[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599657-105":59,"doc-detail-599657-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","will-new-illinois-principal-preparation-programs-fix-illinois-public-schools","Will New Illinois Principal Preparation Programs Fix Illinois Public Schools?","","The article examines whether redesigned Illinois principal preparation programs can improve public-school outcomes following Illinois Senate Bill 226 (2010). It traces reform drivers from national research and federal accountability pressures under No Child Left Behind, highlighting criticisms of prior leadership training related to weak curricula, faculty, and limited clinical experiences. It then reviews Illinois commission and task force recommendations emphasizing selective admissions, aligned full-time residencies, stronger district-program partnerships, and accountability. 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Hunt, Southern Illinois University Edwardsville  \nIn July, 2010 Illinois Governor Pat Quinn signed into law Senate Bill 226 requiring new and more stringent requirements for certification and endorsement of Illinois principals. This Illinois legislation followed other states in adopting widespread educational reform measures aimed at improving student achievement, connecting the responsibility for student achievement to the quality of building principals. Illinois institutions offering programs to certify or endorse Illinois principals were required to redesign programs to meet the requirements of the new law and to have new programs approved by the state. The bill charged the Illinois State Board of Education (ISBE) with drafting the rules by which the institutions would design their new programs. Newly approved principal preparation programs began accepting candidates in the fall of 2012.  \nThe Path to Principal Preparation Reform in Illinois  \nThe redesign of Illinois principal preparation programs was inspired to some degree by authors such as Levine (2005) who conducted a four-year study of the nation’s school leadership programs, resulting in the report titled Educating School Leaders. Levine asserted No Child Left Behind (NCLB) legislation had placed demands on educating school leaders. He suggested NCLB increased the need for a number of new administrators to replace those expected to retire, wanting to escape the demands of the new legislation. Also, NCLB presented new legislative challenges: increased accountability, choice for parents and students, possible corrective action and restructuring, and the consequence of reduced financial resources. Levine suggested that administrators replacing the retirees needed to be a new breed of program graduates held to much higher standards of preparation assuring their capability of effectively leading schools and districts through the challenges of NCLB. Levine’s study found fault with the preparation administrators had received. His conclusions directed criticism at preparation programs for producing too many administrators, too poorly trained (Levine, 2005) . He recommended higher admission and graduation standards (2005) . He found poor preparation related to shallow curricula, weak faculty, and limited and meager clinical experiences (2005) . While NCLB had focused on student academic outcomes, Levine’s report linked the preparation of school administrators and their role in school leadership to that outcome. The question had been posed: would reforming the nation’s administrator preparation programs fix the nation’s low student achievement levels?  \nThe national attention generated by Levine’s (2005) report led to the formation of an Illinois commission to study school leader preparation. The Commission on School Leader Preparation in Illinois Colleges and Universities (2006) examined the quality of school leadership programs and evaluated their focus on ensuring higher levels of student achievement. The Commission’s 2006 report titled School Leader Preparation: A Blueprint for Change, recom-  \nmended improvements to the implementation and structure of these programs. What needed fixing in Illinois education was student achievement with more students reaching higher levels of Adequate Yearly Progress. The Commission’s (2006) report maintained:  \nSeveral national studies have shown that the quality of school leaders is directly connected to student achievement, which is why increased attention is now being placed on the excellence and structure of training provided to our school leaders. America’s administrative preparation programs are under pressure to justify their current practices and programs, transform the way school leaders are prepared, or close. (p. 2)  \nFollowing the lead from Levine (2005), The Commission asserted new standards of accounta","cbCaitC2SrqyxtO1","https://ap.wps.com/l/cbCaitC2SrqyxtO1","pdf",363118,"English","# The Question and Policy Trigger\n## Senate Bill 226 and Program Redesign\n# National Influences on Illinois Reform\n## Levine’s Study and Accountability Pressures\n## Illinois Commission Recommendations\n# Illinois Task Force Action Plan\n## Partnerships, Selective Admissions, and Residency\n## Funding and Economic Constraints","[{\"question\":\"What law prompted changes to Illinois principal preparation programs?\",\"answer\":\"Illinois Governor Pat Quinn signed Senate Bill 226 in July 2010, requiring more stringent certification and endorsement requirements for principals and mandating program redesign and state approval.\"},{\"question\":\"How did No Child Left Behind influence the reform debate?\",\"answer\":\"The article links NCLB to increased accountability and demands for school leaders, arguing it raised expectations for preparing administrators capable of leading through restructuring and limited resources.\"},{\"question\":\"What core changes were recommended for Illinois principal preparation programs?\",\"answer\":\"Recommendations included selective admissions, an aligned full-time residency or internship with performance assessment, and formal partnerships between districts and preparation programs, supported by state funding and supervision.\"}]","Will New Illinois Principal Preparation Programs Fix Illinois Public Schools? | PDF",1792089198]