Current through Register Vol. 48, No. 38, September 20, 2024
The Section establishes the requirements for the receipt of a
teacher leader endorsement valid for prekindergarten through age 22 and for
approval of educator preparation programs to provide the program required for
receipt of the endorsement. The teacher leader endorsement is intended to
increase the quality of leadership, as well as teaching and learning practices,
and recognize the critical importance that leadership by teachers brings to the
overall school improvement mission of the school and its personnel. The teacher
leader endorsement will create a career path to retain and develop
high-performing teachers for leadership roles; formalize, define, and build the
competencies necessary for high-quality leadership to improve student learning;
and recognize and encourage shared leadership and decision-making in schools to
maximize outcomes for children.
a) For
the purposes of this Section, a teacher leader is defined as an individual with
the capacity and skills to:
1) harness the
collective knowledge of teachers to have a positive impact on teaching and
learning and school and student success;
2) promote shared governance and leadership
in schools by working effectively with the principal and other adults in the
school, with a consistent focus on student learning and achievement;
3) model excellence in teaching with a strong
foundation in improving the climate of the school and classroom, curriculum,
instruction, assessment, and intervention;
4) provide guidance, coaching, mentoring,
influence, direction, and support to teachers to improve the effectiveness of
teaching and learning; and
5)
promote and influence change to improve school and student outcomes.
b) A teacher leader may serve in a
variety of roles within the school district, including, but not limited to:
1) curriculum specialist (i.e., identifying,
designing, and implementing curriculum and school and district
improvement);
2) coach (i.e.,
providing coaching to other teachers and staff on instructional practice and
methods);
3) mentor teacher (i.e.,
providing mentoring to new teachers or others in need of assistance);
4) department chair or lead
teacher;
5) content specialist
(i.e., leading instructional programs in a specific content area);
6) teacher leaders responsible for
supervising others, provided that a supervisory endorsement is not required
pursuant to 23 Ill. Adm. Code
1.705
(Requirements for Supervisory and Administrative Staff) for the position to
which the teacher leader is assigned;
7) program leaders (i.e., relative to the
climate of the school and classroom, curriculum, instruction, or assessment);
and
8) other areas of
responsibility as identified by school districts.
c) A teacher leader endorsement on a PEL will
be available to persons who fulfill the requirements of Section 21B-25(2)(E) of
the Code and this Section. In order to receive a teacher leader endorsement, a
candidate holding a PEL endorsed in a teaching field shall:
1) have obtained a master's degree or higher
from a regionally accredited institution; and
2) have completed a program that meets the
requirements set forth in this Section.
d) Only institutions of higher education and
not-for-profit entities that have been recognized under Subpart C to conduct
educator preparation programs may apply to the State Board for approval to
offer a teacher leader endorsement program. Each program shall address at least
the coursework listed in Section 21B-25(2)(E) of the Code and this subsection
(d):
1) Leadership, to address:
A) knowledge of leadership frameworks and
models of shared governance;
B)
understanding teacher evaluation models and training;
C) ability to hold self and others
accountable for results; and
D)
ability to lead teams in setting goals and achieving results.
2) Designing professional
development to meet teaching and learning needs, to include:
A) understanding, applying, and evaluating
the specific needs of new teachers for induction and mentoring;
B) ability to coach teachers and
staff;
C) ability to understand,
apply, and evaluate models of effective professional development; and
D) ability to observe instruction and provide
coaching, mentoring, or professional development feedback to
teachers.
3) Building
school culture that focuses on student learning to address:
A) understanding diverse learners (including
students with Individualized Education Programs, English learners, students who
are underrepresented in the school population, and other at-risk students) and
their families and communities;
B)
ability to analyze and interpret data around school culture, working and
learning conditions, and climate;
C) understanding the impact of instructional
models and practices on improving learning, as well as the culture and climate
of the school and classrooms; and
D) ability to understand and apply to the
learning environment the Illinois Social and Emotional Learning Standards set
forth at 23 Ill. Adm. Code 555.Appendix A.
4) Using assessments to improve student
learning and foster student achievement.
5) Building collaboration with teachers and
stakeholders.
e) A
request for program approval shall be submitted to the State Superintendent for
consideration in accordance to the requirements of Section
25.120.
f) Actions following upon the recommendation
of SEPLB shall be as described in Section
25.160.
g) An approved teacher leader program shall
be subject to the review process set forth in Subpart C.
