reglab/statecodes huggingface dataset:
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.100 - Purpose and Effective Dates of Standards in Subpart A

Current through Register Vol. 48, No. 28, July 12, 2024
These standards, together with the standards set forth in
				  Standards for All Illinois Educators (23 Ill. Adm. Code 24) and the standards
				  in this Subpart A, shall apply to the issuance of endorsements in early
				  childhood education on professional educator licenses pursuant to Article 21B
				  of the School Code [ 105 ILCS 5 ]. The standards set forth in this Subpart A
				  shall apply both to candidates for an endorsement in early childhood education
				  and to the programs that prepare them.
a) Approval of any teacher preparation
				program or course of study in early childhood education pursuant to the State
				Board's rules for Educator Licensure (23 Ill. Adm. Code 25, Subpart C) shall be
				based on the congruence of that program's or course's content with the
				standards identified in this Subpart A.
b) The examinations required for issuance of
				an endorsement in early childhood education shall be based on the standards
				identified in this Subpart A.
c)
				Beginning September 1, 2017, no candidate shall be admitted to a program that
				has not shown alignment to the standards set forth in Sections
				26.125,
				26.135,
				and
				26.245.
				Any candidate who is enrolled in an early childhood education program aligned
				to the standards set forth in Sections
				26.120,
				26.130,
				and
				26.240
				shall complete the program on or before September 1, 2019 and be entitled
				(i.e., receive verification by the candidate's institution of higher education
				that the candidate has completed an approved early childhood education program
				and has met the testing and experience requirements for licensure) for that
				endorsement for the early childhood education endorsement by September 1, 2020.
				Applicants undergoing the State Board's transcript evaluation process must
				submit their application for the endorsement by September 1, 2020.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.110 - Curriculum: General

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands and
				  demonstrates the central concepts, tools of inquiry, and structures of the
				  content areas and creates and integrates meaningful learning experiences that
				  develop children's competence across all developmental areas and content
				  areas.
a) Knowledge Indicators - The
				competent early childhood teacher:
1)
				demonstrates current knowledge of integrated learning experiences for children
				from birth through grade 2 and understands the central concepts and tools of
				inquiry in each of the following content areas: language and literacy (English
				language arts); mathematics; science; health, safety, nutrition and movement
				(physical development and health); art, music and drama (fine arts); and social
				science;
2) understands
				conceptually sound and meaningful curriculum for children from birth through
				grade 2; and
3) demonstrates an
				understanding of current research, best practice and professional
				standards.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.120 - Curriculum: English Language Arts Standards Through August 31, 2019 (Repealed)

Current through Register Vol. 48, No. 28, July 12, 2024
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.125 - Curriculum: English Language Arts Standards

Current through Register Vol. 48, No. 28, July 12, 2024
Each teacher holding an early childhood education endorsement
				  shall possess the knowledge and skills articulated in this Section.
a) Foundational Knowledge
1) Language
The effective early childhood education teacher:
A) applies major theories, stages, and
				processes of first and second language acquisition, in particular understanding
				the importance of social interaction, culture, play, emergence of social
				discourse, and the relationship between first and second language development
				during the early years;
B) applies
				the nature, development, and communicative role of various features of
				language, including the four cuing systems of graphophonemic, syntactic,
				semantic and pragmatic, in the language experiences of children;
C) demonstrates the importance of play as the
				cognitive and social basis for the development of phonemic, semantic, and
				pragmatic knowledge across languages in young children;
D) supports the role of the home (the first)
				language in learning to read and write in a second language;
E) applies the theories, principles, and
				practices of emergent literacy, including the development of speaking and
				listening and their relationship to the developmental process of reading and
				writing acquisition;
F) recognizes
				the sequence of stages in language, reading, and writing development from birth
				through grade 2 using supporting evidence from theory and research, and
				acknowledges individual differences among children progressing through those
				stages. Applies understanding of the particularities of these processes for
				children whose first language is other than English;
G) utilizes social discourse in developing
				critical thinking, argumentation and analysis;
H) acknowledges the role of fine motor
				development in children's emergent literacy, specifically the ability to form
				letters and words through a variety of media;
I) provides experiences with content-specific
				vocabulary and decontextualized language that develop children's understanding
				of concepts, content, skills and processes;
J) applies understanding of the relationship
				between first and second language content-specific vocabulary for children
				whose first language is other than English;
K) provides experiences explicitly designed
				to facilitate the acquisition of academic decontextualized language and English
				vocabulary for children whose first language is not English;
L) models and supports children's use of
				conventions of grammar and language of wider communication; and
M) supports bilingual children's awareness of
				differences and commonalities between the conventions of grammar and language
				of English and that of the home language.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.130 - Curriculum: Mathematics Standards Through August 31, 2019 (Repealed)

Current through Register Vol. 48, No. 28, July 12, 2024
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.135 - Curriculum: Mathematics Standards

Current through Register Vol. 48, No. 28, July 12, 2024
Each teacher holding an early childhood education endorsement
				  shall possess the knowledge and skills articulated in this Section.
a) Foundational Mathematical Knowledge
1) Mathematical Proficiency
The effective early childhood teacher:
A) understands conceptually the mathematical
				content taught during preschool to grade 2 as well as the content taught in
				grades 3 to 8; can explain and apply mathematical concepts and procedures; and
				can make connections to everyday mathematical applications or real-world
				analogies necessary to translate formal mathematical content into meaningful
				instruction that children can understand and learn;
B) understands the mathematical procedures
				taught during the early childhood years and just beyond, including the skills
				to link procedural knowledge to conceptual understanding so each step in a
				procedure can be explained or a procedure can be readily adapted to solve a
				novel problem; and
C) possesses
				affective capacities, including a productive disposition with positive beliefs
				about mathematics (e.g., nearly everyone is capable of understanding at an
				elementary level) and the confidence to tackle challenging problems and teach
				mathematics.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.140 - Curriculum: Science

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands the
				  interrelationships among science, technology and society; understands and
				  applies fundamental concepts related to earth and space science, the life
				  sciences, the physical sciences, and the environmental sciences; and promotes
				  the scientific abilities of children as they acquire new knowledge through the
				  use of scientific thinking, reasoning and inquiry.
a) Knowledge Indicators - The competent early
				childhood teacher:
1) understands the process
				of scientific inquiry and the interrelationships among science, technology and
				society;
2) understands the
				principles of earth and space science, the life sciences and the physical
				sciences and their interconnectedness in everyday environments; and
3) incorporates the Illinois Early Learning
				and Development Standards - Children Age 3 to Kindergarten Enrollment Age set
				forth in 23 Ill. Adm. Code 235.Appendix A, the Illinois Early Learning
				Guidelines - Children from Birth to Age 3 set forth in 23 Ill. Adm. Code
				235.Appendix C, and the Illinois Learning Standards for Science set forth in 23
				Ill. Adm. Code 1.Appendix D.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.150 - Curriculum: Social Science

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands the
				  interrelationships among the social sciences; uses historical, geographical,
				  economic and political concepts and modes of inquiry; and promotes the
				  abilities of children as they begin to experience, think about and make
				  informed decisions as members of a culturally diverse, democratic society and
				  interdependent world.
a) Knowledge
				Indicators - The competent early childhood teacher:
1) understands the basic concepts of and
				interrelationships among the social sciences and the ways in which geography,
				history, civics and economics relate to everyday situations and
				experiences;
2) understands
				geographic concepts and phenomena;
3) understands the major ideas, eras, themes,
				developments and turning points in the history of Illinois, the United States
				and the world;
4) understands the
				rights and responsibilities of citizenship in the United States;
5) understands the basic concepts of economic
				systems, with emphasis on the United States;
6) understands concepts related to the
				structure and organization of human societies and relationships among social,
				economic, cultural and political activities and institutions; and
7) incorporates the Illinois Early Learning
				and Development Standards - Children Age 3 to Kindergarten Enrollment Age set
				forth in 23 Ill. Adm. Code 235.Appendix A, the Illinois Early Learning
				Guidelines - Children from Birth to Age 3 set forth in 23 Ill. Adm. Code
				235.Appendix C, and the Illinois Learning Standards for Social Science set
				forth in 23 Ill. Adm. Code 1.Appendix D.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.160 - Curriculum: Physical Development and Health

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands the
				  comprehensive nature of the physical, emotional, and social well-being of
				  children from birth through grade three; understands the role of human movement
				  and physical activity as elements central to active, healthy lifestyles; and
				  promotes the abilities of children from birth through grade three as they
				  develop and practice skills that contribute to good health and enhance quality
				  of life.
a) Knowledge Indicators - The
				competent early childhood teacher:
1)
				understands ways in which the physical, social, and emotional well-being of
				children enhances enjoyment, challenge, self-expression, and social
				interaction.
2) understands basic
				principles and practices of personal, interpersonal, and community health and
				safety, including the prevention and treatment of illness and injury.
3) understands human body systems and
				interrelationships between fitness and body systems.
4) understands the phases, stages, and
				continuity of motor development.
5)
				understands the relationship between resolution of conflicts and health and
				well-being.
6) understands and
				respects differences among children in settings where children engage in
				physical activity.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.170 - Curriculum: Fine Arts

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands the
				  content, function, and achievements of dance, music, drama, and visual arts as
				  primary media for communication, inquiry, and insight and promotes the
				  abilities of children from birth through grade three as they express themselves
				  through the arts.
a) Knowledge
				Indicators - The competent early childhood teacher:
1) understands the concepts, techniques, and
				materials of the visual arts, the cultural dimensions of the visual arts, and
				the interrelationships between the visual arts and other art forms.
2) understands the concepts, techniques, and
				materials for producing, listening to, and responding to music, the cultural
				dimensions of music, and the interrelationships between music and other art
				forms.
3) understands concepts,
				techniques, and materials related to drama and dance, the cultural dimension of
				drama and dance, and interrelationships between drama and dance and other art
				forms.
4) understands various
				tools, including technology, for creating, analyzing, and performing works of
				art.
5) understands the
				interrelationship of the arts and their representations in past and present
				society.
6) understands the
				elements of visual art, music, dance, and drama.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.180 - Human Development and Learning

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands how
				  individuals grow, develop, and learn and provides learning opportunities that
				  support the intellectual, social, emotional, and physical development of all
				  children from birth through grade three.
a) Knowledge Indicators - The competent early
				childhood teacher:
1) understands how
				children from birth through grade three develop physically, socially,
				emotionally, cognitively, linguistically, and aesthetically.
2) understands how to provide learning
				opportunities that support and enhance each area of development - physical,
				social, emotional, cognitive, linguistic, and aesthetic.
3) understands how brain development from
				birth through grade three is promoted through developmentally and culturally
				appropriate learning experiences.
4) understands how children from birth
				through grade three differ in their development and in their approaches to
				learning.
5) understands how to
				support the development and learning of individual children from birth through
				grade three.
6) understands the
				developmental consequences of stress and trauma on children and their families,
				including protective factors and resilience.
7) understands the development of mental
				health and the importance of supportive relationships.
8) understands the basic health, nutrition,
				and safety needs of children from birth through grade three, including specific
				procedures related to health, safety, and nutrition for infants and
				toddlers.
9) understands
				appropriate procedures for responding to childhood illnesses and communicable
				diseases.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.190 - Diversity

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands how
				  children and families differ in their perspectives and approaches to learning
				  and creates opportunities for growth and learning that are developmentally and
				  culturally appropriate and are adapted for children from birth through grade
				  three.
a) Knowledge Indicators - The
				competent early childhood teacher:
1)
				understands conditions that affect children's development and learning,
				including risk factors, developmental variations, and developmental patterns of
				related to specific disabilities.
2) understands cultural and linguistic
				diversity and the significance of familial, socio-cultural, and political
				contexts for development and learning.
3) recognizes that children are best
				understood within the contexts of family, culture, and society.
4) understands the function of the home
				language in the development of young children and the interrelationships among
				culture, language, and thought.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.200 - Planning for Instruction

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher understands
				  instructional planning and designs learning opportunities based on knowledge of
				  the children, their families, and their communities and of content areas and
				  curriculum goals.
a) Knowledge
				Indicators - The competent early childhood teacher:
1) understands how to plan developmentally
				and culturally appropriate curriculum.
2) understands the rationale for
				developmentally and culturally appropriate practice.
3) understands how to develop short- and
				long-range instructional plans based on play, open-ended inquiry, and long-term
				investigation.
4) understands how
				to use and integrate appropriate technology technological resources into
				classroom instruction.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.210 - Learning Environment

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher uses an understanding
				  of individual and group motivation and behavior as well as of children's
				  developmental levels and needs to create a learning environment that encourages
				  positive social interaction, active engagement in learning, intrinsic
				  motivation, and self-esteem.
a)
				Knowledge Indicators - he competent early childhood teacher:
1) understands how to create, select, and
				evaluate developmentally appropriate materials, equipment and technology for
				inclusion in the learning environment.
2) understands how to adapt strategies to
				meet the specific needs of all children from birth through grade three,
				including those with disabilities, developmental delays, or special
				abilities.
3) understands how to
				design learning environments that support the educational needs and interests
				of all children from birth through grade three.
4) understands how to design and maintain
				physically and psychologically safe, healthy, and productive learning
				environments.
5) understands the
				influence of the physical setting, schedule, routines, and transitions on
				children from birth through grade three.
6) understands how to interpret and apply
				information gained through formative and summative program evaluation to ensure
				a high-quality learning environment for children, their families, and the
				community.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.220 - Instructional Delivery

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher uses a variety of
				  instructional strategies to encourage students' development of critical
				  thinking, problem-solving, and performance skills.
a) Knowledge Indicators - The competent early
				childhood teacher:
1) understands the
				rationale for a variety of instructional strategies, including play, small
				group projects, open-ended questioning, group discussion, problem-solving,
				cooperative learning, and inquiry experiences for children from birth through
				grade three.
2) understands how to
				enhance the intellectual curiosity, problem-solving, and decision-making of
				children from birth through grade three.
3) understands how to select, integrate, and
				implement technology and multimedia resources with children from birth through
				grade three, including assistive technologies for children with special
				needs.
4) understands the
				importance of utilizing knowledge and strategies from multiple disciplines and
				systems in instructional delivery and in the development of Individualized
				Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) for
				children from birth through grade three.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.230 - Communication

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher uses knowledge of
				  effective written, verbal, nonverbal, and visual communication techniques to
				  foster active inquiry, collaboration, and supportive interaction in the
				  classroom.
a) Knowledge Indicators -
				The competent early childhood teacher:
1)
				understands communication theory, language development, and the role of
				language in learning.
2)
				understands how cultural, gender, and socioeconomic differences can affect
				communication in the classroom.
3)
				understands the interrelationships among culture, language and thought and the
				function of the home language in the development of young children.
4) understands the importance of audience and
				purpose when selecting ways to communicate ideas.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.240 - Assessment Standards Through August 31, 2019 (Repealed)

Current through Register Vol. 48, No. 28, July 12, 2024
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.245 - Assessment Standards

Current through Register Vol. 48, No. 28, July 12, 2024
The effective early childhood teacher:
a) creates and uses assessment information
				both for the facilitation of child development and measuring academic
				achievement;
b) uses a variety of
				assessment tools, including developmental continuums, universal screening,
				authentic assessment, diagnostic measures, curriculum-based assessment, and
				progress monitoring procedures;
c)
				monitors child progress for content area benchmarks and developmental
				outcomes;
d) assesses children's
				interests, motivation, and engagement in instruction;
e) uses assessment data, including
				observational records and children's work products to plan
				instruction;
f) partners with
				families to understand children's background and ongoing learning
				progress;
g) empowers children to
				self-assess their learning progress;
h) communicates academic progress and
				personal development to all stakeholders, including children, families, other
				teachers and school administrators, and communicates aggregated trends to the
				school board and other policy bodies;
i) aligns assessments with required reporting
				mechanisms to assure that benchmarks for learning standards and developmental
				growth are monitored systematically; and
j) uses, interprets, and plans instruction
				with all forms of assessment instruments appropriate to the developmental
				level. These instruments include standardized instruments, textbooks, and other
				curricular instruments and teacher-developed approaches.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.250 - Collaborative Relationships

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The competent early childhood teacher understands the role of
				  the community in education and develops and maintains collaborative
				  relationships with colleagues, parents/guardians, and representatives of
				  community service agencies in order to support children's learning and
				  well-being.
a) Knowledge Indicators -
				The competent early childhood teacher:
1)
				understands schools as organizations within the larger community
				context.
2) understands the
				benefits, barriers, and techniques involved in school/family
				relationships.
3) understands the
				collaborative process and the skills that are necessary to carry out the
				process.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.260 - Reflection and Professional Growth

Current through Register Vol. 48, No. 28, July 12, 2024
The competent early childhood teacher is a reflective
				  practitioner who continually evaluates how choices and actions affect students,
				  parents, and other professionals in the learning community and actively seeks
				  opportunities to grow professionally.
a) Knowledge Indicators - The competent early
				childhood teacher:
1) understands that
				reflection is an integral part of professional growth and the improvement of
				instruction.
2) understands methods
				of inquiry that provide for a variety of self-assessment and problem-solving
				strategies for reflecting on practice.
3) understands major areas of research on the
				learning process and resources that are available for professional
				development.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION › Section 26.270 - Professional Conduct and Leadership

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The competent early childhood teacher understands education
				  as a profession, maintains standards of professional conduct, and provides
				  leadership to improve children's learning and well-being.
a) Knowledge Indicators - The competent early
				childhood teacher:
1) understands the unique
				characteristics of education as a profession and the ethical considerations
				that apply to educators.
2)
				understands how school systems are organized and operate.
3) understands school policies and
				procedures.
4) understands legal
				issues in education.
5) understands
				the importance of active participation and leadership in professional education
				organizations.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.300 - Purpose and Effective Dates of Standards in Subpart B

Current through Register Vol. 48, No. 28, July 12, 2024
Beginning February 1, 2018, the provisions of Sections
				  26.320
				  and
				  26.330
				  are replaced by 23 Ill. Adm. Code 20 (Standards for Endorsements in Elementary
				  Education) as the standards that, together with the standards set forth in
				  Standards for All Illinois Teachers (see 23 Ill. Adm. Code 24), and the
				  standards in this Subpart B other than those in Sections
				  26.320
				  and
				  26.330
				  shall apply to the issuance of an endorsement in elementary education on a
				  professional educator license pursuant to Article 21B of the School Code [ 105
				  ILCS 5 ]. The standards set forth in this Subpart B shall apply both to
				  candidates for an endorsement in elementary education and to the programs that
				  prepare them.
a) Approval of any
				teacher preparation program or course of study in elementary education pursuant
				to the State Board's rules for Educator Licensure (23 Ill. Adm. Code 25,
				Subpart C) shall be based on the congruence of that program's or course's
				content with the standards identified in this Subpart B.
b) The examinations required for issuance of
				an elementary endorsement shall be based on the standards identified in this
				Subpart B.
c) No candidate shall be
				admitted to a program approved under the provisions of this Subpart B after
				October 1, 2015. Any candidate who is enrolled in an elementary program
				approved under this Part shall complete the program on or before September 1,
				2018 and be entitled (see Section
				26.100(c)
				) for the elementary education endorsement by September 1, 2019. Applicants
				undergoing the State Board's transcript evaluation process must submit their
				application for the endorsement by September 1, 2019.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.310 - Curriculum

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The competent elementary teacher understands and demonstrates
				  the central concepts, tools of inquiry, and structures of content and creates
				  meaningful, integrated learning experiences that develop all students'
				  competence in subject matter and skills for various developmental
				  levels.
a) Knowledge Indicators - The
				competent elementary teacher:
1) understands
				the connections among various content areas and is able to analyze ideas,
				problems, and real-world situations within and across content areas.
2) understands the connections among various
				content areas and is able to interpret and communicate information, reasoning,
				concepts, and procedures within and across content areas.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.320 - Curriculum: English Language Arts

Current through Register Vol. 48, No. 28, July 12, 2024
The competent elementary teacher demonstrates proficiency in
				  the use of oral and written English; understands and communicates ideas,
				  information, and perspectives in reading, writing, speaking, and listening; and
				  promotes all students' ability to apply language and thinking skills to many
				  different genres, concepts, and situations.
a) Knowledge Indicators - The competent
				elementary teacher:
1) understands
				phonological, word analysis, and vocabulary strategies.
2) understands skills and strategies involved
				in reading for various purposes: factual information, personal response,
				literary appreciation, critical analysis, and social interaction.
3) understands a diverse body of works,
				authors, and movements in U.S. and world literature, literature for children
				and young adults, and characteristic features of various literary
				genres.
4) understands skills and
				strategies involved in writing for various purposes and audiences,
				incorporating knowledge of English grammar and mechanics, and the critical
				analysis of written work in terms of organization, clarity, and
				style.
5) understands skills and
				strategies involved in listening for various purposes: factual information,
				personal response, literary appreciation, critical analysis, and social
				interaction.
6) understands skills
				and strategies involved in speaking to audiences for various purposes:
				information, persuasion, and entertainment.
7) understands the research process and study
				skills.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.330 - Curriculum: Mathematics

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The competent elementary teacher demonstrates proficiency in
				  the use of mathematics; understands, communicates, and connects the major
				  concepts, procedures, and reasoning processes of mathematics, including number
				  systems and number sense, geometry, measurement, statistics, probability, and
				  algebra; and promotes all students' ability to apply, interpret, and construct
				  mathematical thinking skills in a variety of situations.
a) Knowledge Indicators - The competent
				elementary teacher:
1) understands various
				approaches used (estimation, mental mathematics, manipulative modeling,
				numerical/geometric/ algebraic pattern recognition, and technology) to analyze
				mathematical ideas, solve problems, and investigate real-world
				situations.
2) understands
				approaches used (estimation, mental mathematics, manipulative modeling,
				numerical/geometric/algebraic pattern recognition, and technology) to interpret
				and communicate mathematical information, reasoning, concepts, applications,
				and procedures.
3) understands
				concepts, skills, and procedures related to numbers (e.g., integers and
				natural, rational, and real numbers), number sense, and numeration and their
				use in real-world situations.
4)
				understands concepts, skills, and procedures related to synthetic/analytical
				geometry and spatial relationships and their use in real-world
				situations.
5) understands
				concepts, skills, and procedures related to algebraic relations/functions and
				their use in real-world situations.
6) understands concepts, skills, and
				procedures related to measurement and their use in real-world
				situations.
7) understands
				concepts, skills, and procedures related to statistics/data analysis and their
				use in real-world situations.
8)
				understands concepts, skills, and procedures related to
				probability/expectations and their use in real-world situations.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.340 - Curriculum: Science

Current through Register Vol. 48, No. 28, July 12, 2024
The competent elementary teacher understands the
				  interrelationships among science, technology, and society; understands the
				  fundamental concepts of earth and space science, the life sciences, the
				  physical sciences, and the environmental sciences; and uses strategies to
				  engage all students in acquiring new knowledge through the use of scientific
				  thinking and reasoning.
a) Knowledge
				Indicators - The competent elementary teacher:
1) understands the interrelationships among
				science, technology, and society in historical and contemporary
				contexts.
2) understands the
				fundamental concepts, principles, and interconnections of the life sciences,
				the physical sciences, the environmental sciences, and earth and space science
				and their use to interpret, analyze, and explain phenomena.
3) understands principles and procedures,
				including safety practices, related to the design and implementation of
				scientific investigations and the application of inquiry skills and processes
				to develop explanations of natural phenomena.
4) understands the use of scientific
				investigation and inquiry skills across the sciences to conduct experiments and
				solve problems.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.350 - Curriculum: Social Science

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The competent elementary teacher understands the
				  interrelationships among the social sciences; uses concepts and modes of
				  inquiry appropriate to history, geography, economics, political science,
				  sociology, anthropology, psychology, and archaeology; and promotes all
				  students' ability to make informed decisions as citizens of a culturally
				  diverse, democratic society and interdependent world.
a) Knowledge Indicators - The competent
				elementary teacher:
1) understands the rights
				and responsibilities of citizenship in the United States and the skills,
				knowledge, and attitudes necessary for successful participation in civic
				life.
2) understands the
				interrelationships of economic and political principles, concepts, and systems
				and their relationship to historical and contemporary developments in Illinois,
				the United States, and the world.
3) understands from multiple perspectives the
				significant eras, themes, developments, and turning points in the history of
				Illinois, the United States, and the world.
4) understands the interrelationships between
				people and their environment.
5)
				understands geographic concepts and phenomena and their impact on Illinois, the
				United States, and the world.
6)
				understands concepts related to the structure and organization of human
				societies and processes of socialization and social interaction.
7) understands the implications of cultural
				heritage and diversity, as well as cohesion, within and across
				groups.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.360 - Curriculum: Physical Development and Health

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The competent elementary teacher understands the
				  comprehensive nature of students' physical, emotional, and social well-being;
				  understands the role of human movement and physical activity as elements
				  central to active, healthy lifestyles; and promotes all students' ability to
				  develop and practice skills that contribute to good health and enhanced quality
				  of life.
a) Knowledge Indicators - The
				competent elementary teacher:
1) understands
				concepts related to movement, sports, and team-building skills.
2) understands human body, the systems of the
				human body, physical fitness concepts and practices, and interrelationships
				between fitness and body systems.
3) understands basic principles and practices
				of personal, interpersonal, and community health and safety.
4) understands conflict resolution and its
				relationship to health and well-being.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.370 - Curriculum: Fine Arts

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The competent elementary teacher understands the educational,
				  communicative, and aesthetic value of dance, drama, music, and visual art and
				  the role fine arts play in reflecting history and culture and promotes all
				  students' ability to express themselves creatively.
a) Knowledge Indicators - The competent
				elementary teacher:
1) understands concepts,
				techniques, and materials of the visual arts; cultural dimensions of the visual
				arts; and interrelationships among the visual arts and the other art
				forms.
2) understands concepts,
				techniques, and materials for producing, listening to, and responding to music;
				cultural dimensions of music; and interrelationships among music and the other
				art forms.
3) understands concepts,
				techniques, and materials related to drama; cultural dimensions of drama; and
				interrelationships among drama and the other art forms.
4) understands concepts, techniques, and
				materials related to dance; cultural dimensions of dance; and
				interrelationships among dance and the other art forms.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.380 - Human Development and Learning

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The competent elementary teacher understands how individuals
				  grow, develop, and learn and provides learning opportunities that support all
				  students' cognitive, social, emotional, moral/ethical, and physical
				  development.
a) Knowledge Indicators -
				The competent elementary teacher:
1)
				understands that physical, social, emotional, moral/ethical, cognitive, and
				linguistic development influences learning and uses this understanding when
				planning curriculum, delivering instruction, and constructing
				assessment.
2) understands human
				and cognitive development, learning theories, and the ranges of individual
				variation within each developmental domain.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.390 - Diversity

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The competent elementary teacher understands how students
				  differ in their approaches to learning and creates instructional opportunities
				  that are adapted to diverse learners.
a) Knowledge Indicators - The competent
				elementary teacher:
1) understands
				characteristics of gifted and talented students and the characteristics of
				students with various disabilities.
2) understands the process of second-language
				acquisition and strategies that support the learning of students whose first
				language is not English.
3)
				understands how students' learning is influenced by individual experiences,
				talents, and prior learning as well as language, culture, family, and community
				values.
4) understands and
				identifies differences in approaches to learning and performance, including
				different learning styles, multiple intelligences, and performance
				modes.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.400 - Planning for Instruction

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The competent elementary teacher understands instructional
				  planning and designs instruction based upon knowledge of the discipline,
				  students, community, and curriculum goals.
a) Knowledge Indicators - The competent
				elementary teacher:
1) understands the
				Illinois Learning Standards (see 23 Ill. Adm. Code 1.Appendix D), content
				knowledge, learning theories, and student needs, including IEPs.
2) understands how to develop flexible short-
				and long-range plans consistent with curriculum goals, learners' diversity, and
				learning theories.
3) understands
				how to integrate career awareness into the curriculum.
4) understands how students' individualized
				education programs (IEPs) relate to the instruction they receive.
5) understands how to evaluate and integrate
				technologies, including assistive technology, into classroom
				instruction.
6) understands how to
				use various technological tools to locate and manage information.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION › Subpart B - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Section 26.410 - Learning Environment

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The competent elementary teacher understands individual/group
				  motivation and behavior and uses that understanding to create a learning
				  environment that encourages positive social interaction, active engagement in
				  learning, and self-motivation.
a)
				Knowledge Indicators - The competent elementary teacher:
1) understands principles of and strategies
				for effective classroom management.
2) understands how individuals influence
				groups, how groups influence individuals, and how groups function in
				society.
3) understands how to help
				students work cooperatively and productively in groups.
4) understands factors that influence
				motivation and engagement and how to help students become
				self-motivated.