reglab/statecodes huggingface dataset:
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.350 - Standards for the LBS II/Behavior Intervention Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 25, 2025, all candidates for an endorsement as a
				Behavior Intervention Specialist will be required to complete a program aligned
				to the Advanced Specialty Set for Special Education Behavior Intervention
				Specialist (2015), published by the Council for Exceptional Children, 2900
				Crystal Drive, Suite 1000, Arlington VA 22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent behavior
			 intervention specialist understands the philosophical, historical, and legal
			 foundations of special education.
1) Knowledge
			 - The competent behavior intervention specialist understands:
A) positive theoretical approaches and
			 landmark research on behavior;
B)
			 current State and federal laws, policies, and ethical principles regarding
			 positive behavior management planning and implementation;
C) relationships among teacher attitudes,
			 behavior, the learning environment, and individuals with exceptional learning
			 needs;
D) crisis prevention and
			 intervention research and issues;
E) the impact of cultural and linguistic
			 diversity on student behavior and learning;
F) the impact of multiple disabilities on
			 behavior and learning;
G)
			 biophysical and environmental effects on behavior; and
H) relationships between individual school
			 discipline policies and students with IEPs.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.360 - Standards for the LBS II/Curriculum Adaptation Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement as a
				Curriculum Adaptation Specialist will be required to complete a program aligned
				to the Advanced Specialty Set for Special Education Academic Intervention
				Specialist (2015), published by the Council for Exceptional Children, 2900
				Crystal Drive, Suite 1000, Arlington VA 22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent curriculum
			 adaptation specialist understands the philosophical, historical, and legal
			 foundations of special education.
1) Knowledge
			 - The competent curriculum adaptation specialist understands:
A) the general curriculum
			 structure;
B) curricular issues and
			 their associated implications for students with disabilities;
C) levels of influence affecting curriculum
			 development and implementation (classroom, school, district, State,
			 national);
D) State law related to
			 the general curriculum;
E)
			 processes for curriculum development; and
F) philosophical, sociological, and
			 psychological perspectives or models that undergird curricular development and
			 instructional approaches for students with disabilities.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.370 - Standards for the LBS II/Multiple Disabilities Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement as a
				Multiple Disabilities Specialist will be required to complete a program aligned
				to the Initial Specialty Set for Physical, Health, and Multiple Disabilities
				(2015), published by the Council for Exceptional Children, 2900 Crystal Drive,
				Suite 1000, Arlington VA 22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent multiple
			 disabilities specialist understands the philosophical, historical, and legal
			 foundations of special education.
1) Knowledge
			 - The competent multiple disabilities specialist understands:
A) ethical issues regarding treatment of
			 individuals with medically fragile conditions;
B) in-depth knowledge of legislation,
			 policies, and litigation regarding rights of individual students to education,
			 guardianship, and community supports; and
C) the process of policy change in advocating
			 for individuals.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 29 - STANDARDS FOR ADMINISTRATIVE ENDORSEMENTS › Section 29.10 - Purpose and Effective Dates

Current through Register Vol. 48, No. 28, July 12, 2024
This Part establishes the standards that shall apply to the
				issuance of administrative endorsements available on a professional educator
				license. The standards set forth in this Part shall apply both to candidates
				for the respective endorsements and to the programs that prepare them. That
				is:
a) beginning July 1, 2003,
			 approval of any preparation program or course of study in any field covered by
			 this Part 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 relevant standards identified in this Part;
			 and
b) beginning on October 1,
			 2004, the tests required for issuance of an endorsement in any field covered by
			 this Part shall be based on the relevant standards set forth herein.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 29 - STANDARDS FOR ADMINISTRATIVE ENDORSEMENTS › Section 29.100 - Illinois Professional School Leader Standards

Current through Register Vol. 48, No. 28, July 12, 2024
The standards that shall apply to all candidates for any
				administrative endorsement are the Professional Standards for Educational
				Leaders (2015), adopted by the National Policy Board for Educational
				Administration, 1904 Association Drive, Reston VA 20191 and posted at
http://npbea.org/psel/
. No later
				amendments to or editions of these standards are incorporated by this
				Section.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 29 - STANDARDS FOR ADMINISTRATIVE ENDORSEMENTS › Section 29.110 - Chief School Business Official

Current through Register Vol. 48, No. 28, July 12, 2024
Each candidate for the chief school business official's
				endorsement shall be required to meet the standards set forth in this Section
				in addition to those set forth in Section
				29.100
				of this Part.
a) Educational
			 Foundations of Schools - The competent chief school business official is
			 knowledgeable about the educational foundations of schools.
1) Knowledge Indicators - The competent chief
			 school business official:
A) is knowledgeable
			 about the historic foundations of education as they relate to the development
			 of public, tax-supported schools.
B) understands the development and funding of
			 private schools.
C) comprehends
			 legislative Acts guaranteeing the right of an education to all
			 people.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 29 - STANDARDS FOR ADMINISTRATIVE ENDORSEMENTS › Section 29.140 - Director of Special Education

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement in
				special education will be required to complete a program aligned to the Council
				for Exceptional Children Advanced Preparation Standards (2015), the Advanced
				Common Specialty Items (2015), and the Special Education Administration
				Specialty Set (2015), published by the Council for Exceptional Children, 2900
				Crystal Drive, Suite 1000, Arlington VA 22202-3557, and available at
https://www.cec.sped.org/Standards/Special-Educator-Professional-Preparation-Standards/CEC-Initial-and-Advanced-Specialty-Sets
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Facilitating a Vision of Educational
			 Excellence
The competent director of special education is an educational
				leader who promotes the success of all students by facilitating the
				development, articulation, implementation, and stewardship of a vision of
				educational excellence that is shared and supported by the school
				community.
1) Knowledge Indicators -
			 The competent director of special education:
A) knows and understands the needs of
			 different groups in a pluralistic society.
B) knows and understands theories and
			 methodologies of teaching and learning, including the adaptation and
			 modification of curriculum to meet the needs of all learners.
C) knows and understands the principles of
			 developing, implementing, and evaluating long-term plans.
D) knows and understands theories of and
			 research on organizational and educational leadership.
E) knows and understands information sources,
			 data collection, and data analysis strategies.
F) knows and understands appropriate channels
			 and media for communicating plans, ideas, and goals to the board of education,
			 staff, parents, students, and the community.
G) knows and understands effective
			 consensus-building and negotiation skills.
H) knows and understands the historical,
			 moral, philosophical, and political traditions of education, including those
			 that provide the basis for special education practice.
I) knows and understands systems and theories
			 of educational assessment and evaluation.
J) knows and understands human and financial
			 resources needed to implement and support the organizational vision, mission,
			 and goals.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Section 30.20 - Purpose and Applicability

Current through Register Vol. 48, No. 28, July 12, 2024
a) This
			 Part sets forth the requirements for the approval of programs to prepare
			 individuals
to be highly effective in leadership roles to improve
			 teaching and learning and increase academic achievement and the development of
			 all students
[105 ILCS
			 5/21B-60 ].
b) Approval of a principal preparation
			 program under 23 Ill. Adm. Code
			 25.120
			 by the State Superintendent in collaboration with the State Educator
			 Preparation and Licensure Board shall be based on the alignment of that
			 program's or course's content with the standards identified in this
			 Part.
c)
Candidates
			 successfully completing a principal preparation program shall obtain a
			 principal endorsement on a Professional Educator License and are eligible to
			 work as a principal or an assistant principal or in related or similar
			 positions
(Section 21B-60 of the School Code; also see 23 Ill. Adm.
			 Code
			 25.337)
			 .
d) Beginning October 1, 2025, no
			 new candidates shall be admitted into a principal preparation program unless
			 the program aligns to the National Educational Leadership Preparation Program
			 Recognition Standards-Building Level, published by the National Policy Board
			 for Educational Administration, 1615 Duke Street, Alexandria VA 22314-3483,
			 available at
http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf
,
			 as approved by the State Superintendent pursuant to subsection (b).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Section 30.30 - General Program Requirements

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 program shall be jointly established by one or more institutions or
			 not-for-profit entities and one or more public school districts or nonpublic
			 schools.
b) The responsibility and
			 roles of each partner in the design, implementation, and administration of the
			 program shall be set forth in a written agreement signed by each partner. The
			 written agreement shall address at least the following:
1) the process and responsibilities of each
			 partner for the selection and assessment of candidates;
2) the establishment of the internship and
			 any field experiences, and the specific roles of each partner in providing
			 those experiences, as applicable;
3) the development and implementation of a
			 training program for mentors and faculty supervisors that supports candidates'
			 progress during their internships in observing, participating, and
			 demonstrating leadership;
4) names
			 and locations of non-partnering school districts and nonpublic schools where
			 the internship and any field experiences may occur; and
5) the process to evaluate the program,
			 including the partnership, and the role of each partner in making improvements
			 based on the results of the evaluation.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Section 30.40 - Internship Requirements

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 internship portion of the program shall be conducted at one or more public or
			 nonpublic schools so as to enable the candidate to participate in concentrated
			 school internship/clinical field experiences over an extended period of time,
			 in accordance with NELP standards, and to participate variety of school
			 leadership situations in settings that represent diverse economic and cultural
			 conditions and involve interaction with various members of the school community
			 (e.g., parents, school board members, local school councils or other governing
			 councils, community partners).
1) The
			 internship shall consist of the following components:
A) Engagement in instructional activities
			 that involve teachers at all grade levels (i.e., early childhood education
			 through grade 12), including teachers in general education, special education,
			 bilingual education, and gifted education settings;
B) Observation of the hiring, supervision and
			 evaluation of teachers, other licensed staff, and nonlicensed staff, and
			 development of a professional development plan for teachers; and
C) Participation in leadership opportunities
			 to demonstrate that the candidate meets the required competencies described in
			 Section
			 30.45.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Section 30.45 - Assessment of the Internship

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 principal preparation program shall rate each candidate's level of knowledge
			 and abilities gained and dispositions demonstrated as a result of the
			 candidate's participation in the internship required under Section
			 30.40 of
			 this Part. The candidate shall demonstrate competencies listed in subsections
			 (a)(1) through (4) of this Section by the completion during the course of the
			 internship of the tasks specified.
1) The
			 candidate conveys an understanding of how the school's mission and vision
			 affect the work of the staff in enhancing student achievement. The candidate
			 understands and is able to perform activities related to data analysis and can
			 use the results of that analysis to formulate a plan for improving teaching and
			 learning. As evidence of meeting this competency, the candidate shall:
A) review school-level data, including, but
			 not limited to, State assessment results or, for nonpublic schools, other
			 standardized assessment results; use of interventions; and identification of
			 improvement based on those results;
B) participate in a school improvement
			 planning (SIP) process, including a presentation to the school community
			 explaining the SIP and its relationship to the school's goals; and
C) present a plan for communicating the
			 results of the SIP process and implementing the school improvement
			 plan.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Section 30.50 - Coursework Requirements

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 coursework required by the preparation program of its candidates must cover
			 each of the following areas:
1) State and
			 federal laws, regulations, and case law affecting Illinois public
			 schools;
2) State and federal laws,
			 regulations, and case law regarding programs for students with disabilities and
			 English learners;
3) use of
			 technology for effective teaching and learning and administrative
			 needs;
4) use of a process that
			 determines how a child responds to scientific, research-based interventions
			 that are designed to screen students who may be at risk of academic failure;
			 monitor the effectiveness of instruction proposed for students identified as at
			 risk; and modify instruction as needed to meet the needs of each
			 student;
5) understanding literacy
			 skills required for student learning that are developmentally appropriate
			 (early literacy through adolescent literacy), including assessment for
			 literacy, developing strategies to address reading problems, understanding
			 reading in the content areas, and scientific literacy;
6) understanding numeracy skills and working
			 collaboratively across content areas to improve problem-solving and number
			 sense at all grade levels;
7)
			 identification of bullying; understanding the different types of bullying
			 behavior and its harm to individual students and the school; and the importance
			 of teaching, promoting, and rewarding a peaceful and productive school climate;
			 and
8) the process to be used to
			 evaluate licensed staff in accordance with the provisions of Section 24A-3 of
			 the School Code.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Section 30.60 - Staffing Requirements

Current through Register Vol. 48, No. 28, July 12, 2024
a)
			 Preparation program providers may determine the sufficient faculty allocation
			 for the programs.
b) No candidate
			 shall receive more than one-third of his or her coursework from the same
			 instructor.
c) No more than 80
			 percent of the coursework in a program shall be taught by adjunct faculty. For
			 each adjunct faculty member employed, the program shall maintain evidence that
			 the individual has demonstrated expertise in the area of his or her
			 assignment.
d) Each full-time
			 faculty member in the program and each faculty supervisor shall successfully
			 complete the training and pass the assessment required for evaluation of
			 licensed personnel under Section 24A-3 of the School Code.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Section 30.70 - Candidate Selection

Current through Register Vol. 48, No. 28, July 12, 2024
Candidates admitted to a program for principal preparation
				shall be selected through an interview process. Each candidate must meet the
				following minimum requirements.
a)
			 Have two years' experience as a teacher or school support personnel in an
			 Illinois public school, nonpublic school recognized pursuant to 23 Ill. Adm.
			 Code 425, out-of-state public school, or nonpublic school meeting out-of-state
			 recognition standards comparable to those set forth in 23 Ill. Adm. Code
			 425.
b) Submission of a portfolio
			 that presents evidence of a teacher candidate's achievements.
1) Evidence of teaching experience in each of
			 the following categories:
A) Support of all
			 students in the classroom to achieve high standards of learning;
B) Accomplished classroom instruction, which
			 shall include data providing evidence of two years of student growth and
			 learning within the last five years;
C) Significant leadership roles in the school
			 (e.g., curriculum development, discipline, team teaching assignment,
			 mentoring);
D) Strong oral and
			 written communication skills;
E)
			 Analytic abilities needed to collect and analyze data for student
			 improvement;
F) Demonstrated
			 respect for family and community;
G) Strong interpersonal skills; and
H) Knowledge of curriculum and instructional
			 practices.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 30 - PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS › Appendix A - Standards for Assessment and Evaluation

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all standards shall be assessed using the
				candidate assessments and evaluation rubrics set forth in Appendix 1 of the
				National Educational Leadership Preparation (NELP) Program Recognition
				Standards-Building Level, published by the National Policy Board for
				Educational Administration, 1615 Duke Street, Alexandria VA 22314-3483, and
				available at
http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf
.
				Preparation program providers may utilize additional assessments and rubrics at
				their discretion.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Section 33.10 - Definitions

Current through Register Vol. 48, No. 28, July 12, 2024
As used in this Part:
"Educational unit" means the college, school, department or
				division of an institution or not-for-profit entity that is primarily
				responsible for the initial and continuing preparation of educators.
"Field-based experiences" means multiple experiences that occur
				within a school setting that relate directly to core subject matter of the
				course and enable candidates to apply theory to practice.
"Internship" means a sustained, continuous, structured and
				supervised experience lasting a minimum of 12 months, with defined objectives
				and activities designed to enable candidates to acquire the skills and
				knowledge necessary to demonstrate mastery of certain competencies expected of
				superintendents. (Also see Appendix A.)
"Internship Supervisor" means a superintendent of the school
				district (or the chief executive officer of a school district authorized under
				Article 34 of the School Code [105 ILCS 5 /Art. 34]) where a candidate's
				internship is conducted and who supervises candidates during the internship
				period.
"Institution" means a regionally accredited institution of
				higher learning as specified in Section 21B-105 of the School Code
				[105
				ILCS 5/21B-105 ]. (Also see 23 Ill. Adm. Code
				25.10
				(Accredited Institution).)
"Not-for-profit entity" means an entity that is subject to the
				General Not For Profit Corporation Act of 1986 [805 ILCS 105 ] or incorporated
				as a not-for-profit entity in another state but registered to do business in
				the State of Illinois pursuant to the Business Corporation Act of 1983 [805
				ILCS 5 ] and that is recognized to provide an educator preparation program in
				the State of Illinois pursuant to 23 Ill. Adm. Code 25.Subpart C (Approving
				Programs that Prepare Professional Educators in the State of Illinois).
"Partner" means one or more institutions, not-for-profit
				entities or school districts that jointly design, implement and administer the
				superintendent preparation program. For the purposes of this Part, "partners"
				do not include school districts and their schools that serve only as sites for
				candidates to complete internship requirements or field experiences.
"Program completers" means persons who have met all the
				requirements of a State-approved superintendent preparation program established
				pursuant to this Part and who have fulfilled the requirements for receipt of a
				superintendent endorsement set forth in Section 21B-25 of the School Code
				[105 ILCS
				5/21B-25 ] and 23 Ill. Adm. Code
				25.355
				(Endorsement for Superintendent (2019)).
"School Code" or "Code" means 105 ILCS 5.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Section 33.20 - Purpose and Applicability

Current through Register Vol. 48, No. 28, July 12, 2024
a) This
			 Part sets forth the requirements for the approval of programs to provide
			 individuals with the knowledge, skills, and experiences necessary to implement
			 a systems-orientation approach to educational leadership, financial oversight,
			 school management, and parental and community involvement.
b) Requirements of this Part are in addition
			 to the requirements for the approval of new educator preparation programs set
			 forth in 23 Ill. Adm. Code 25.Subpart C.
c) Candidates successfully completing a
			 superintendent preparation program shall obtain a superintendent endorsement on
			 a professional educator license and are eligible to work as superintendents or
			 assistant superintendents.
d)
			 Beginning September 1, 2019, all programs for the preparation of
			 superintendents shall meet the requirements set forth in this Part.
e) Beginning October 1, 2025, no new
			 candidates shall be admitted into a superintendent program until the program's
			 alignment to the National Educational Leadership Preparation (NELP) Program
			 Recognition Standards-District Level, published by the National Policy Board
			 for Educational Administration, 1615 Duke Street, Alexandria VA 22314-3483, and
			 available at
http://www.npbea.org/wp-content/uploads/2018/11/NELP-DISTRICT-Standards.pdf
is approved by the State Superintendent.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Section 33.30 - General Program Requirements

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 program shall be jointly established by one or more institutions or
			 not-for-profit entities in partnership with one or more public school districts
			 and in consultation with one or more professional organizations that represent
			 school administrators, school boards, chief school business officials, or
			 regional superintendents of education.
b) The responsibility and roles of each
			 partner in the design, implementation, and administration of the program shall
			 be set forth in a written agreement signed by each partner. The written
			 agreement shall address at least the following:
1) the process and responsibilities of each
			 partner for the selection and assessment of candidates;
2) the establishment of the internship and
			 any field experiences, and the specific roles of each partner in providing
			 those experiences, as applicable;
3) the development and implementation of a
			 training program for internship supervisors and faculty supervisors that
			 supports candidates' progress during their internships in participating in and
			 demonstrating leadership;
4) names
			 and locations of non-partnering school districts where the internship and any
			 field experiences may occur, including the roles and responsibilities of the
			 participating districts and the provider; and
5) the process to evaluate the program at
			 least annually, including the partnership, and the role of each partner in
			 making improvements based on the results of the evaluation.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Section 33.40 - Internship Requirements

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 internship portion of the program shall be conducted at one or more public
			 school districts so as to enable the candidate to be exposed to and to
			 participate in a variety of educational leadership situations in settings that
			 represent diverse economic and cultural conditions and involve interaction with
			 various members of the school community (e.g., parents, school board members,
			 local school councils or other governing councils, community partners).
1) The internship shall consist of the
			 following components:
A) Engagement in
			 leadership activities at all grade levels (i.e., preschool through grade 12),
			 that focus on creating, evaluating, selecting, supervising, and monitoring
			 high-quality and rigorous curricular, instructional, assessment, and financial
			 resources designed to:
i) increase achievement
			 of students in general education, special education, bilingual education, and
			 gifted education settings; and
ii)
			 contribute to school improvement;
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Section 33.45 - Assessment of the Internship

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 superintendent preparation program shall rate each candidate's level of
			 knowledge and abilities gained as a result of the candidate's participation in
			 the internship required under Section
			 33.40 by
			 implementing a process to assess both the candidate's understanding of school
			 practices that foster student achievement and a positive learning environment
			 and of the candidate's ability to provide effective leadership. The assessment
			 process and any rubrics to be used shall be submitted as part of the program's
			 application for approval under Section
			 33.70.
b) Each superintendent preparation program
			 shall use the assessments and evaluation rubrics identified in Appendix A to
			 determine a candidate's level of knowledge and abilities gained.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Section 33.50 - Coursework Requirements

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 coursework required by the preparation program of its candidates must cover
			 each of the following areas:
1) State and
			 federal laws, regulations, and case law affecting Illinois public
			 schools;
2) State and federal laws,
			 regulations, and case law regarding programs for students with disabilities and
			 English learners;
3) use of
			 technology for effective teaching and learning and administrative
			 needs;
4) use of a process that
			 determines how a child responds to scientific, research-based interventions
			 that are designed to screen students who may be at risk of academic failure,
			 monitor the effectiveness of instruction proposed for students identified as at
			 risk, and modify instruction as needed to meet the needs of each
			 student;
5) identification of
			 bullying; understanding the different types of bullying behavior and its harm
			 to individual students and the school; and the importance of teaching,
			 promoting, and rewarding a peaceful and productive school climate;
			 and
6) the process to be used to
			 evaluate licensed staff in accordance with the provisions of Section 24A-3 of
			 the School Code.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Section 33.60 - Candidate Selection

Current through Register Vol. 48, No. 28, July 12, 2024
Candidates admitted to a program for superintendent preparation
				shall be selected through an interview process. Each candidate must meet the
				following minimum requirements:
a)
			 Hold a valid and current Illinois professional educator license endorsed in
			 general administrative, principal, chief school business official, or director
			 of special education.
b) Have
			 experience in a public school district or nonpublic school recognized in
			 accordance with 23 Ill. Adm. Code 425 on one of the following endorsements to
			 the professional educator license or, for out-of-state candidates, the
			 requisite experience while holding a certificate or license that is comparable
			 to the respective Illinois credential:
1)
			 General Administrative;
2)
			 Principal;
3) Director of Special
			 Education; or
4) Chief School
			 Business Official.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 35 - MENTORING PROGRAM FOR NEW PRINCIPALS › Section 35.10 - Purpose and Applicability

Current through Register Vol. 48, No. 28, July 12, 2024
a) This
			 Part establishes requirements for the selection and training of experienced
			 principals to serve as mentors for new principals and for new principals'
			 participation in the mentoring program designed for them, as required by
			 Section 2-3.53a of the School Code [105 ILCS
			 5/2-3.53a ]. The provisions of this Part shall apply
			 to each Illinois school district, other than a school district organized under
			 Article 34 of the School Code [105 ILCS 5 /Art. 34], and to each first-year
			 principal in a school district subject to this Part, except as otherwise
			 provided by Section 2-3.53a(f) of the School Code. For purposes of this Part, a
			 "first-year principal" is an individual who either:
1) is in the first school year of employment
			 as a principal in Illinois, if the employment began prior to January 1 of that
			 school year; or
2) is in the second
			 school year of employment as a principal in Illinois, if the employment began
			 on or after January 1 of a prior school year.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 35 - MENTORING PROGRAM FOR NEW PRINCIPALS › Section 35.20 - Annual Program Planning; Fiscal Provisions

Current through Register Vol. 48, No. 28, July 12, 2024
a) No later than June 1 of each year, each
			 district superintendent shall report to the State Superintendent of Education,
			 or to the State Superintendent's designee, the following information:
1) the names, professional educator license
			 numbers, and assigned schools of first-year principals, as defined in Section
			 35.10(a),
			 who are expected to be working in the district in the coming school year and
			 required to participate in the mentoring program; and
2) the names, professional educator license
			 numbers, and assigned schools of second-year principals, as defined in Section
			 35.10(b),
			 who are expected to be working in the district in the coming school year and
			 for whom a second year of mentoring is being requested.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 35 - MENTORING PROGRAM FOR NEW PRINCIPALS › Section 35.30 - Requirements of the Program

Current through Register Vol. 48, No. 28, July 12, 2024
Each first-year principal, or those first-year principals who
				choose to participate in mentoring services in any year when the program is
				voluntary under Section
				35.20(c),
				shall complete a mentoring program that complies with the requirements of this
				Section, provided that there is an appropriation for the program applicable to
				the fiscal year that includes the individual's first school year of service as
				a principal (see Section 2-3.53a of the School Code and Section
				35.20
				of this Part). If sufficient funding exists to allow for participation of
				second-year principals in a mentoring program, then those programs also shall
				comply with the requirements of this Section.
a) Mentors who meet the requirements of this
			 Part shall be paired with participating principals by entities approved under
			 Section
			 35.60
			 of this Part, on the basis of the factors identified in Section 2-3.53a(d) of
			 the School Code [105 ILCS
			 5/2-3.53a(d) ]. Each approved entity
			 shall notify the affected district superintendents of the assignments made, and
			 each affected superintendent shall acknowledge each first-year principal's and,
			 as applicable, each second-year principal's obligation or election to
			 participate in the program.
b) The
			 role of each mentor shall include:
1)
			 collaborating with the assigned principal to identify and guide the principal
			 in areas for improvement of the new principal's professional growth, including,
			 but not limited to, professional growth in the areas addressed in the Illinois
			 Performance Standards for School Leaders (see 23 Ill. Adm. Code
			 29.100)
			 ;
2) forming a supportive
			 professional relationship with the participating principal;
3) assisting the participating principal in
			 adjusting to his or her new role and in developing skill as an instructional
			 leader;
4) coaching, observing, and
			 providing feedback to the participating principal on aspects of organizational
			 management; and
5) helping the
			 participating principal identify significant problems and issues that act as
			 barriers to school improvement, as well as meaningful solutions to
			 these.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 35 - MENTORING PROGRAM FOR NEW PRINCIPALS › Section 35.40 - Eligibility of Mentors

Current through Register Vol. 48, No. 28, July 12, 2024
Pursuant to Section 2-3.53a of the School Code, eligibility for
				service as mentors under this Part shall be limited to individuals who have
				served as principals in Illinois for at least three years, who have
				demonstrated success as instructional leaders, and who have completed the
				training required pursuant to Section
				35.50.
a) For purposes of this Part, "at least three
			 years" means no fewer than three full school years, provided that a principal
			 need not have accrued all three years' service in the same school or
			 district.
b) Each approved entity
			 shall establish a process for identifying and selecting mentors. As part of
			 this process, each mentor applicant shall submit at least two professional
			 references that address:
1) the nature of the
			 working relationship between the letter-writer and the principal in
			 question,
2) the letter-writer's
			 reasons for believing that the principal in question is of ethical character
			 and possesses strong interpersonal skills, and
3) one or more specific examples of the
			 principal's accomplishments related to particular aspects of the Illinois
			 Professional School Leader Standards set forth at 23 Ill. Adm. Code
			 29.100.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 35 - MENTORING PROGRAM FOR NEW PRINCIPALS › Section 35.50 - Training for Mentors

Current through Register Vol. 48, No. 28, July 12, 2024
a) Prior to
			 beginning the first assignment as a mentor under this Part, each experienced
			 principal shall be required to complete a standardized training program
			 prescribed by the State Superintendent of Education. This training program
			 shall be made available at no cost to the participating mentors and shall focus
			 on equipping the participants to perform the functions outlined in Section
			 35.30.
			 The training program shall address areas of expertise including, but not
			 limited to:
1) the Professional Standards for
			 Education Leaders (2015), adopted by the National Policy Board for Education
			 Administration, 1904 Association Drive, Reston VA 20191 and posted at
http://npbea.org/psel/
. No later
			 amendments to or editions of these standards are incorporated by this
			 Section;
2) ethics;
3) principles of adult learning;
4) establishing a mentoring relationship;
			 and
5) mentoring skills and
			 techniques.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 35 - MENTORING PROGRAM FOR NEW PRINCIPALS › Section 35.60 - Approval of Entities and Their Role

Current through Register Vol. 48, No. 28, July 12, 2024
The State Superintendent of Education shall, through a
				competitive Request for Proposals (RFP) process governed by the State
				procurement process, approve one or more entities to administer and implement
				the new principal mentoring program according to the requirements stated in
				Section
				35.30,
				including delivering the training program for mentors that is required under
				Section
				35.50.
				Eligible entities are defined as regional offices of education, intermediate
				service centers, Illinois higher education institutions, statewide
				organizations representing principals, and school districts.
a) Any entity seeking approval under this
			 Section shall submit to the State Superintendent an application, in a format
			 prescribed by the State Superintendent, outlining the organization's
			 qualifications for serving potential mentors and recipients of mentoring.
			 Applications shall be submitted to the State Superintendent by a date set forth
			 in the RFP application.
b) The
			 State Superintendent shall approve one or more entities whose applications:
1) provide evidence of an overall commitment
			 to professionalizing education and school improvement efforts;
2) demonstrate capacity to meet the needs of
			 an identified geographic area or set of districts; and
3) indicate that the applicants have staff or
			 access to other presenters who:
A) have been
			 employed in roles requiring mastery of the Illinois Professional School Leader
			 Standards; and
B) have experience
			 in providing professional development to
			 educators.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 35 - MENTORING PROGRAM FOR NEW PRINCIPALS › Section 35.70 - Alternate Arrangements

Current through Register Vol. 48, No. 28, July 12, 2024
In cases where an assigned mentor becomes unavailable after a
				mentoring assignment has been initiated, the approved entity that facilitated
				the mentor's assignment shall be responsible for identifying a replacement to
				complete the assignment and for determining the appropriate allocation of the
				payment to the individuals involved.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 50 - EVALUATION OF EDUCATOR LICENSED EMPLOYEES UNDER ARTICLES 24A AND 34 OF THE SCHOOL CODE › Subpart A - GENERAL REQUIREMENTS › Section 50.10 - Purpose

Current through Register Vol. 48, No. 28, July 12, 2024
This Part establishes the minimum requirements for the
				  establishment of valid and reliable performance evaluation systems for
				  employees who hold a professional educator license endorsed in a teaching or
				  administrative field and are serving as a teacher, principal or assistant
				  principal. Pursuant to Article 24A of the School Code [105 ILCS 5 /Art. 24A],
				  the performance evaluation systems shall assess both professional competence or
				  practice and student growth. The purposes of this Part are to:
a) identify the minimum components, including
				those that address the use of data and indicators of student growth as a
				significant factor in rating performance, of a teacher performance evaluation
				system and of a principal and, as applicable, assistant principal performance
				evaluation system that each school district must implement;
b) provide a State model for the evaluation
				of teachers that addresses
the use of data and indicators on student
				growth as a significant factor in rating teacher performance
, some or
				all of which shall be required of a school district under certain circumstances
				outlined in Section 24A-4 of the School Code [105 ILCS
				5/24A-4 ]; and
c) establish criteria for locally developed
				programs to prequalify and retrain evaluators, pursuant to Section 24A-3 of the
				School Code [105 ILCS
				5/24A-3 ].
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 50 - EVALUATION OF EDUCATOR LICENSED EMPLOYEES UNDER ARTICLES 24A AND 34 OF THE SCHOOL CODE › Subpart B - PERFORMANCE EVALUATION PLANS: TEACHERS › Section 50.100 - Plan Components Required for the Evaluation of Teachers

Current through Register Vol. 48, No. 28, July 12, 2024
Each school district shall implement a performance evaluation
				  plan for its teachers no later than the applicable date outlined in Section
				  50.20. The plan shall address
				  each of the components contained in this Section.
a) The plan shall provide for an evaluation
				at least once every three school years of each teacher in contractual continued
				service (i.e., tenured) unless otherwise specified in this Section;
1) A tenured teacher who has obtained a
				"needs improvement" or "unsatisfactory" rating on the previous year's
				evaluation shall be evaluated at least once in the school year following the
				receipt of that rating. (See Section 24A-5 of the School Code.)
2)
No later than September 1, 2022,
				each school district must establish a teacher evaluation plan that ensures that
				each tenured teacher whose performance is rated as either "excellent" or
				"proficient" is evaluated at least once in the course of the three school years
				after the receipt of the rating.
The school district must
implement an informal teacher observation plan that ensures that each
				teacher in contractual continued service whose performance is rated as either
				"excellent" or "proficient" is informally observed at least once in the course
				of the 2 school years after receipt of the rating.
(Section 24A-5 of
				the School Code.)
3)
Teachers who are due to be evaluated in the last year before they are
				set to retire shall be offered the opportunity to waive their evaluation and to
				retain their most recent rating, unless the teacher was last rated as "needs
				improvement" or "unsatisfactory". The school district may still reserve the
				right to evaluate a teacher provided the district gives notice to the teacher
				at least 14 days before the evaluation and a reason for evaluating the
				teacher.
(Sections 24A-5(o) and 34-84 of the School Code.)
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 50 - EVALUATION OF EDUCATOR LICENSED EMPLOYEES UNDER ARTICLES 24A AND 34 OF THE SCHOOL CODE › Subpart B - PERFORMANCE EVALUATION PLANS: TEACHERS › Section 50.120 - Professional Practice Components for Teachers

Current through Register Vol. 48, No. 28, July 12, 2024
Each school district, when applicable (see Section
				  50.20 of this
				  Part), shall implement the requirements of this Section regarding the
				  evaluation of a teacher's professional practice.
a) In order to assess the quality of the
				teacher's professional practice, the evaluation plan shall include an
				instructional framework developed or adopted by the school district that is
				based upon research regarding effective instruction; addresses at least
				planning, instructional delivery, and classroom management; and aligns to the
				Illinois Professional Teaching Standards (23 Ill. Adm. Code 24).
1) The instructional framework shall align to
				the roles and responsibilities of each teacher who is being
				evaluated.
2) The evaluation plan
				shall contain a rubric to be used in rating professional practice that aligns
				to the instructional framework developed or adopted under this subsection
				(a).
3) If the rating scale to be
				used for each indicator of professional practice does not correspond to the
				performance evaluation ratings required under Section 24A-5(e) or 34-85c of the
				School Code, then the framework shall include a description of the four rating
				levels to be used and how these are aligned to the required performance
				evaluation ratings. In addition, the district shall quantify the relative
				importance of each portion of the framework to the final professional practice
				rating.