Alternative Educator Licensure - Illinois State Board of ...



Educator Effectiveness Department100 North First Street Springfield, IL 62777-0001Phone: 217.782.2948 Fax: 217.557.8392ALTERNATIVE EDUCATOR LICENSUREPROGRAM PROPOSALAll program proposals shall meet requirements set forth in rule at the time the proposal is submitted.Submit Proposals to:Preparation Team preparation@Please also email a copy to your ISBE liaisonPROGRAM COMPONENTS Institution:Date of Submission to State Board of Education:Primary Contact:Email :Phone number:Secondary Contact:Email address:Phone number:Name of the Education Unit: Name of the Program: Endorsements to be awarded:Term:?Semester?Trimester?Quarter?OtherSemester hour equivalent: (If credit is not awarded in semester hours)Type of Program:?Traditional(face to face)?Blended(traditional & online)?Online Only?AlternativeDegree to be awarded: ?Licensure Only?Undergraduate?Graduate?DoctorateLevel of the Program (as defined by CAEP): ?Initial?Advanced?AlternativeProjected Size of Initial Cohort:Projected Student Entry Date:Instructions: Complete the program proposal using black 10-12pt font. Please keep questions in blue. Resize boxes provided for narrative text. Narrative does not have to conform to size of text box. CRITERIAPlease complete the matrix to describe the criteria for admission to the program including the required grade point average for entry into the program, retention in the program and exit from the program. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(2))(Section 21B-50 of the School Code)AdmissionRetentionExitYear 1Year 2GPA: Example: ACT: Composite score of 22+ with writing score 16(Delete example)Example: Score 80/100 on clinical evaluation by university supervisor and cooperating teacher. (Delete example)Add additional rows as neededDescribe how the program will evaluate the congruence of a candidate’s baccalaureate education, his or her employment experience in a field requiring application of that education, and the teaching area for which the candidate seeks preparation and licensure. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(2)) For candidate who have not completed a major in a particular content area of the endorsement sought, as required under Section 21-B50(c) of the School Code, describe the process and criteria the institution or not-for-profit entity will use to determine whether the coursework the candidate completed aligns to the standards for the content area of the endorsement and represents at least 32 hours of credit in that content area. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(3)) Describe the provisions for determining the amount of time individual candidate will need in order to complete the proposed course of study, based upon factors, such as their experience and the type of program offered. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(5)(B)) CRITERIA: ASSURANCESPer 23 Illinois Administrative Code, Part 25, Section 25.60 (b)(1) and 105 ILCS 5/21B-50 (c)?By checking the box, the institution ensures each candidate shall pass Illinois’ test of basic skills and the content-area test for which licensure is sought. Per 105 ILCS 5/21B-50 (c)?By checking the box, the institution ensures each candidate shall: Graduate from a regionally accredited college or university with a bachelor’s degree or higherHas a cumulative grade point average of 3.0 or greater on a 4.0 scale or its equivalent on another stateHas completed a major in the content area if seeking a middle or secondary level endorsement or, if seeking an early childhood, elementary, or special education endorsement, has completed a major in the content area of reading, English/language arts, mathematics, or one of the sciences. If the individual does not have a major in a content area for any level of teaching, he or she must submit transcripts to the State Board of Education to be reviewed for equivalency.Per 23 Illinois Administrative Code, Part 25, Section 25.60 (b)(1)?By checking the box, the institution ensures each candidate shall pass the Teacher Performance Assessment (TPA) no later than the end of the first semester of the second year of residency. PARTNERSHIPPartnering School NameAddressPrincipal/DirectorTYPE: Public/Private/Charter/OtherDescribe the role and responsibilities of the institution or not-for-profit entity and of the school district or nonpublic school with which the institution or entity will partner. Provide a copy of an MOU if applicable.(Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(1)) Describe the proposed arrangements for candidates’ teaching assignments specific to the nature and intensity of the support to be provided to candidates by the mentor, as well as any experienced teachers and other staff members of the district, including: the qualifications and experience of the mentor and any of the assisting teachers and staff;the estimated amount of time the mentor and any assisting teachers and staff will devote to advising and assisting candidates; and the specific roles of the mentor and any assisting teachers and staff; (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(6)) Describe the proposed arrangements for candidates’ teaching assignments specific to the provisions enabling candidates to compensate for teaching time lost due to emergencies. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(6)) Describe the proposed arrangements for candidates’ teaching assignments including the process and criteria to be used by the principal of the school where the candidate is placed and the program coordinator to recommend the candidate's placement in a second year of residency. (Section 21B-50(b)(2) of the School Code)(Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(6))Provide a copy of the formal written agreement between the participating entity responsible for the program and the school districts, early childhood or nonpublic special education facility or charter school where candidates will practice. The agreement will address:the nature and intensity of the support to be provided to candidates by the mentor, as well as any experienced teachers and other staff members of the district, including:the qualifications and experience of the mentor and any of the assisting teachers and staff; the estimated amount of time the mentor and any assisting teachers and staff will devote to advising and assisting candidates; and the specific roles of the mentor and any assisting teachers and staff; provisions enabling candidates to compensate for teaching time lost due to emergencies; and the process and criteria to be used by the principal of the school where the candidate is placed and the program coordinator to recommend the candidate's placement in a second year of residency. (Section 21B-50(b)(2) of the School Code)(Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(6))Embed the copy here. PROGRAM COORDINATORProgram Coordinator NameDegreeTitleArea of ExpertisePK -12 Teaching Experience (Total Years & Grade Level)Describe the role of the program coordinator, including the plan to ensure the program coordinator visits the classroom in which each candidate is placed for an average of one day a week during the school year. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(1)(A-B)) Describe the process to ensure the program coordinator and principal who will evaluate candidates, have successfully complete the prequalification process and passed the required assessments authorized by Section 24A-3 of the School Code [105 ILCS5/24A-3]. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(7))MENTOR/COACHDuring the first school year of the residency, each candidate shall be assigned a “mentor” and during the second year of residency a “coach”. Describe the plan the institution or not-for-profit entity has to ensure the mentors and coaches meet the following requirements. hold a professional educator license and be employed by the school district where the candidate is serving his or her residency; have three years of full-time teaching experience in the 10 years immediately preceding his or her assignment as a mentor;have achieved a performance evaluation rating of proficient or higher in his or her two most recent evaluations.(Per 23 Illinois Administrative Code, Part 25, Section 25.60 (a)(2(A-B))FACULTYPlease complete the matrix to identify the faculty members with the primary responsibility for preparing professional educators in the program and their qualifications for their positions. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(4)) Please list faculty with terminal degrees first.NameDegreeTitleArea of ExpertisePK -12 Teaching Experience (Total Years & Grade Level)Expected Courses To TeachAdd additional rows as neededCOURSE OF STUDYPlease complete the matrix to describe the required courses in the course of study. Include the proportion of coursework offered by distance learning or video conferencing technology. (Per 23 Illinois Administrative Code, Part 25, Section 25.60(c)(5) Course Title/NameCredit HoursTraditional Face-to-Face (Use X)Online Only(Use X)Blended(% Face–To-Face/% Online)Other Modes of Delivery (if applicable)Course Description(Suggested 2-3 sentences)Example:EDU 230Methods of Teaching Mathematics(Delete example)350/50Required for any Illinois Endorsement in the Middle Grades, this course will provide practicing teachers with further knowledge and understanding of the unique intellectual, social, emotional, physical, and developmental characteristics and needs of the young adolescent. Teachers will develop middle school lessons to be shared with their peers in this course and used with their middle school students in the future.Add additional rows as neededTotal Credit HoursPlease complete the matrix to describe how candidates will acquire knowledge of content and skills equivalent to the content and skills in the following areas:Instructional PlanningInstructional strategies set forth in Section 25.25(b), including those meeting the criteria for instruction relative to:special education; reading; and English language learning Classroom Management;The assessment of students; and Use of data to drive instruction. (Section 21B-50(b)(1) of the School Code);(Per 23 Illinois Administrative Code, Part 25, Section 25.60(c)(5)) Content & SkillsCourse Title(Previously described in Course of Study Matrix above)Instructional PlanningInstructional StrategiesClassroom ManagementAssessmentData to drive instructionSpecial EducationReadingEnglish Language learningEx: XXX 123XXXAdd additional rows as neededPreservice Field ExperienceDescribe the field experiences in which candidates will participate before the beginning their first year of residency. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(5)(C)) Describe the criteria for the institution’s or entity’s determination of candidates’ readiness for the two-year teaching assignment. Include with the description a copy of the preservice assessment of candidate performance. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(5)(D)) Field Experiences and Clinical PracticePlease complete the matrix to describe the field experiences and clinical practices related to the course of study as applicable to specific courses. Include the expected learning outcome for the required field experience and clinical practice. (Per 23 Illinois Administrative Code, Part 25, Section 25.120(a)(5-6)Course TitleField Experience Description(Suggested 2-3 sentences)Clock HoursExpected Learning Outcome(Suggested 3-5 sentences)Ex: XXX 123Add additional rows as neededDescribe the criteria and measures taken to ensure candidates gain experience in diverse settings and with students with varying demographic characteristics. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(5)(A)) Describe the measures taken to ensure the candidates gain experience with technology relevant to the profession. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(5)(B)) Describe the program’s requirements for faculty supervision of the field experience and clinical practice.(Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(5)(C))ASSESSMENTPlease complete the matrix to provide a description of the program assessments to be used, as relevant to the program being proposed, and how the faculty will collect, analyze and use the data from the assessments used. (Per 23 Illinois Administrative Code, Part 25, Section 25.120(a)(3)AssessmentDescribe how faculty will collect data from the assessment.Describe how faculty will analyze data from the assessment.Describe how faculty will utilize data from the assessment.Add additional rows as neededDescribe the proposed method of comprehensively assessing candidates’ teaching performance at the conclusion of the second year of residency, which shall at a minimum meet the requirements set forth in 23 Ill. Adm. Code 50.120 (Professional Practice Components for Teachers. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(7))Describe the roles of the principal and program coordinator who will participate in the evaluation of candidates. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(7)(A))Describe the assessment methods capable of demonstrating whether a candidate is: knowledgeable about specific subject matter and strategies for teaching that subject matter to students with differing needs; and skilled in managing and monitoring student learning.(Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(7)(B)(i-ii))Describe the professional development process to be used either for those candidates who receive a "needs improvement" rating at the conclusion of the assessment process or in instances when the principal and program coordinator cannot agree, which shall address the candidate's weaknesses and deficiencies identified during the assessment and assist the candidate in making improvement during the third year of residency relative to those weaknesses and deficiencies. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(7)(C))Provide a copy of the formal written agreement between the participating entity responsible for the program and the school districts, early childhood or nonpublic special education facility or charter school where candidates will practice. The agreement will address:the roles of the principal and program coordinator who will participate in the evaluation of candidates; assessment methods capable of demonstrating whether a candidate is:knowledgeable about specific subject matter and strategies for teaching that subject matter to students with differing needs; and skilled in managing and monitoring students' learning; and the professional development process to be used either for those candidates who receive a "needs improvement" rating at the conclusion of the assessment process or in instances when the principal and program coordinator cannot agree, which shall address the candidate's weaknesses and deficiencies identified during the assessment and assist the candidate in making improvement during the third year of residency relative to those weaknesses and deficiencies. The option for professional development and a third year of residency shall not be afforded to any candidate who receives "unsatisfactory" ratings from both the principal and program coordinator or for anyone who receives an "unsatisfactory" rating from either the principal or program coordinator and a "needs improvement" rating from either the principal or program coordinator.(Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(6))Embed the copy here. If applicable: Describe any other criteria, in addition to a candidate’s receiving a rating of “proficient” or higher at the conclusion of the comprehensive assessment, by which candidates will be recommended for the professional educator license endorsed in the content area and grade level of the candidate's residency practice by the participating entity responsible for the program.(Per 23 Illinois Administrative Code, Part 25, Section 25.60(c)(8))STANDARDSIn order to be considered for approval, a recognized institution shall propose a preparation program that meets the required standards. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(1)(A-E))Please complete the matrix to describe how the program meets: the Standards for All Illinois Teachers(IPTS) set forth in 23 Illinois Administrative Code, Part 24. (Per 23 Illinois Administrative Code, Part 25, Section 25.115 (e)(1-4))the Social and Emotional Learning Standards (SEL) set forth in 23 Illinois Administrative Code 555 Appendix A. (Per 23 Illinois Administrative Code, Part 25, Section 25.115 (e)(1-4))the national standards specific to the content area of the proposal. CAEP 2013 Accreditation Standards posted at (no later amendments to or editions of these standards are incorporated).StandardsCourse TitleIPTSSELNational Standards Ex: XXXX-1234(Delete Example)Goal 1: Learning Standard C2.4, 2.1, 3.5Add additional rows as neededCAEPStandard 1. Content and Pedagogical KnowledgeThe provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards.Candidate Knowledge, Skills, and Professional Dispositions:1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility.Provider Responsibilities:1.2 Providers ensure that candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice.1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM).1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).1.5 Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.Please use the space below to describe how the program meets the standard above. Include in your description a reference to the relative indicators (if applicable). Standard 2. Clinical Partnerships and PracticeThe provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.Partnerships for Clinical Preparation:2.1 Partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes. Clinical Educators:2.2 Partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidates’ development and P-12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings. 2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates’ development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P-12 students.Please use the space below to describe how the program meets the standard above. Include in your description a reference to the relative indicators (if applicable). Standard 3. Candidate Quality, Recruitment, and SelectivityThe provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4.Plan for Recruitment of Diverse Candidates who Meet Employment Needs:3.1 The provider presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of America’s P-12 students. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields, currently, STEM, English-language learning, and students with disabilities. Candidates Demonstrate Academic Achievement:3.2 The provider meets CAEP minimum criteria or the state’s minimum criteria for academic achievement, whichever are higher, and gathers disaggregated data on the enrolled candidates whose preparation begins during an academic year.Additional Selectivity Factors:3.3 Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors predict candidate performance in the program and effective teaching. Selectivity During Preparation:3.4 The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates demonstrate the ability to teach to college- and career-ready standards. Providers present multiple forms of evidence to indicate candidates’ developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains.Selection At Completion:3.5 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-12 student learning and development. 3.6 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies. CAEP monitors the development of measures that assess candidates’ success and revises standards in light of new results.The CAEP minimum criteria are a grade point average of 3.0 and a group average performance on nationally normed assessments or substantially equivalent state-normed assessments of mathematical, reading and writing achievement in the top 50 percent of those assessed. An EPP may develop and use a valid and reliable substantially equivalent alternative assessment of academic achievement. The 50th percentile standard for writing will be implemented in 2021. Starting in academic year 2016-2017, the CAEP minimum criteria apply to the group average of enrolled candidates whose preparation begins during an academic year. The provider determines whether the CAEP minimum criteria will be measured (1) at admissions, OR (2) at some other time prior to candidate completion. In all cases, EPPs must demonstrate academic quality for the group average of each year’s enrolled candidates. In addition, EPPs must continuously monitor disaggregated evidence of academic quality for each branch campus (if any), mode of delivery, and individual preparation programs, identifying differences, trends and patterns that should be addressed under component 3.1, Plan for recruitment of diverse candidates who meet employment needs. CAEP will work with states and providers to designate, and will periodically publish, appropriate “top 50 percent” proficiency scores on a range of nationally or state normed assessments and other substantially equivalent academic achievement measures, with advice from an expert panel. Alternative arrangements for meeting the purposes of this component will be approved only under special circumstances and in collaboration with one or more states. The CAEP President will report to the Board and the public annually on actions taken under this provision.Please use the space below to describe how the program meets the standard above. Include in your description a reference to the relative indicators (if applicable). ................
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