Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 25 - EDUCATOR LICENSURE › Subpart B - LICENSES › Section 25.25 - Requirements for the Professional Educator License

Current through Register Vol. 48, No. 28, July 12, 2024
The requirements of this Section shall apply to the issuance
				  of professional educator licenses (PELs). All professional education and
				  content-area coursework that forms part of an application for licensure,
				  endorsement, or approval submitted under this Part must have been passed with a
				  grade no lower than "C-" or equivalent to be counted towards fulfillment of the
				  applicable requirements. If the Governor declares a disaster due to a public
				  health emergency under Section 7 of the Illinois Emergency Management Agency
				  Act [20 ILCS 3305], Illinois educator preparation providers shall be exempt
				  from the "C-" or higher provision when entitling candidates for licensure if
				  the candidates are already enrolled in an educator preparation course at the
				  time the disaster declaration is issued.
a) Each applicant shall:
1) hold a bachelor's degree; and
2) satisfy one of the following requirements:
A) have completed an approved Illinois
				educator preparation program for the type of endorsement (i.e., teaching,
				administrative, or school support personnel) sought on the PEL (see Subpart C).
				(Thirty-two semester hours of content and pedagogy coursework, or a combination
				of experience and coursework, with no fewer than 18 hours of content coursework
				(or its equivalent experience) specific to the endorsement sought, are required
				for teaching endorsements.) Each applicant must complete a program satisfaction
				survey on the Educator Licensure Information System, as well as coursework
				addressing:
i)
the psychology of, the
				identification of, and the methods of instruction for the exceptional child,
				including without limitation children with learning disabilities
(Section 21B-20(1) of the Code), which shall focus on the characteristics and
				methods of instruction for cross-categorical special education students so that
				all teachers:
* understand the impact that disabilities have on the
				  cognitive, physical, emotional, social, and communication development of an
				  individual and provide opportunities that support the intellectual, social, and
				  personal development of all students;
* understand how students differ in their approaches to
				  learning and create instructional opportunities that are adapted to diverse
				  learners; and
* understand instructional planning and design instruction
				  based on knowledge of the discipline, students, community, and curriculum
				  goal;
ii)
methods of
				reading and reading in the content area
(Section 21B-20(1) of the
				Code), which for teachers and administrators shall address each of the
				following standards:
* varied instructional approaches used before, during, and
				  after reading, including those that develop word knowledge, vocabulary,
				  comprehension, fluency, and strategy used in the content areas;
* the construction of meaning through the interactions of the
				  reader's background knowledge and experiences, the information in the text and
				  the purpose of the reading situation;
* communication theory, language development, and the role of
				  language in learning;
* the relationships among reading, writing, and oral
				  communication and understanding how to integrate these components to increase
				  content learning;
* the design, selection, modification, and evaluation of a
				  wide range of materials for the content areas and the reading needs of the
				  student;
* variety of formal and informal assessments to recognize and
				  address the reading, writing, and oral communication needs of each student;
				  and
* varied instructional approaches that develop word
				  knowledge, vocabulary, comprehension, fluency, and strategy use in the content
				  areas;
iii)
methods
				of reading and reading in the content area
(Section 21B-20(1) of the
				Code), which for school support personnel shall address each of the following
				standards:
* to understand how students acquire reading
				  competency;
* to understand reading deficits and reading levels, and how
				  they contribute to a student's ability to succeed in kindergarten through grade
				  12;
* to understand the correlation of behavior and classroom
				  culture (discipline, management, control, influence on engagement) on reading
				  development and reading acquisition; and
* to use the skills and strategies specific to their school
				  support personnel specialty to support or enhance reading skill development, as
				  applicable;
iv)
				instructional strategies for English learners, which shall address bilingual
				education or English as a Second Language; or
B) pursuant to Section 21B-35 of the Code,
				hold a valid, comparable certificate or license in another state or country, or
				have completed a comparable teaching or administrative preparation program in
				another state or country (see Section
				25.425), including:
i) coursework
in the methods of
				instruction of the exceptional child
(Section 21B-35(a)(2)(A) of the
				Code) in cross-categorical special education that meets the requirements of
				subsection (a)(1)(A);
ii)
coursework in methods of reading and reading in the content
				area
(Section 21B-35(a)(2)(A) of the Code) that meets the requirements
				of subsection (a)(1)(B); and
iii)
				coursework
in instructional strategies for English learners
(Section 21B-35(a)(2)(A) of the Code), which shall address bilingual education
				or English as a Second Language; or
C) pursuant to Section 21B-35 of the Code,
				hold a valid, comparable certificate or license in another state or country, or
				have completed a comparable school support personnel preparation program in
				another state or country (see Section 25.425), including college coursework in:
i)
the methods of instruction of the
				exceptional child
(Section 21B-35(a)(2)(A) of the Code) in
				cross-categorical special education, which shall meet the requirements outlined
				in subsection (a)(1)(A);
ii)
the methods of reading and reading in the content area
(Section 21B-35(a)(2)(A) of the Code), which shall meet the requirements
				outlined in subsection (a)(1)(C); and
iii)
instructional strategies for
				English learners
(Section 21B-35(a)(2)(A) of the Code), which shall
				align to standards for addressing second language acquisition and the diverse
				learner set forth in the Standards for the Speech-Language Pathologist (23 Ill.
				Adm. Code 28.230) or, for other school
				support personnel, the applicable standards in 23 Ill. Adm. Code 23 (Standards
				for School Support Personnel
				Endorsements).