Current through Register Vol. 48, No. 38, September 20, 2024
This Section establishes requirements in addition to those
set forth in Section 21B-50 of the Code for an institution of higher education
or a not-for-profit entity recognized and approved to offer educator
preparation programs under Subpart C to provide an alternative approach to
obtaining a PEL.
a) General
Requirements
Each alternative educator licensure program shall:
1) include a program of study that addresses
the content enumerated in Section 21B-50(b)(1) of the Code. For purposes of
this subsection (a)(1), instruction relative to special education, English
learners, and reading shall meet the criteria set forth in Section
25.25(a).
2) provide up to two years of residency
pursuant to Section 21B-50(b)(2) of the Code during which the candidate is
assigned to teach full time for at least one year as the teacher of record or a
co-teacher.
A) During the first school year of
the residency, the program shall assign a mentor teacher to each candidate.
i) The mentor shall:
* hold a PEL and be employed by the school district where the
candidate is serving the residency;
* have three years of full-time teaching experience in the 10
years immediately preceding assignment as a mentor; and
* have achieved a performance evaluation rating of proficient
or higher in the two most recent evaluations.
ii) In a preschool educational program that
meets the criteria established in Section 2-3.71 of the Code, each candidate
shall be assigned a mentor or qualified equivalent of a mentor.
B) During the second year of
residency, if applicable, the program shall assign a teacher who meets the
requirements of subsection (a)(2)(A) to serve as a coach for each candidate,
providing consultation and support, as needed.
3) involve a partnership of the institution
or not-for-profit entity offering the alternative educator program with a
public school district or nonpublic school that meets the criteria set forth in
Section 21B-50(d) of the Code or a preschool educational program that meets the
criteria established in Section 2-3.71 of the Code. Candidates also may serve:
A) in the case of early childhood
endorsements, in a position for which a PEL endorsed for early childhood is
required pursuant to the rules of the State Board at 23 Ill. Adm. Code
235;
B) in a facility operated by a
provider approved by the State Superintendent to contract with school districts
for the provision of special education services pursuant to Section 14-7.02 of
the Code and 23 Ill. Adm. Code 401; or
C) in a charter school.
4) At the conclusion of the first or second
year of residency, administer a comprehensive assessment to gauge the
candidate's teaching effectiveness. The assessment shall be conducted by the
principal or, in a preschool educational program that meets the criteria
established in Section 2-3.71 of the Code, a principal or qualified equivalent
of the school to which the candidate is assigned, and the coordinator of the
alternative educator program appointed by the institution or not-for-profit
entity. If there is disagreement about the candidate's teaching
effectiveness at the end of the first year of residency, a second year of
residency shall be required. If there is disagreement between the two
evaluators at the end of the second year of residency, a third year of
residency shall be completed under a professional development plan developed by
the principal and preparation program. (See Section 21B-50(b)(4) and
(d) of the Code.)
b)
Candidate Qualifications
1) In order to
participate in the first year of residency, the candidate shall:
A) apply for an ELS-APE, which shall be
issued upon the presentation of evidence of having met the requirements set
forth in Section 21B-50(c) of the Code and payment of the fee required under
Section 21B-40 of the Code;
B)
complete the course of study required under subsection (a)(1); and
C) pass the content area test for area in
which licensure is sought, as required by Section 21B-30(d) of the Code and
Section 25.720. Subsequent endorsements
may be added to the ELS-APE at the time of issuance if the candidate has
completed all required coursework and passed the content test for each
subsequent endorsement, as required under Section
25.100.
2) During the first year of residency, the
candidate shall:
A) Complete any additional
coursework relative to the standards set forth in 23 Ill. Adm. Code 24 and the
content-area standards for the teaching field of the endorsement, as required
under Section 25.120;
B) Until August 4, 2023 (the effective date
of Public Act 103-488), and beginning again on September 1, 2025, pass a
teacher performance assessment; and
C) Upon finishing the first year of
residency, be recommended for either the professional educator license or a
second year of residency in accordance with the program's process established
pursuant to subsection (c)(6)(C).
3) If necessary, a candidate may complete any
additional coursework relative to the standards set forth in 23 Ill. Adm. Code
24 and the content-area standards for the teaching field of the endorsement, as
required under Section 25.120, during the second year of residency or after the
first year of residency; however, the coursework must be complete prior to
receiving licensure.
4) If
necessary, a candidate may complete a third year of residency pursuant to
Section 21B-50(b)(4) of the Code.
c) Proposal Requirements
1) Each proposal shall describe 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.
The proposal also shall identify the program coordinator to be assigned by the
institution or entity to oversee the candidates in the alternative program.
A) The proposal shall include a plan to
ensure that the program coordinator visits the classroom in which each
candidate is placed for an average of one day a week during the school year.
Visits may occur in-person or virtually.
B) Any program coordinator assigned to the
candidates under this subsection (c)(1) shall meet the requirement for training
under subsection (c)(7).
2) Each proposal shall demonstrate how the
program will evaluate the congruence of a candidate's baccalaureate education,
the candidate's employment experience in a field requiring application of that
education, and the teaching area for which the candidate seeks preparation and
licensure.
3) For candidates who
have not completed a major in the particular content area of the endorsement
sought, as required under Section 21B-50(c) of the Code, the institution or
not-for-profit entity shall describe the process and criteria it will use to
determine whether the candidates' coursework and prior experience align to the
standards for the content area of the endorsement. Coursework, or a combination
of experience and coursework, must be equivalent to at least 9 semester hours
in the endorsement areas for entry into the program, and at least 32 semester
hours of credit in the areas required under Section
25.25(a)(2)(A)
prior to entitlement for the PEL. At least 18 of the 32 hours must be in the
specific endorsement area (e.g., biology or political science).
A) Any transcript evaluation the program
conducts pursuant to this subsection (c)(3) shall be provided to the State
Superintendent for approval no later than 45 days before the candidate is to be
admitted into the program.
B) For
candidates seeking an endorsement in early childhood, elementary, or special
education, a major in the content area of one of the sciences
(Section 21B-50(c)(3) of the Code) shall be understood to mean any of the
biological, physical, or social sciences.
4) Each proposal shall provide an assurance
that all candidates will be required to pass a teacher performance assessment
no later than the end of the first year of residency, if required by this
Section or Section 21B-30 of the Code.
5) Each proposal shall describe the proposed
course of study.
A) Each proposal shall
demonstrate how candidates will acquire knowledge of content and skills
equivalent to the content and skills contained in a preparation program
approved pursuant to Subpart C with regard to:
i)
instructional
planning;
ii)
instructional strategies, including those meeting the criteria
for instruction relative to special education, reading, and English
language learning set forth in Section
25.25(b);
iii)
classroom management;
and
iv)
the assessment of
students and use of data to drive instruction. (Section 21B-50(b)(1)
of the Code)
B) Each
proposal shall include provisions for determining the amount of time individual
candidates will need in order to complete the proposed course of study, based
upon factors, such as their experience and the type of program
offered.
C) Each proposal shall
describe the field experiences in which candidates will participate before
beginning their first year of residency.
D) Each program shall include a preservice
assessment of each candidate's performance, to be conducted by the institution
or not-for-profit entity responsible for the program at the conclusion of the
course of study in order to determine the candidate's readiness for the
two-year teaching assignment. Each proposal shall state the criteria for the
institution's or entity's determination of candidates' readiness.
6) Each proposal shall describe
the proposed arrangements for candidates' teaching assignments under this
Section and shall provide for these to be set forth in a 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. Each agreement shall address:
A) 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:
i) the qualifications and experience of the
mentor and any of the assisting teachers and staff;
ii) the estimated amount of time the mentor
and any assisting teachers and staff will devote to advising and assisting
candidates; and
iii) the specific
roles of the mentor and any assisting teachers and staff;
B) provisions enabling candidates to
compensate for teaching time lost due to emergencies; and
C) the process and criteria to be used by the
principal, or qualified equivalent, of the school where the candidate is placed
and the program coordinator to recommend the candidate for a professional
educator license after one year of residency or placement in a second year of
residency. (Section 21B-50(b)(2) of the Code)
7) Each proposal shall describe the proposed
method of comprehensively assessing candidates' teaching performance at the
conclusion of the first or second year of residency. This method shall, at a
minimum, meet the requirements set forth in 23 Ill. Adm. Code
50.120 and be conducted by an
individual who has successfully completed the prequalification process and
passed the required assessment authorized by Section 24A-3 of the Code. The
assessment methods shall be set forth in a formal, written agreement between
the participating entity responsible for the program and the school districts
where candidates will practice. Each agreement shall describe:
A) the roles of the principal and program
coordinator who will participate in the evaluation of candidates;
B) assessment methods capable of
demonstrating whether a candidate is:
i)
knowledgeable about specific subject matter and strategies for teaching that
subject matter to students with differing needs; and
ii) skilled in managing and monitoring
students' learning;
C)
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. This process 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; and
D)
assurances from the partner school districts to provide intensive
mentoring and supports through at least the end of the second full year of
teaching (through the first year of teaching on the professional
educator license) for educators who completed the Alternative Educators
Licensure Program in less than two years. (Section 21B-50(d) of the
Code)
8) Each proposal
shall delineate any criteria, in addition to a candidate's receiving a rating
of "proficient" or higher at the conclusion of the comprehensive assessment
required under subsection (c)(7), by which candidates will be recommended for
the PEL endorsed in the content area and grade level of the candidate's
residency practice by the participating entity responsible for the
program.
9) Proposals shall be
submitted electronically to the State Superintendent or designee.
d) Program Approval
Proposals for the establishment of alternative programs for
teacher licensure meeting the specifications of this Section and Section 21B-50
of the Code shall be approved by the State Superintendent pursuant to the
requirements set forth in Section 25.120. Programs shall be reviewed in
consultation with SEPLB.
e)
Successful completion of the program shall be deemed to satisfy any
other practice or student teaching and content matter requirements established
by law. (Section 21B-50(b) of the Code) A candidate successfully
completing the program shall receive a PEL endorsed in the content area and
grade levels of the residency practice upon application and payment of the fee
required under Section 21B-40 of the Code.
f) Each alternative program established
pursuant to this Section shall be subject to the review process and reporting
requirements described in Subpart C.