PRINCIPAL RESIDENCY PROGRAM

INTERN HANDBOOK

Effective teaching is intrinsic to effective leadership, the kind that can build and maintain a successful team. I am unaware of any great team builders who were not also great team teachers. John Wooden, 2005

INTRODUCTIONThe Alliance is committed to providing strong instructional leadership at all schools. The Principal Intern Program is designed to provide experiences for prospective principals that will prepare them for all aspects of school leadership, with an emphasis on instructional leadership.

The idea that principals should serve as instructional leaders, not just as managers, is widely subscribed to among educators. In practice though, few principals act as genuine instructional leaders. Their days are filled with the activities of management: scheduling, reporting, handling relations with parents and the community, and dealing with the multiple crises and special situations that are inevitable in schools. Most principals spend relatively little time in classrooms and even less time analyzing data and instruction with teachers. They may arrange time for teachers’ meetings and professional development, but rarely provide intellectual leadership for growth in teaching and student learning.

This handbook has been developed to inform Principal Interns and Cooperating Principals about the requirements of the program and to assist them in meeting those requirements. The handbook contains information about the Alliance’s leadership expectations, the Intern’s project, TCRP, and necessary forms.

For questions about the content of this handbook or about the Principal Intern Program, contact your Vice President of School Families.

UNDERSTANDINGThe prospective administrators accepted for the Principal Residency Program have already demonstrated their skills and abilities to become successful principals; therefore, it is assumed that upon completion of the program the interns will be ready to be placed as principals. It is impossible to predict with accuracy the number of schools that will open in any given year, or the number of principals that will be needed. In the event that there are fewer available positions than the number of interns, a choice will be made in the best interest of the school community. The surplus principal(s) will be placed on a waiting list for the next opening, as appropriate.

Please see the Principal Intern Final Evaluation Form for other possible Placement Recommendations.

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TABLE OF CONTENTS

Introduction 2

Understanding 2

School Leadership Expectations 4

Requirements 5

Personnel Requirements 5

Program Requirements 5

Monthly Meetings 5

Activity Log 5

Leadership Improvement Project 6

General Responsibilities 7

Reflection 7

Final Presentation 8

Attachments

Activity Log (also available electronically on principalresources.wordpress.com) 9

Five Core Values 10

Principal Evaluation Annual Summary 12

Final Evaluation 14

SCHOOL LEADERSHIP EXPECTATIONS

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Alliance’s expectations for school leaders are based on the components and processes described by the Framework for Effective Leadership. These key factors are supported by research and have been described in various lexicons throughout the past several decades.

DOMAIN 1: Strategic LeadershipStandards

A) Builds a shared vision for high student achievement and college/career readinessB) Promotes a culture of shared accountabilityC) Creates and utilizes processes to distribute leadership and decision-making throughout the

schoolD) Effectively manages change and innovates to improve student achievement

DOMAIN 2: Instructional LeadershipStandards

A) Designs, implements, and evaluates a college-ready instructional programB) Utilizes multiple data sources to inform teaching and learningC) Supervises classroom instructionD) Differentiates professional development opportunities to ensure growth for all staff

DOMAIN 3: School Culture LeadershipStandards

A) Designs, implements, and evaluates a positive student culture of learningB) Models and sets high expectations for professional behaviorC) Effectively and efficiently manages conflict to reach resolutions

DOMAIN 4: Human Resource LeadershipStandards

A) Establishes processes to recruit and hire effective staffB) Mentors, develops, and retains staff members to grow professionallyC) Evaluates teachers and staff with the focus on improving student achievement

DOMAIN 5: Stakeholder LeadershipStandards

A) Engages families and community members as partnersB) Designs and utilizes various forms of formal and informal communication

DOMAIN 6: Managerial LeadershipStandards

A) Utilizes budget processes focused on improving student achievementB) Fosters a safe, resource-rich learning environment by managing facilities and other physical

resourcesC) Complies with legal and ethical requirements and follows all applicable state, federal, and

Alliance policies, procedures, and guidelines

REQUIREMENTS

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The program is designed to give the intern a variety of experiences at two different sites, each for the duration of a semester. Often, the intern is called on to fill in for an administrator on leave or to be assigned an interim position. The program requirements outlined in this handbook have been developed for a 2-semester/2-site model. Exceptions can be made with the approval of the Chief Academic Officer.

Personnel RequirementsPrincipal Intern*

one year as assistant principal valid California teaching credential completed or currently enrolled in an administrative credentialing program at an accredited

college; Tier I must be completed before the intern is placed in a principal position.

Mentoring Principal* valid California administrative credential minimum of 3 years of school administrative experience will have led a school through a successful WASC review (6-year accreditation) and/or Charter

review (score of 3 or higher) will have led a school to a 20+ point gain in API over a 3-year period

*requirements may be waived upon approval of Chief Executive Officer

Program RequirementsDuring the residency year, the interns will fulfill each of the following requirements. Each of these requirements is described in detail below.

Monthly Meetings with Mentoring Principal Monthly Meetings with Chief Academic Officer or Designee Activity Log Leadership Improvement Project General Responsibilities Mid and End-of-Year Reflection Final Presentation

Monthly Meetings with Mentoring PrincipalInterns will meet with the Mentoring Principal once a month to review activities and progress toward becoming a leader. The monthly activity log will be presented and reviewed. The principal may request evidence of activities listed on the log. He/she may also request that the intern complete an upcoming activity by a certain date, or may request that the intern add an activity to his/her responsibilities. These monthly meetings provide the venue for communication and feedback.

Activity LogThis form is available in an electronic format on http://allianceprincipalresources.wordpress.com.All activities related to your General Responsibilities (see below) will be accounted for on this form. The log will be presented to the mentoring principal at the monthly meeting and will be signed off by both the principal and the intern.

Leadership Improvement Project

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The improvement project is one that addresses the individual needs of the intern. At the beginning of each semester, the intern will complete a self-assessment using the Framework for Effective Leadership. After analyzing the results, the intern, the principal, and the Chief Academic Officer (or designee) will select two or three standards within one leadership domain. The intern will develop a project that will strengthen his or her leadership skills within these standards and will implement the project throughout the semester.

See Figure 1 for sample projects to consider, although interns and principals may mutually choose to come up with their own project.

The steps of the process include:1. In mutual agreement with the principal and Chief Academic Officer, select an issue. Some

sample issues are listed below, but interns and principals should agree on any issue that will be mutually beneficial to the school and the intern.

2. Submit a proposal that includes the following: Statement of the Problem Intended Outcomes Action Plan that indicates steps, timeline, people involved, and cost Brief review of current literature related to the topic Sustainability of the project Evaluation

o How will you determine success of the project? o How will this project help you to grow in the selected standards, and how will you

measure your growth?

The proposal is due by the last week in September for the first semester and by the last week in January for the second semester. Be sure to include a copy of the agreement form for the principal’s signature.

3. Once the proposal has been presented to and accepted by the principal, the intern will make a presentation of it to the staff and to the Parent Advisory Group.

4. Discuss progress toward the project outcomes at the monthly meetings between intern and principal.

5. Prepare a summary of the project for the Final Presentation in May.

Sample Issues for Improvement Project

Five Core Values Leadership Domains

1 2 3 4 5

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College-Readiness X X X X XAdvisory Classes X X X X X XResponse to Intervention2 X X X X XInstructional Technology X X XChecking for Understanding X XInterventions X X X X XDevelopmental Assets X X X X X X XCommon Assessments X X X XData Discussions X X X X XProfessional Learning Communities X X X X XDifferentiation X X X XStudent Goal-Setting X X X X

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Depth and Complexity (Sandra Kaplan) X X X X XCommunication X X X X X XCommunity Involvement X X XEnglish Language Development X X X X X X XStudent Study Team X X X X X XParent ESL X X X XIncreasing Parental Involvement X X X X

Figure 1. Sample issues for improvement project

General ResponsibilitiesInterns will gain experiences in all aspects of school administration, with an emphasis on instructional leadership. The intern will attend all Principal meetings. Interns will assist the principal with any or all of the following general responsibilities. The degree to which the Intern will participate in administration of these responsibilities is at the discretion of the principal. An account of these activities will be kept in your activity log.

TCRP Observation Process* Budget* Facilities Management Student Discipline Supervision and Evaluation of Staff* Supervision of Students Extracurricular Activities Attendance School Safety Staff Meetings Professional Development* Alliance, State, and Federal Reporting WASC and Charter Review Standardized Testing Teacher Recruitment Instructional Materials Parent Meetings* Community Involvement Other Duties as Assigned

*not optional

ReflectionAt the end of January and the end of April the intern will prepare a reflective report on his/her experiences as an intern. It will be shared at one of the monthly meetings. The reflection can be prepared in any format of the intern’s choosing, but must address the following questions:

How would I describe my leadership style at this point? What have I learned about myself as a leader?

What two aspects of administration have I learned the most about? Explain. What area of administration am I struggling with at this point? What kind of support do I

need? How have I supported the Five Core Values? What has been a pleasant surprise to me?

Final PresentationThe intern will present the results of the improvement project at an Exit Meeting the last week of April

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or the first week in May. It is the intern’s responsibility to invite the Principal, the Chief Academic Officer, the Vice President of Instruction, the Vice President of School Families, and one other person of the intern’s choice to sit on the Exit Panel. The principal reserves the right to include additional administrators to sit on the panel. The presentation should last 30-45 minutes. The presentation will include a PowerPoint presentation showing the process and outcomes of the improvement project. The presentation should clearly link the improvement project with the Five Core Values and the standards from the Framework for Effective Leadership that were identified as areas to be developed. The presentation should also include highlights from the two reflections written in January and April. Following the presentation, the panel will complete the final evaluation of the intern and decide on an appropriate placement for the following year.

Activity Log8

Interns will maintain a daily log of the activities related to the General Responsibility requirements. The log will be reviewed with the principal at regularly-scheduled monthly meetings. Date Activity Hours

________________________________ ________________________________________________Month/Year Principal

________________________________________________Principal Intern

Five Core Values

1. High Expectations for all StudentsAll students, including those in historically underachieving communities, have the ability to learn at high levels and possess a fundamental right to quality instruction that will prepare them for college. Students

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also will demonstrate proficient to advanced performance on California content standards tests as well as in analysis of student work portfolios in core academic subjects.

High SchoolsHigh-school students are required to demonstrate proficiency in A-G courses required for entry into California State University and University of California schools. Coursework includes:

3 years of laboratory science3 years of math including algebra and geometry2 years of history /social science4 years of college preparatory English1 year of foreign language1 year of visual /performing arts1 college orientation preparatory summer institute during their junior or senior year. Juniors take the CSU Early Assessment section of the STAR test in English and math.

Those who demonstrate proficiency on CSU standards will be exempt from taking the CSU Placement Test and will be able to take CSU courses before graduation, if they plan to attend a CSU campus.  Students who don’t show proficiency on the early assessment tests will be provided with an individual learning plan tailored to their needs in their senior year.

Middle schoolsMiddle school is a critical time to establish a college-going culture and shore up any skill gaps before students enter high school. At Alliance schools, students receive strategic intervention to fill academic and social gaps that could present obstacles later on in high school.

Middle-school students are expected to hone skills in social interaction and team-building that ensures they possess the necessary study skills to complete a rigorous workload and independent projects.

On the academic side, middle-school students are required to pass algebra and a core curriculum with a C or better to ensure high-school readiness.

2. Small Personalized Schools and ClassroomsStudents learn best in small settings where instruction is personalized, where they know their teachers, where their teachers and staff know them, where advisers connect each student with a personal learning team and where they have a voice in all aspects of school life. Our schools accommodate 375 to 500 students and have a 25:1 student-teacher ratio.

High school students attend advisory groups of no more than 13-15 students with a credentialed teacher who works with the same students and charts their progress from 9th grade through graduation. Each secondary student also has a personal learning team that includes his or her adviser, a parent and a mentor who meet with them throughout the year to provide guidance and assess progress. The advisor adapts each student’s individual learning plan to make sure his needs are being met.

3. Increased Instructional TimeAll students will have sufficient time in school to learn successfully with a minimum of 180 to 200 days of instruction and an ongoing opportunity for extended learning time for intervention or enrichment to meet individual student needs. Daily instructional learning time will be structured in longer blocks of time to allow for focused in-depth learning.

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Instructional time will be increased in all College-Ready Schools with up to 200 instructional days and a longer instructional day for all students. Daily instructional time will be increased to allow for in depth learning through a full-day kindergarten of 5 hours and 7 hours of instruction for grades 6-12.

Secondary schedules will be structured to provide longer uninterrupted blocks of time of up to 90 minutes or double period blocks of time for accelerated math and English language arts. Increased instructional time for all students, as part of the core program will include time for intervention and/or enrichment to meet individual student learning needs.

4. Highly Qualified Principals and TeacherPrincipalsPrincipals participate in leadership training for three to six months before being assigned to an Alliance school. These top administrators are capable instructional leaders who have become entrepreneurs in managing resources, received in-depth leadership training and apprenticed with successful principals who have a track record of successful student results.

Teachers Teachers participate in a two-week training and support academy before school starts. Teachers have professional and personal growth opportunities based on ongoing analysis of

student achievement data and student work portfolios as well as teacher identified growth needs and interests.

Teachers benefit most from professional development that provides time for teacher-to-teacher interaction in small learning communities focused on classroom practice.

Teachers working together in teams with the same students over two to three years share accountability and responsibility for each student’s academic and personal growth.

Teachers are awarded incentives based on student performance.

AccountabilityPrincipals and teachers are held accountable for implementing the Alliance educational model that emphasizes core values and achievement.

Principals and teachers have compensation incentives based on their school's performance.

5. Parents as PartnersParents have a right to choose to send their children to high performing schools and have a right and responsibility to participate in ensuring the success of the school.

At Alliance schools, parents: must be meaningfully and actively engaged in the school's day-to-day operations. are responsible and accountable for supporting their child’s learning at school and at home. learn and understand what it will take to prepare their children for college. support the goals of the school. volunteer at least 40 hours per year. sign a contract with the school that they support their son and/or daughter's educational course. attend four Parent Education Academy courses annually.

Parents also serve on advisory development teams to establish each new Alliance school and remain part of an ongoing advisory body for each school.

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Principal Leadership Evaluation SummaryRevised 9-19-11

Principal Name SchoolDate of Evaluation ConferenceDates of School Visits

Directions: Rate each item to indicate the degree to which the principal demonstrates effectiveness based on the Alliance Principal Leadership Framework Rubric.

Domain Standards (An effective school leader…) 1 2 3 4

1.0Strategic Leadership

A) Builds a shared vision for high student achievement and college/career readiness

B) Promotes a culture of shared accountabilityC) Creates and utilizes processes to distribute leadership and decision-making throughout the schoolD) Effectively manages change and innovates to improve student achievement

2.0 Instructional Leadership

A) Designs, implements, and evaluates a college-ready instructional program

B) Utilizes multiple data sources to inform teaching and learning

C) Supervises classroom instruction

D) Differentiates professional development opportunities to ensure growth for all staff

3.0School Culture Leadership

A) Designs, implements, and evaluates a positive student culture of learning

B) Models and sets high expectations for professional behavior

C) Effectively and efficiently manages conflict to reach resolutions

4.0Human Resource Leadership

A) Establishes processes to recruit and hire effective staff

B) Mentors, develops, and retains staff members to grow professionally

C) Evaluates teachers and staff with the focus on improving student achievement

5.0 Stakeholder Leadership

A) Engages families and community members as partners

B) Designs and utilizes various forms of formal and informal communication

6.0 Managerial Leadership

A) Utilizes budget processes focused on improving student achievementB) Fosters a safe, resource-rich learning environment by managing facilities and other physical resourcesC) Complies with legal and ethical requirements and follows all applicable state, federal, and Alliance policies, procedures, and guidelines

Overall Leadership Performance:Domain Avg.

Score

Domain Avg. Score

Domain Avg. Score

1.0 Strategic Leadership 3.0 School Culture Leadership 5.0 Stakeholder Leadership

2.0 Instructional Leadership

4.0 Human Resource Leadership

6.0 Managerial Leadership

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OVERALL AVERAGE:

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Principal Evaluation Comments

Directions: After rating principal based on observations and performance, annotate specific commendations or feedback in the appropriate space below. For all ratings 1 or 2, evaluator comments are required in the space below. If a professional growth plan is necessary, the evaluator and principal should collaboratively develop a professional growth plan.

Domain 1: Strategic Leadership

Domain 2: Instructional Leadership

Domain 3: School Culture Leadership

Domain 4: Human Resource Leadership

Domain 5: Stakeholder Leadership

Domain 6: Managerial Leadership

Overall Principal Evaluation Determination

Meets leadership standards for Alliance continued employment

Meets minimum leadership standards for Alliance continued employment; however, a professional growth plan must be developed and completed with an evaluator in order to meet Alliance standards for renewal

Does not meet leadership standards for Alliance continued employment

Evaluator’s Signature: ___________________________________ Employee’s Signature: ____________________________________________

Evaluator’s Name (printed): ______________________________ Employee’s Name (print): _________________________________________

Evaluator’s Title ________________________________________

Distribution: Original to HR (for employee central file); Copy to Employee

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PRINCIPAL INTERN FINAL EVALUATION

______________________________________ ___________________________ _______________________Candidate School Date

Exemplary Strong Satisfactory Needs ImprovementImprovement Project

Clearly adhered to Core Values and leadership domains; effected positive change and enthusiasm among stakeholders; enlisted stakeholders into multiple conversations; collaborative effort among candidate and stakeholders

Clearly adhered to Core Values and leadership domains; effected positive change among stakeholders; enlisted stakeholders into conversations; collaborative effort among candidate and stakeholders

Implicitly or loosely adhered to Core Values and/or leadership domains; effected positive change among stakeholders; enlisted stakeholders into conversation; collaborative effort among candidate and stakeholders

Ambiguously or not adhered to Core Values or leadership domains; did not effect noticeable or meaningful change among stakeholders; did not enlist stakeholders into conversation; did not include others in decision-making or follow-through

Comments:

Evaluation Committee: Placement Recommendation:____________________________________________________________________________________________ Principal placement within Alliance____________________________________________________________________________________________ Other administrative placement within the Alliance______________________________________________

Administrative placement in another organization

Not recommended for administrative placement

To be completed by 1st Mentoring Principal O S NI UInstructional LeadershipGeneral ResponsibilitiesInterpersonal Skills

To be completed by 2nd Mentoring Principal O S NI UInstructional LeadershipGeneral ResponsibilitiesInterpersonal Skills