Transcript Education for Our Future

Educator Licensure Steering Committee
of the Illinois P-20 Council
June 2012
Erika Hunt and Audrey Soglin
Committee Co-Chairs
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• The P-12 Educator Licensure Steering Committee will facilitate a
comprehensive discussion about educator certification and
licensure within the context of other initiatives surrounding
teacher preparation.
• The Commission will provide feedback to the Illinois State Board
of 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:
General Topic
License and endorsements
Teacher Prep Program Design
Program Standards
Educator Assessments
Important related issues
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Specific Issues
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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August 2011:
Illinois SB 1799 reconfigures
educator certification and
licensure structure.
July 2010:
ISBE redesigns the
Illinois Professional
Teaching Standards.
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June 2012:
The Illinois P20 Council convenes
an Educator Certification
Steering Committee that will
make recommendations to ISBE.
February 2011:
ISBE Convenes the Early
Childhood Advisory Group and
the Elementary and Middle
Grades Advisory Group to
develop content standards for
math and English language arts.
Fall 2013:
Initial elementary and middle
grades teacher preparation programs
redesigned.
Winter 2012:
Rules and content standards
for elementary and
middle grades due for
adoption.
Spring 2015:
First teacher
candidates
graduate from
redesigned
programs.
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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 the
new 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 teachers
with 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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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:
License
Requirements
Professional Educator License
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Professional Educator License with
Stipulations
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Substitute Teaching License
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Graduate from approved teacher prep program
Pass the requisite assessments
Complete coursework on educating the
exceptional child
Study the methods of reading
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
Graduate from an accredited college
Pass the test of basic skills
Not eligible for supporting endorsements
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Teachers will pair the license with supporting endorsements that
reflect a depth of understanding in terms of grade level, subject
area or student population.
◦ 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:
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Superintendent
Administrator
Principal
Teacher Leader
Special education
School support
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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 candidate’s
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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 All teacher preparation programs are required to
demonstrate 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 developing
new content/content pedagogy standards for
different subject areas.
The redesigned Illinois Professional Teaching Standards are, in a sense, the
backbone of the new certification and licensure system.
Standard
Brief description
Teaching Diverse Students
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Understands students’ diverse characteristics and
abilities, and supports learning by all students
Content Area, Pedagogical Knowledge
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Creates learning experiences based upon content,
pedagogy and evidence-based practice
Planning for Differentiated Instruction
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Supports the continued growth and achievement of a
diversity of students
Learning Environment
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Structures safe, healthy, culturally responsive learning
environment
Instructional Delivery
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Differentiates instruction to support creative, critical
thinking
Reading, Writing, Oral Communication
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Has foundational knowledge of reading, writing, oral
communication within the content area
Assessment
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Uses appropriate assessments to identify student
needs, progress, growth, etc.
Collaborative Relationships
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Works as a team with colleagues, students, families
Professionalism, Leadership, Advocacy
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Advocates for students, families and the profession
 Teaching candidates will need to take a set of
assessments 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.
Endorsement
Early Childhood
Assessments
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Standards
Teacher Performance
Assessment
Content Assessment
(with subtests)
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Elementary
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Teacher Performance
Assessment
Content Assessment
(with subtests)
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Middle Grades
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Teacher Performance
Assessment
Content Assessments
for distinct subjects*
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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
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
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
*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 student
achievement.
Program
Requirements
and Standards
Student
Achievement
Data
Program
Measures
Teacher
Evaluation
Data
 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):
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Early Childhood
Elementary
Middle grades
High school
Last year, ISBE convened two committees to develop content
standards for teacher preparation programs. Their work
continues today:
The Elementary and Middle School Advisory Group (EMAG)
along with the Early Childhood Advisory Group (ECAG) will
continue 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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What does the new certification system mean for
teachers certified in the former system?
• 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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Topic
Open Questions
Candidate Selection
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What tools might be used for selection?
How might the selection criteria relate to the exit criteria?
Student Teaching and Clinical
Experience
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What might be the required length of a student teaching
experience?
When will it occur within a teacher prep program? How long
should it be?
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Diverse Pipeline
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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?
Topic
Open Questions
Program Partnerships
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Assessments/Pathways
Who should be involved with these partnerships?
What are the requirements for such partnerships?
How will these be created, supported and monitored?
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Articulation
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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?
What are the current challenges presented by the AAT?
How can these challenges be addressed to allow for more
seamless articulation of experiences and credits?
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