standard 6 of the Iowa Standards for School Leaders, the requirements of the Iowa Department of Education, and the content and competency standards of the Iowa Board of Educational Examiners.

Seminar 1: Educational Advocacy: The Politics of Education Seminar 2: The Role of the School Board and Community that Impact Education Seminar 3: Diversity, Equity, Democracy: Global Issues Affecting Teaching and Learning

Candidate expectations:

Seminar 1: Educational Advocacy: The Politics of Education (What candidates will do and learn):

Pre-seminar assignments: Review the seminar syllabus. Review the IASB ABLE II Advocacy Manual. Write a one-page letter to a legislator who represents the candidate’s school district to include: 1) A memorable description of who you are. 2) An offer of what you can do for him/her. 3) What you want from them. Do not sent the letter, but bring it to class.

• The seminar leader will provide instruction and examples of how political, social, cultural, and economic changes impact schools. • Candidates will review and discuss examples of the dynamics of policy development and advocacy in a democratic political system. • The seminar leader will direct activities requiring candidates to study and learn how policies, laws, and regulations influence decisions regarding the development of PK-12 instruction and learning. • The seminar leader will conduct a discussion allowing candidates to share thoughts about how they would maintain communication with policymakers and work as resources for change. • Candidates will gain extensive knowledge of their role as potential school leaders to campaign for children and families, not only for educational needs, but also for social and economical concerns.

Seminar 2: The Role of the School Board and Community that Impact Education (What candidates will do and learn):

Pre-seminar assignments: Review the seminar syllabus. Obtain a copy of the local school board’s policy manual and make note of the theme of each section of the manual and prepare to discuss those themes in class. Bring copies of the School Improvement

22 Advisory Committee meeting minutes for the past two years. Go to the following websites and write notes of major topics highlighted at each site: Iowa Department of Education: www.educateiowa.gov, Iowa Association of School Boards: www.ia-sb.org, School Administrators of Iowa: www.sai-iowa.org.

• The seminar leader will provide instruction regarding the purpose and responsibility of the school board in developing policies that enhance PK-12 instruction and learning. • Candidates will share in a deep discussion about keeping the lines of communication open between administration and the school board. • With direction from the seminar leader, candidates discuss the importance of school board members and valuing their work. • Candidates will study their role as promoters of children’s welfare to the school board in order to affect board decisions that improve conditions for children and families. • The seminar leader will lead a discussion regarding how administrators can assist school board members in keeping a PK-12 student-focus, providing needed data, offering suggestions for improvement, and maintaining a positive outlook.

Seminar 3: Diversity, Equity, Democracy: Global Issues Affecting Teaching and Learning (What candidates will do and learn):

Pre-seminar assignments: Review seminar syllabus. Review your school handbook. Discuss with your principal the role that the Department of Education and AEA play in development of the building’s policies. Discuss with your principal how the building or district ensures that policies and practices support and promote diversity, equity, and children and family welfare. Write a short summary of your findings and be prepared to discuss at the seminar and share with cohort members. Be prepared to describe how policies and rules are made in your building or district. Review articles assigned by the seminar leader.

• The seminar leader will provide instruction in regard to the role of PK-12 schools in the development and renewing of a democratic society. • Candidates will discuss and gain thoughts about how the school is a means of support for families, in heading off issues that place children at risk. • Candidates will discuss childcare issues and the role of the school in promoting children’s welfare issues, including PK-12 instruction about the role of families in their children’s education. • Candidates will learn the role of the principal in leading the community to serve families by offering parent education programs in conjunction with the goals of the school. • Candidates will explore opportunities to work with community and government agencies to assist families. • Candidates will have intense instruction and discussion in regard to the principal’s role in ensuring that the school is an extension of the community and the community is an extension of the school.

23 Candidate Assignments as evidence of learning:

School Action Research: Candidates will prepare a comprehensive school improvement plan and professional development plan in the area of identifying children and family needs and the impact of any current social, economic, and political actions that affect the staff and students in the area of teaching and learning. The plans incorporate the precepts of child growth and development from preprimary through adolescence and developmentally appropriate strategies. This plan must include the following: (1) Long- range goal(s) and annual improvement goal(s), (2) Activities that all teachers will be engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan (7) Integration of meeting the diverse needs of At-risk, TAG, and Special Needs students (8) Assessment Strategies, and (9) Evaluation.

Professional Readings: Read ten professional articles related to the content of this standard and write a reflection paper for each article.

The Instructional Team: With direction from cohort directors, candidates interview a superintendent, research best practices, coordinate findings and conclusions with sub- cohort members, and write a reflection of the process with a plan for managing the school’s instructional team.

Evaluation:

• Candidates will complete pre- and post- course rubrics to ensure the goals of the course have been met. • Candidates will write and submit a portfolio containing all required assignments. • Cohort directors will read and review the portfolios and provide written comments,

24 advice, pointers, and responses. • Candidates will be expected to participate in classroom discussion and sub-cohort activities. • Cohort directors will meet with each candidate, on site, four times during the course of the IPLA program. Cohort directors will provide feedback on candidates’ work and listen for needed re-teaching or improvements in the program.