p20 council teacher certification steering committee ppt

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.


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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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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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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)


Content Standards in ELA, Math, Scienceand Social Studies that align with student


grades higher


Middle Grades Teacher Performance

Assessment Content Assessments

for distinct subjects*


Content Standards in ELA, Math, Scienceand Social Studies that align with student


grades higher


*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


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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


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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?

p20 council teacher certification steering committee ppt

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