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7/31/2019 P20 Council Teacher Certification Steering Committee Ppt
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7/31/2019 P20 Council Teacher Certification Steering Committee Ppt
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Erika Hunt and Audrey Soglin
Committee Co-Chairs
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The P-12 Educator Licensure Steering Committee will facilitate acomprehensive discussion about educator certification and
licensure within the context of other initiatives surrounding
teacher preparation.
The Commission will provide feedback to the Illinois State Boardof Education (ISBE) on the new licensure rollout and its
implications across the educational system from birth to
postsecondary education.
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The Steering Committee will be co-chaired by:
Erika Hunt of Center for the Study of Education Policy
Audrey Soglin of the Illinois Education Association
The Committee will meet bi-monthly and bring a high-level, systematic focus to
issues surrounding educator certification and licensure.
Short-term work groups will delve deeper into specific issues as needed and
report back to the larger committee.
The Committee is not designed to replace the committees that ISBE created to
investigate certain issues, such as program standards for early childhood,
elementary or middle school endorsement. Rather, it will build upon the
existing and ongoing work.
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The Steering Committee will explore the comprehensive range of issues related to the new
educator licensure and certification structure. These include:
New single license
Existing endorsements
Proposed endorsements (grade spans,
subjects, student populations)
Focused endorsements
Candidate selection
Student teaching and clinical work
District/university partnerships
Early childhood standards
Elementary program standards
Middle grades program standards
Math and English/Language Arts
Review assessment structure
Consider alignment of assessments to
endorsements and content standards
Diversity among teacher candidates
Alternative certification and focused
programs
Community college and program alignment
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7/27/20127
Illinois SB 1799 reconfigures
educator certification and
licensure structure.
The Illinois P20 Council convenes
an Educator Certification
Steering Committee that will
make recommendations to ISBE.
ISBE Convenes the Early
Childhood Advisory Group andthe Elementary and Middle
Grades Advisory Group to
develop content standards for
math and English language arts.
Initial elementary and middle
grades teacher preparation programs
redesigned.
Rules and content standards
for elementary and
middle grades due for
adoption.
First teacher
candidates
graduate from
redesigned
programs.
ISBE redesigns the
Illinois ProfessionalTeaching Standards.
7/31/2019 P20 Council Teacher Certification Steering Committee Ppt
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Kellee Sullivan
Illinois State Board of Education
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Signed into law in August 2011, Public Act 97-0607 commonly known as SB 1799
reconfigured Illinois educator licensure system in an effort to simply and strengthen the
process.
Creates a standard Professional Educator License
Defines endorsements specific to grade spans, subject area and student population
Streamlines the number of available teaching licenses from 66 to three, and makes clear
the grade levels and subjects for which an educator is certified to teach by listing them
upon the license itself.
Renames the Illinois Teacher Certification Board as the State Educator Preparation and
Licensure Board
Presents the opportunity to align teacher preparation program requirements with thenew certification and licensure structure
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Illinois for years offered a tiered
certificate system whereby teachers
obtained:
An Initial Certificate (for new
teachers)
A Standard Certificate (for teacherswith at least four years in the
classroom)
A Master Certificate (for Nationally
Board Certified Teachers)
Within the tiered certificate system,
Illinois teachers earned a grade level
certificate that included three broad
configurations:
Birth to 3rd Grade
Kindergarten to 9th Grade
6th
Grade to 12th
Grade
Certificates specific to subjects and
student populations were offered,
such as:
Special education, birth to age 21
Subject specific
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7/31/2019 P20 Council Teacher Certification Steering Committee Ppt
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The new law creates three standard licenses that offer a consistent, clear expectation
of the core skills teachers must have and will be valid for five years:
Professional Educator License Graduate from approved teacher prep program Pass the requisite assessments
Complete coursework on educating the
exceptional child Study the methods of reading
Professional Educator License with
Stipulations
Limit the license holder to a specific position
Does not require completion of an approved
education prep program
Pair with an endorsement that is provisional
and non-renewable
Substitute Teaching License Graduate from an accredited college Pass the test of basic skills
Not eligible for supporting endorsements
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The Illinois State Board of Education and the State Educator
Preparation and Licensure Board will establish, by administrative
rule, the grade span and content area structure for endorsements.
By law, they also will create endorsements for:
o Superintendent
o Administrator
o Principal
o Teacher Leader
o Special education
o School support
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Teachers will pair the license with supporting endorsements thatreflect a depth of understanding in terms of grade level, subject
area or student population.
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Candidates may obtain an Illinois professional educator license so long as they:
Graduate from an approved teacher prep program;
Pass the requisite assessments;
Complete coursework on educating and supporting the exceptional child;
Study the methods of reading and reading in a specific content area.
Candidates will support the license with endorsements that reflect a candidates
expertise in terms of grade level, content area or student population.
Candidates may obtain additional endorsements so long as they:
Complete at least 24 semester hours of coursework in the endorsement area;
Pass the applicable content area exam.
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7/31/2019 P20 Council Teacher Certification Steering Committee Ppt
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All teacher preparation programs are required todemonstrate appropriate content and pedagogy
standards for both an initial license and subsequent
endorsement they intend to provide.
These standards include:
Illinois Professional Teaching Standards Illinois Social and Emotional Standards
Common Core Standards (for grades K-12)
Program Standards (e.g., NAEYC for early
childhood)
Through advisory committees, ISBE is developingnew content/content pedagogy standards for
different subject areas.
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The redesigned Illinois Professional Teaching Standards are, in a sense, thebackbone of the new certification and licensure system.
Teaching Diverse Students Understands students diverse characteristics andabilities, and supports learning by all students
Content Area, Pedagogical Knowledge Creates learning experiences based upon content,
pedagogy and evidence-based practice
Planning for Differentiated Instruction Supports the continued growth and achievement of adiversity of students
Learning Environment Structures safe, healthy, culturally responsive learningenvironment
Instructional Delivery Differentiates instruction to support creative, critical
thinking
Reading, Writing, Oral Communication Has foundational knowledge of reading, writing, oralcommunication within the content area
Assessment Uses appropriate assessments to identify studentneeds, progress, growth, etc.
Collaborative Relationships Works as a team with colleagues, students, families
Professionalism, Leadership, Advocacy Advocates for students, families and the profession
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Teaching candidates will need to take a set ofassessments in addition to completing a program,
including:
An assessment that will cover all the pedagogy
standards required by the IPTS
Content assessments Performance based assessment for student teaching
called the Teacher Performance Assessment
Different versions of TPA exist for Early Childhood,
Elementary, Middle and Secondary grades.
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Early Childhood
Teacher PerformanceAssessment
Content Assessment
(with subtests)
Illinois Professional Teaching Standards
Content Standards in ELA, Math, Science
and Social Studies that align with student
standards but require mastery several
grades higher
Content Pedagogy Standards in ELA, Math
Elementary Teacher Performance
Assessment Content Assessment
(with subtests)
Illinois Professional Teaching Standards
Content Standards in ELA, Math, Scienceand Social Studies that align with student
standards but require mastery several
grades higher
Content Pedagogy Standards in ELA, Math
Middle Grades Teacher Performance
Assessment Content Assessments
for distinct subjects*
Illinois Professional Teaching Standards
Content Standards in ELA, Math, Scienceand Social Studies that align with student
standards but require mastery several
grades higher
Content Pedagogy Standards in ELA, Math
*Distinct content exams are required because the content
standards are higher at the middle grades level.
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Will enable research and
program assessment based on
educational outcomes by linking
program data, teacher
evaluation data and studentachievement.
Program
Requirements
and Standards
Program
Measures
Teacher
Evaluation
Data
StudentAchievement
Data
7/31/2019 P20 Council Teacher Certification Steering Committee Ppt
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ISBE is developing endorsements for many of the areas that previously
required separate and individual certificates and redesigning the grade spans,content standards, course requirements, and program requirements for each
endorsement.
ISBE has been developing standards and grade configurations for at least the
following areas with the Early Childhood Advisory and Elementary and Middle
School Advisory Groups (ECAG and EMAG): Early Childhood
Elementary
Middle grades
High school
7/31/2019 P20 Council Teacher Certification Steering Committee Ppt
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The Elementary and Middle School Advisory Group (EMAG)
along with the Early Childhood Advisory Group (ECAG) willcontinue their efforts to develop content standards for
Mathematics, English/Language Arts, Social Sciences and
Science that align to the Common Core State Standards.
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Teachers working within the former certification system are
grandfathered into the new certification structure.
Still, a clear and reasonable pathway into the new certification
system must be developed whereby current teachers may
translate their existing credentials into the new certification
system.
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Erika Hunt
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Selection/Admission
Diverse Educator Pipeline
Student Teacher and Clinical Experience
Partnerships
Assessments/Pathways
Institutional and Program Articulation
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Candidate Selection What tools might be used for selection?
How might the selection criteria relate to the exit criteria?
Student Teaching and Clinical
Experience
What might be the required length of a student teaching
experience?
When will it occur within a teacher prep program? How longshould it be?
Diverse Pipeline What might a portfolio of recruitment and retention
strategies that target qualified, diverse teacher candidates
include?
How might schools help in identifying qualified, diverse
candidates with an aptitude and interest in teaching? How might teacher preparation programs recruit qualified,
diverse students who are already on their college campuses?
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Program Partnerships Who should be involved with these partnerships?
What are the requirements for such partnerships?
How will these be created, supported and monitored?
Assessments/Pathways How will teacher candidates specializing in subjects that
do not yet have content standards be evaluated? (Hours of
coursework, content assessment?)
How will the cut scores for these assessments be
determined?
Do the assessments align to the content and content
pedagogy standards?
Articulation What are the current challenges presented by the AAT?
How can these challenges be addressed to allow for moreseamless articulation of experiences and credits?