reglab/statecodes huggingface dataset:
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 20 - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Subpart A - GENERAL › Section 20.10 - Purpose and Effective Dates of Standards

Current through Register Vol. 48, No. 28, July 12, 2024
a) This Part establishes the standards that,
				together with the standards set forth in Standards for All Illinois Teachers
				(23 Ill. Adm. Code 24), shall apply to the issuance of endorsements for
				elementary education (i.e., grades 1 through 6) on professional educator
				licenses pursuant to Article 21B of the School Code [ 105 ILCS 5 ]. The
				standards set forth in this Part shall apply both to candidates for an
				endorsement in elementary education and to the programs that prepare them. That
				is:
1) beginning July 1, 2013, approval of any
				teacher preparation program or course of study in elementary education, whether
				currently approved or newly proposed, 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 Part;
2) on or before
				February 1, 2017, the examinations required for issuance of an endorsement in
				elementary education shall be based on the standards identified in this
				Part;
3) on or before February 1,
				2017, each elementary education program seeking approval for the first time or
				re-approval of an existing program shall work in consultation with one or more
				community colleges to ensure the articulation of coursework between the two
				institutions and, as applicable, the alignment of community college coursework
				relevant to elementary education to the standards set forth in this
				Part.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 20 - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Subpart B - STANDARDS › Section 20.100 - General Standards

Current through Register Vol. 48, No. 28, July 12, 2024
Effective elementary education teachers possess the knowledge
				  and skills articulated in the "CAEP Elementary Education Standards" (2018)
				  published by the Council for the Accreditation of Educator Preparation, 1140
				  19th St., NW, Suite 400, Washington DC 20036 and posted at
http://caepnet.org/accreditation/caep-accreditation/caep-k-6-elementary-teacher-standards
.
				  (No later amendments to or editions of these standards are incorporated.)
				  Beginning October 1, 2025, no new candidates shall be admitted into an
				  elementary education program until alignment to the CAEP Elementary Education
				  Standards is approved by the State Superintendent.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 20 - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Subpart B - STANDARDS › Section 20.110 - Literacy Standards for Elementary Teachers

Current through Register Vol. 48, No. 28, July 12, 2024
a) The Language and Literacy Curriculum
Effective elementary teachers:
1) understand and use the scientific basis of
				teaching to plan, evaluate and modify instruction (i.e., use of appropriate
				research in identifying and implementing effective instructional
				practices);
2) know the
				developmental sequence of language and literacy skills, along with age-level or
				grade-level benchmarks of development;
3) understand the Illinois Learning Standards
				for English Language Arts and Literacy in History/Social Studies, Science and
				Technical Subjects (23 Ill. Adm. Code 1.Appendix D, State Goals for Learning),
				their organization, progressions and the interconnections among the
				skills;
4) understand and evaluate
				the components of a comprehensive curriculum that develops students' literacy
				skills and strategies and ensures that instructional goals and objectives are
				met;
5) understand the role of
				early, systematic and explicit teaching of the foundational literacy
				skills;
6) understand and use
				research-based instructional strategies that have been demonstrated to be
				particularly successful for supporting struggling readers; and
7) understand a wide range of developmentally
				appropriate literacy assessments (i.e., standardized assessments, diagnostic
				measures, universal screening, curriculum-based assessments and progress
				monitoring), recognizing their purposes, strengths and limitations.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 20 - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Subpart B - STANDARDS › Section 20.120 - Mathematics Standards for Elementary Teachers

Current through Register Vol. 48, No. 28, July 12, 2024
a) Core Content Area Knowledge
1) College Algebra
Effective elementary teachers:
A) identify, solve and apply linear and
				absolute value equations and inequalities;
B) identify and interpret the domain, inverse
				(if it exists) and graph polynomial, rational, exponential and logarithmic
				equations;
C) identify the sum,
				difference, quotient, product of two functions and the resulting
				domain;
D) identify the composition
				of two functions and the resulting domain;
E) identify and solve polynomial, rational,
				exponential and logarithmic equations and inequalities, and apply these methods
				in solving word problems;
F) solve
				systems of linear equations using the augmented matrix method;
G) recognize and graph conic sections;
				and
H) input and interpret data and
				use technology to find the appropriate regression.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 20 - STANDARDS FOR ENDORSEMENTS IN ELEMENTARY EDUCATION › Subpart B - STANDARDS › Section 20.130 - Dispositions

Current through Register Vol. 48, No. 28, July 12, 2024
Elementary education teachers are committed to building the
				  capacity of every student to reach his or her highest potential as a learner.
				  The development of the learner is shaped by not only the content and
				  pedagogical knowledge of the teacher but also by the professional and technical
				  dispositions that are consistently exhibited. Effective elementary
				  teachers:
a) value and promote the
				importance of math, science, literacy and the social studies, and demonstrate
				how these content areas interrelate with all areas of educational content
				currently and in the future;
b)
				exhibit high levels of self-efficacy related to core content areas of math,
				science and literacy, and seek to develop beliefs of self-efficacy in their
				students;
c) demonstrate the
				ability to be thoughtful and responsive listeners and observers;
d) demonstrate the ability to persevere,
				appropriately seeking out resources and support when presented with personal or
				professional challenges; and
e)
				embody the Code of Ethics for Illinois Educators (23 Ill. Adm. Code 22) and the
				Standards for All Illinois Teachers (23 Ill. Adm. Code 24), as applicable to
				the educator, in the learning environment.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 21 - STANDARDS FOR ENDORSEMENTS IN THE MIDDLE GRADES › Subpart A - GENERAL › Section 21.10 - Purpose and Effective Dates of Standards

Current through Register Vol. 48, No. 28, July 12, 2024
a) This Part establishes the standards that,
				together with the standards set forth in Standards for All Illinois Teachers
				(23 Ill. Adm. Code 24), shall apply to the issuance of endorsements in the
				middle grades (i.e., grades 5 through 8) on professional educator licenses
				pursuant to Article 21B of the School Code [105 ILCS 5 /Art. 21B]. The
				standards set forth in this Part shall apply both to candidates for
				endorsements in middle grades and to the programs that prepare them. That is:
1) beginning July 1, 2013, approval of any
				teacher preparation program or course of study in middle grades, whether
				currently approved or newly proposed, 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 Part;
2) on or before
				February 1, 2018, the examinations required for issuance of an endorsement in
				middle grades shall be based on the standards identified in this Part;
				and
3) on or before February 1,
				2018, each middle grades program seeking approval shall work in consultation
				with one or more community colleges to ensure the articulation of coursework
				between the two institutions and, as applicable, the alignment of community
				college coursework relevant to middle grades education to the standards set
				forth in this Part.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 21 - STANDARDS FOR ENDORSEMENTS IN THE MIDDLE GRADES › Subpart B - STANDARDS FOR ALL TEACHERS IN THE MIDDLE GRADES › Section 21.100 - General Standards

Current through Register Vol. 48, No. 28, July 12, 2024
Effective teachers in the middle grades possess the knowledge
				  and skills articulated in the "Middle Level Teacher Preparation Standards"
				  (2012) published by the Association for Middle Level Education, 4151 Executive
				  Parkway, Suite 300, Westerville OH 43081and posted at
http://www.amle.org/ProfessionalPreparation/AMLEStandards/tabid/374/Default.aspx
.
				  (No later amendments to or editions of these standards are
				  incorporated.)
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 21 - STANDARDS FOR ENDORSEMENTS IN THE MIDDLE GRADES › Subpart B - STANDARDS FOR ALL TEACHERS IN THE MIDDLE GRADES › Section 21.120 - Literacy Standards for All Teachers in the Middle Grades

Current through Register Vol. 48, No. 28, July 12, 2024
Each teacher in the middle grades shall possess the knowledge
				  and skills articulated in this Section.
a) The Disciplinary Literacy Curriculum
Effective middle grade teachers:
1) understand and use the scientific basis of
				teaching to plan, evaluate and modify instruction (e.g., use of appropriate
				research in identifying and implementing effective instructional
				practices);
2) know the
				developmental sequence of language and literacy skills, along with age-level or
				grade-level benchmarks of development, particularly for adolescent
				learners;
3) understand the
				Illinois Learning Standards for English Language Arts and Literacy in
				History/Social Studies, Science and Technical Subjects (23 Ill. Adm. Code
				1.Appendix D, State Goals for Learning), their organization, progressions and
				the interconnections among the skills;
4) understand the role of systematic and
				explicit teaching of literacy skills; and
5) understand the influence of students'
				literacy skills on their performance on discipline-specific
				assessments.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 21 - STANDARDS FOR ENDORSEMENTS IN THE MIDDLE GRADES › Subpart B - STANDARDS FOR ALL TEACHERS IN THE MIDDLE GRADES › Section 21.130 - Dispositions

Current through Register Vol. 48, No. 28, July 12, 2024
Teachers in the middle grades are committed to building the
				  capacity of every student to reach his or her highest potential as a learner.
				  The development of the learner is shaped by not only the content and
				  pedagogical knowledge of the teacher but also by the professional and technical
				  dispositions that are consistently exhibited. Effective middle grade
				  teachers:
a) value and promote the
				importance of interdisciplinary content that is part of the middle school
				concept and demonstrate how these content areas interrelate with all areas of
				educational content currently and in the future;
b) exhibit high levels of self-efficacy
				related to their applicable core content area of instruction, and seek to
				develop beliefs of self-efficacy in their students;
c) demonstrate the ability to be thoughtful
				and responsive listeners and observers;
d) demonstrate the ability to persevere,
				appropriately seeking out resources and support when presented with personal or
				professional challenges; and
e)
				embody the Code of Ethics for Illinois Educators (23 Ill. Adm. Code 22) and the
				Standards for All Illinois Teachers (23 Ill. Adm. Code 24), as applicable to
				the educator, in the learning environment.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 21 - STANDARDS FOR ENDORSEMENTS IN THE MIDDLE GRADES › Subpart C - STANDARDS FOR LITERACY TEACHERS › Section 21.140 - English Language Arts Standards for Literacy Teachers in the Middle Grades

Current through Register Vol. 48, No. 28, July 12, 2024
In addition to the standards set forth in Subpart B of this
				  Part, each literacy teacher in the middle grades shall possess the knowledge
				  and skills articulated in this Section.
a) The Language, Literacy and Literature
				Curriculum
Effective middle grade literacy teachers:
1) understand and use the scientific basis of
				teaching to plan, evaluate and modify instruction (i.e., the use of appropriate
				research in identifying and implementing effective instructional
				practices);
2) know the
				developmental sequence of language and literacy skills, along with age-level or
				grade-level benchmarks of development, particularly for adolescent
				learners;
3) understand the
				Illinois Learning Standards for English Language Arts and Literacy in
				History/Social Studies, Science and Technical Subjects, their organization,
				progressions and the interconnections among the skills;
4) understand and evaluate the components of
				a comprehensive English language arts curriculum that develops students'
				literacy skills and strategies, and ensures that instructional goals and
				objectives are met;
5) understand
				the role of systematic and explicit teaching of literacy skills in
				prekindergarten through grade 12;
6) understand the influence of students'
				literacy skills on their performance on discipline-specific
				assessments;
7) understand the
				connections between the English language arts curriculum and developments in
				culture, society and education;
8)
				understand and use research-based instructional strategies that have been
				demonstrated to be particularly successful for supporting struggling
				readers;
9) know how adolescents
				read and compose texts and make meaning through interaction with media
				environments; and
10) understand a
				wide range of developmentally appropriate literacy assessments, recognizing
				their purposes, strengths and limitations, (e.g., standardized assessments,
				diagnostic measures, universal screening, curriculum-based assessments,
				progress monitoring).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 21 - STANDARDS FOR ENDORSEMENTS IN THE MIDDLE GRADES › Subpart D - STANDARDS FOR MATHEMATICS TEACHERS › Section 21.150 - Mathematics Standards for Mathematics Teachers in the Middle Grades

Current through Register Vol. 48, No. 28, July 12, 2024
In addition to the standards set forth in Subpart B of this
				  Part, each mathematics teacher in the middle grades shall possess the knowledge
				  and skills articulated in this Section.
a) Core Content Area Knowledge
1) Calculus
Effective middle grade mathematics teachers:
A) demonstrate knowledge of properties and
				notation of real numbers, properties of exponents and radicals, factoring
				techniques, solving polynomial equations and operations with rational
				expressions;
B) on the Cartesian
				Plane, graph polynomial, rational and radical functions and circles, and find
				horizontal and vertical asymptotes, and points of intersection of
				curves;
C) define function, domain,
				range, inverse functions, operate on functions, and use functional
				notation;
D) define one-sided,
				general and at infinity limits, and evaluate them by using the properties of
				limits;
E) define and apply the
				properties of continuous functions and determine discontinuities;
F) define first-order and higher-order
				derivatives and evaluate them using constant power, constant multiple, product,
				quotient and chain rules and by implicit differentiation;
G) apply the rules of derivatives to find
				tangent line, slope, rate of change, velocity and acceleration, marginal
				analysis, increasing and decreasing functions, curve sketching with maxima and
				minima and concavity, and solving optimization problems;
H) demonstrate knowledge of properties of
				exponential and logarithmic functions and their derivatives;
I) demonstrate knowledge of basic
				anti-derivatives, explore integration using the notion of "area under the
				curve" to determine definite integrals and understand the "Fundamental Theorem
				of Calculus" as a tool to evaluate definite integrals and relate integration
				and differentiation; and
J) apply
				the above knowledge and skills to applications from natural, physical and
				social sciences.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 22 - CODE OF ETHICS FOR ILLINOIS EDUCATORS › Section 22.10 - Purpose and Applicability

Current through Register Vol. 48, No. 28, July 12, 2024
This Part establishes core principles, values and
				responsibilities that shall apply to all Illinois educators.
a) The purpose of this Part is to set
			 expectations for educators; guide educational practice; and inspire
			 professional excellence in relation to federal, State, and local policies and
			 rules, and locally established collective bargaining agreements.
b) For the purpose of this Part, "educator"
			 refers to individuals who:
1) hold or are
			 applying for a valid Illinois professional educator license endorsed in a
			 teaching, school support personnel or administrative field issued pursuant to
			 Article 21B of the School Code [105 ILCS 5 /Art. 21B];
2) are not required to hold a professional
			 educator license or an educator license with stipulations but who hold or are
			 applying for approval (e.g., certain paraprofessionals and educational
			 interpreters) for their positions issued pursuant to requirements set forth in
			 23 Ill. Adm. Code 25 (Educator Licensure); and
3) are enrolled in an Illinois educator
			 preparation program.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 22 - CODE OF ETHICS FOR ILLINOIS EDUCATORS › Section 22.20 - Code of Ethics

Current through Register Vol. 48, No. 28, July 12, 2024
a)
			 Responsibility to Students
The Illinois educator is committed to creating, promoting and
				implementing a learning environment that is accessible to each student, enables
				students to achieve the highest academic potential, and maximizes their ability
				to succeed in academic and employment settings as a responsible member of
				society. Illinois educators:
1) Embody
			 the Standards for the School Support Personnel Endorsements (23 Ill. Adm. Code
			 23), the Illinois Professional Teaching Standards (23 Ill. Adm. Code
			 24.130
			 ), and Standards for Administrative Endorsements (23 Ill. Adm. Code 29), as
			 applicable to the educator, in the learning environment;
2) Respect the inherent dignity and worth of
			 each student by assuring that the learning environment is characterized by
			 respect and equal opportunity for each student, regardless of race, color,
			 national origin, sex, sexual orientation, disability, religion, language or
			 socio-economic status;
3) Maintain
			 a professional relationship with students at all times;
4) Provide a curriculum based on high
			 expectations for each student that addresses individual differences through the
			 design, implementation and adaptation of effective instruction; and
5) Foster in each student the development of
			 attributes that will enhance skills and knowledge necessary to be a
			 contributing member of society.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 23 - STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS › Section 23.100 - 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 school support personnel endorsements on professional educator
				licenses pursuant to Section 21B-25 of the School Code [105
				ILCS 5/21B-25 ]. The standards set forth in this Part
				shall apply both to candidates for educator licensure and to the programs that
				prepare them. That is:
a) beginning
			 July 1, 2004, approval of any preparation program or course of study leading to
			 the issuance of a school support personnel endorsement 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
			 applicable standards identified in this Part; and
b) beginning July 1, 2005, the tests required
			 for issuance of a school support personnel endorsement shall be based on the
			 applicable standards identified in this Part.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 23 - STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS › Section 23.110 - Standards for the School Counselor

Current through Register Vol. 48, No. 28, July 12, 2024
a)
			 Academic Development Domain
The competent school counselor understands the learning process
				and the academic environment and develops programs and interventions that
				promote the achievement of all students.
1) Knowledge Indicators - The competent
			 school counselor:
A) understands the national
			 standards related to the academic development of students across all grade
			 levels. (See "The ASCA Student Standards: Mindsets & Behaviors for Student
			 Success" (2021), published by the American School Counselor Association, 1101
			 King Street, Suite 310, Alexandria, Virginia 22314, and posted at
https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf
.
			 No later amendments to or editions of these standards are incorporated by this
			 Section.)
B) understands the
			 concepts, principles, and strategies that enable students to achieve and be
			 academically successful.
C)
			 understands the relationship of academic performance to the world of work,
			 family life, and community service.
D) provides positive direction for academic
			 program planning and for implementing academic support systems.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 23 - STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS › Section 23.120 - Standards for the School Nurse

Current through Register Vol. 48, No. 28, July 12, 2024
a)
			 Content Knowledge
The school nurse with a professional educator license endorsed
				in school support services for school nurse (i.e., educator licensed school
				nurse) understands and practices within a framework of professional nursing and
				education to provide a coordinated school health program that encourages all
				students to achieve their optimal potential.
1) Knowledge Indicators - The competent
			 school nurse:
A) understands that
			 professional nursing is the foundation for clinical decision-making through
			 assessment, diagnosis, outcome identification, planning, implementation, and
			 evaluation, as it applies to all students in a holistic and ethical
			 manner.
B) understands the concepts
			 of health promotion and disease prevention when addressing the health care
			 needs of all students and others in the school community.
C) understands the intent of local, State,
			 and federal rules and regulations, their application to learners with
			 disabilities, and their potential impact on the school community.
D) understands the significance of practicing
			 within the legal boundaries of professional school nursing.
E) understands various technology-based
			 productivity tools and their application to school nursing practice.
F) understands the concepts of the Illinois
			 Learning Standards (see 23 Ill. Adm. Code 1, Appendix D) when providing
			 coordinated school health services that integrate principles of health and
			 education.
G) understands the
			 principles of public health as they apply to the school population.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 23 - STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS › Section 23.130 - Standards for the School Psychologist

Current through Register Vol. 48, No. 28, July 12, 2024
a) Data-Based Decision-Making and
			 Accountability
The competent school psychologist has knowledge of varied
				models and methods of assessment that yield information useful in identifying
				strengths and needs, in understanding problems, and in measuring progress to
				collect data and other information, translate assessment results into
				empirically-based decisions about service delivery, and evaluate the outcomes
				of services. Data-based decision-making permeates every aspect of professional
				practice.
1) Knowledge Indicators -
			 The competent school psychologist:
A)
			 understands effective, data-based decision-making and problem-solving
			 processes.
B) understands the
			 purposes, characteristics, strengths, and limitations of formal and informal
			 models and methods of assessment (e.g., interviewing techniques,
			 norm-referenced cognitive and achievement tests, curriculum-based assessment,
			 authentic assessment, portfolio assessment, criterion-referenced assessment,
			 functional assessment, behavioral assessment, behavioral observation, social
			 developmental history, and adaptive behavior assessment) for the purposes of
			 data collection.
C) understands
			 child development, learning theory, and diversity as well as their relationship
			 to data-based decision-making.
D)
			 understands psychometric theory, test development, and research as applied to
			 data-based decision-making.
E)
			 understands nondiscriminatory evaluation procedures.
F) understands the process of linking
			 assessment results with the development of interventions.
G) understands the importance of linking
			 system-wide assessment data with districts' curricular decisions.
H) understands the importance of considering
			 cultural, linguistic, and other experiential factors when interpreting and
			 using data.
I) understands the
			 importance of collecting data across environments.
J) understands how to modify intervention
			 plans based on data.
K) understands
			 the use of technology in data-based decision-making.
L) understands the use of data in evaluating
			 the integrity of interventions.
M)
			 understands the use of data in determining whether students have
			 disabilities.
N) understands
			 parents'/guardians' and students' rights regarding assessment and
			 evaluation.
O) understands the
			 principles and importance of professional accountability for confidentiality
			 and record keeping.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 23 - STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS › Section 23.140 - Standards for the School Social Worker

Current through Register Vol. 48, No. 28, July 12, 2024
a) Content
The competent school social worker understands the theories and
				skills needed to provide individual, group, and family counseling; crisis
				intervention; case management; advocacy; consultation; in-service and parent
				education; prevention programs; conflict resolution services; and community
				organization and development. The school social worker utilizes these theories
				and skills to enhance the environment of the local educational agency
				(LEA).
1) Knowledge Indicators - The
			 competent school social worker:
A) has
			 attained a master's degree in social work with a specialization in school
			 social work from a program accredited by the Council on Social Work Education
			 (CSWE).
B) understands methods of
			 practice, including counseling, crisis intervention, case work, and individual,
			 group, and family therapies.
C)
			 understands and develops skills in advocacy, case management, consultation,
			 classroom groups, and community organization.
D) understands theories of normal and
			 exceptional development in early childhood, middle childhood, adolescence, and
			 early adulthood and their application to all students.
E) understands the effects of mental illness
			 on students' ability to participate in learning.
F) understands the person-in-environment
			 context of social work.
G)
			 understands the effects of biological, family, social, health, and cultural
			 factors on human development and social functioning.
H) understands characteristics and
			 implications for education of children with academic and/or behavioral
			 challenges.
I) understands systems
			 theories as they relate to classrooms, schools, families, and
			 community.
J) understands methods
			 of advocacy on behalf of individuals, families, and school systems.
K) understands the application of social
			 learning theories to identify and develop broad-based prevention and
			 intervention programs.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 23 - STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS › Section 23.150 - Standards for School Marriage and Family Therapists

Current through Register Vol. 48, No. 28, July 12, 2024
a) Child and Adolescent Development
The competent school marriage and family therapist understands
				the individual diversity of human growth, development and learning and provides
				experiences that promote the physical, intellectual, social and emotional
				development of the student.
1)
			 Knowledge Indicators - The competent school marriage and family therapist
			 understands:
A) theories of individual and
			 family development and transitions across life;
B) that students' physical, social,
			 emotional, cognitive, ethical and moral development influences
			 learning;
C) theories of learning,
			 personality development, attachment, child and adolescent development, and the
			 range of individual variation;
D)
			 how students construct knowledge, acquire skills and develop habits of
			 mind;
E) that differences in
			 approaches to learning and performance interact with development;
F) how systemic approaches and appropriate
			 interventions apply to the developmental stages of children and
			 adolescents;
G) human behaviors,
			 including developmental crises, disability, addictive behavior and
			 psychopathology, and situational and environmental factors as they affect
			 children and adolescents in the peer, family and school settings;
H) the characteristics and effects of the
			 cultural and environmental milieu of the child and the family, including
			 cultural and linguistic diversity, socioeconomic level, abuse/neglect and
			 substance abuse;
I) the role of
			 medications as they affect students' behavior; and
J) the characteristics of normal, delayed,
			 and disordered patterns of communication and interaction in peer, family and
			 school settings and their impact on learning.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 24 - STANDARDS FOR ALL ILLINOIS EDUCATORS › Section 24.10 - Purpose

Current through Register Vol. 48, No. 28, July 12, 2024
This Part establishes certain standards that shall apply to the
				issuance of all Illinois professional educator licenses endorsed in teaching,
				school support personnel, and administrative fields. The standards set forth in
				this Part shall apply both to candidates for licensure and to the programs that
				prepare them. That is:
a) Beginning
			 October 1, 2021, approval of any preparation program or course of study in any
			 teaching, school support, or administrative field pursuant to the State Board
			 of Education's rules for licensure (23 Ill. Adm. Code 25.Subpart C) shall be
			 based on the congruence of that program's or course's content with the
			 applicable standards identified in Section
			 24.50. Programs already approved
			 under 23 Ill. Adm. Code 25.Subpart C shall submit program alignment by October
			 1, 2025.
b) Beginning June 30,
			 2024, approval of any preparation program or course of study in any teaching
			 field pursuant to the State Board of Education's rules for licensure (23 Ill.
			 Adm. Code 25.Subpart C) shall be based on the congruence of that program or the
			 course's content with the applicable standards identified in Section
			 24.140. Programs already
			 approved under 23 Ill. Adm. Code 25.Subpart C shall submit program alignment by
			 June 30, 2026.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 24 - STANDARDS FOR ALL ILLINOIS EDUCATORS › Section 24.50 - The Illinois Culturally Responsive Teaching and Leading Standards

Current through Register Vol. 48, No. 28, July 12, 2024
a) Self-Awareness
			 and Relationships to Others - Culturally responsive teachers and leaders are
			 reflective and gain a deeper understanding of themselves and how they impact
			 others, leading to more cohesive and productive student development as it
			 relates to academic and social-emotional development for all students. The
			 culturally responsive teacher and leader will:
1) Understand and value the notion that
			 multiple lived experiences exist, that there is often not one "correct" way of
			 doing or understanding something, and that what is seen as "correct" is most
			 often based on our lived experiences.
2) Approach their work and students with an
			 asset-based mindset, affirming the validity of the students' backgrounds and
			 identities.
3) Know about their
			 students and their lives outside of school, using this knowledge to build
			 instruction that leverages prior knowledge and skills.
4) Include representative, familiar content
			 in the curriculum to legitimize students' backgrounds, while also exposing them
			 to new ideas and worldviews different from their own.
5) Engage in self-reflection about their own
			 actions and interactions and what ideas and biases motivated those
			 actions.
6) Explore their own
			 intersecting identities, how they were developed, and how they impact daily
			 experience of the world.
7)
			 Recognize how their identity (race/ethnicity, national origin, language, sex
			 and gender, gender identity, sexual orientation,
			 physical/developmental/emotional ability, socioeconomic class, religion, etc.)
			 affects their perspectives and beliefs about pedagogy and students.
8) Educate themselves about students'
			 communities, cultures, and histories.
9) Critically think about the institutions in
			 which they find themselves, working to reform these institutions whenever and
			 wherever necessary.
10) Assess how
			 their biases and perceptions affect their teaching practice and how they access
			 tools to mitigate their own behavior (racism, sexism, homophobia, unearned
			 privilege, Eurocentrism, etc.).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 24 - STANDARDS FOR ALL ILLINOIS EDUCATORS › Section 24.130 - The Illinois Professional Teaching Standards Through June 30, 2026

Current through Register Vol. 48, No. 28, July 12, 2024
The provisions of this Section establish the minimum
				requirements both for the approval of any teacher preparation program or course
				of study in any teaching field pursuant to the State Board's rules for
				licensure (23 Ill. Adm. Code 25.Subpart C) and the basis of the examinations
				required for issuance of a professional educator license endorsed in a teaching
				field.
a) Teaching Diverse Students -
			 The competent teacher understands the diverse characteristics and abilities of
			 each student and how individuals develop and learn within the context of their
			 social, economic, cultural, linguistic, and academic experiences. The teacher
			 uses these experiences to create instructional opportunities that maximize
			 student learning.
1) Knowledge Indicators -
			 The competent teacher:
A) understands the
			 spectrum of student diversity (e.g., race and ethnicity, socioeconomic status,
			 special education, gifted, English language learners (ELL), sexual orientation,
			 gender, gender identity) and the assets that each student brings to learning
			 across the curriculum;
B)
			 understands how each student constructs knowledge, acquires skills, and
			 develops effective and efficient critical thinking and problem-solving
			 capabilities;
C) understands how
			 teaching and student learning are influenced by development (physical, social
			 and emotional, cognitive, linguistic), past experiences, talents, prior
			 knowledge, economic circumstances and diversity within the community;
D) understands the impact of cognitive,
			 emotional, physical, and sensory disabilities on learning and communication
			 pursuant to the Individuals with Disabilities Education Improvement Act (also
			 referred to as IDEA) (20
			 U.S.C. 1400 et seq.), its implementing
			 regulations (34 CFR
			 300 (2022)), Article 14 of the School Code
			 [105 ILCS
			 5 /Art.14] and 23 Ill. Adm. Code 226 (Special
			 Education);
E) understands the
			 impact of linguistic and cultural diversity on learning and
			 communication;
F) understands the
			 teacher's personal perspectives and biases and their effects on one's teaching;
			 and
G) understands how to identify
			 individual needs and how to locate and access technology, services, and
			 resources to address those needs.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 24 - STANDARDS FOR ALL ILLINOIS EDUCATORS › Section 24.140 - The Illinois Professional Educator Standards Beginning July 1, 2026

Current through Register Vol. 48, No. 28, July 12, 2024
This Section establishes the minimum requirements for both the
				approval of any teacher preparation program or course of study in any teaching
				field pursuant to the State Board's rules for licensure (23 Ill. Adm. Code
				25.Subpart C) and the basis of the examinations required for issuance of a
				professional educator license endorsed in a teaching field. All standards are
				coded for ease of use and reference as follows: LE: Learning Environment; IN:
				Instruction; A: Instructional Assessment; CC: Collaboration and Communication;
				and PR: Professional Expectations and Pursuit of Growth Opportunities
a) Learning Environment (LE). The competent
			 teacher designs and provides a learning environment (e.g., policies,
			 procedures, routines, and physical arrangement) that is safe, healthy,
			 equitable, accessible, developmentally appropriate, collaborative, and
			 responsive by:
1) LE1. Reflecting school,
			 local, and State safety expectations in the learning environment.
2) LE2. Reflecting school, local, and State
			 public health regulations in the learning environment.
3) LE3. Integrating culturally responsive
			 materials and resources in the learning environment.
4) LE4. Accommodating and modifying the
			 learning environment based on learner needs.
5) LE5. Utilizing engaging, developmentally
			 appropriate resources in the learning environment.
6) LE6. Integrating developmentally
			 appropriate routines, procedures, and expectations.
7) LE7. Encouraging individual and
			 cooperative experiences through the physical arrangement and
			 materials.
8) LE8. Co-constructing
			 the learning environment with learners and families.
9) LE9. Systematically evaluating the
			 learning environment to inform modifications.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 25 - EDUCATOR LICENSURE › Subpart A - DEFINITIONS › Section 25.10 - Definitions

Current through Register Vol. 48, No. 28, July 12, 2024
As used in this Part, the following terms have the meanings
				  ascribed in this Section.
"Code" means the Illinois School Code [105 ILCS 5].
"ELS-CTE" means an educator license with stipulations
				  endorsed for career and technical education.
"ECE" means early childhood education.
"ELIS" means the State Board's Educator Licensure Information
				  System.
"ELS-APE" means an educator license with stipulations
				  endorsed for alternative provisional educator.
"ELS-CTEP" means an educator license with stipulations
				  endorsed for provisional career and technical educator.
"ELS-PARA" means an educator license with stipulations
				  endorsed for paraprofessional.
"ELS-TBE" means an educator license with stipulations
				  endorsed for transitional bilingual educator.
"ELS-VIT" means an educator license with stipulations
				  endorsed for visiting international educator.
"EPP" means an educator preparation program.
"Institution" means either a regionally accredited
				  institution of higher learning as specified in Section 21B-105 of the Code when
				  referring to an institution located within the United States or a
				  not-for-profit entity approved by the Illinois Board of Higher Education.
				  Accordingly, any coursework required for, or counted towards fulfilling the
				  requirements for, a credential issued pursuant to this Part shall be completed
				  at or accepted by a regionally accredited institution or an approved
				  not-for-profit entity. Approval of preparation programs under Subpart C shall
				  be available only to regionally accredited institutions or approved
				  not-for-profit entities. Coursework completed in another country shall be
				  subject to the provisions of Section
				  25.425.
"PEL" means a professional educator license.
"PK-12" means pre-kindergarten through grade 12.
"Regionally accredited" means accredited by one of the
				  following organizations: Higher Learning Commission (HLC), Middle States
				  Commission on Higher Education (MSCHE), New England Association of Schools and
				  Colleges (NEASC), Northwest Commission on Colleges and Universities (NWCCU),
				  Southern Association of Colleges and Schools (SACS), Western Association of
				  Schools and Colleges (WASC), Senior College and University Commission (WSCUC),
				  and the Accrediting Commission for Community and Junior Colleges
				  (ACCJC).
"ROE" means regional office of education.
"SEPLB" means the State Educator Preparation and Licensure
				  Board.
"State Board" means the Illinois State Board of
				  Education.
"State Superintendent" means the State Superintendent of
				  Education or a designee.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 25 - EDUCATOR LICENSURE › Subpart B - LICENSES › Section 25.32 - Teacher Leader Endorsement

Current through Register Vol. 48, No. 28, July 12, 2024
The Section establishes the requirements for the receipt of a
				  teacher leader endorsement valid for prekindergarten through age 22 and for
				  approval of educator preparation programs to provide the program required for
				  receipt of the endorsement. The teacher leader endorsement is intended to
				  increase the quality of leadership, as well as teaching and learning practices,
				  and recognize the critical importance that leadership by teachers brings to the
				  overall school improvement mission of the school and its personnel. The teacher
				  leader endorsement will create a career path to retain and develop
				  high-performing teachers for leadership roles; formalize, define, and build the
				  competencies necessary for high-quality leadership to improve student learning;
				  and recognize and encourage shared leadership and decision-making in schools to
				  maximize outcomes for children.
a) For
				the purposes of this Section, a teacher leader is defined as an individual with
				the capacity and skills to:
1) harness the
				collective knowledge of teachers to have a positive impact on teaching and
				learning and school and student success;
2) promote shared governance and leadership
				in schools by working effectively with the principal and other adults in the
				school, with a consistent focus on student learning and achievement;
3) model excellence in teaching with a strong
				foundation in improving the climate of the school and classroom, curriculum,
				instruction, assessment, and intervention;
4) provide guidance, coaching, mentoring,
				influence, direction, and support to teachers to improve the effectiveness of
				teaching and learning; and
5)
				promote and influence change to improve school and student outcomes.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 25 - EDUCATOR LICENSURE › Subpart B - LICENSES › Section 25.38 - Subsequent Endorsements on a Professional Educator License for Employees Under Article 34 of the School Code (Pilot Program)

Current through Register Vol. 48, No. 28, July 12, 2024
a) Pursuant to Section 34-18.82 of the Code
				(Public Act 103-157), beginning July 1, 2024,
subsequent teaching
				endorsements may be granted
by a school district organized under
				Article 34 of the Code
to employees licensed under Article 21B
				of
the
Code for specific content areas and grade levels as
				part of a pilot program
. An endorsement in a specific content area may
				be issued to individuals who:
1) hold a
				professional educator license endorsed in a teaching field;
2) have passed the applicable content area
				test for the subsequent endorsement sought;
3) have successfully completed a State
				Board-approved professional development sequence, equivalent to 18 semester
				hours of coursework in the area of the subsequent endorsement sought;
				and
4) are currently employed by a
				school district organized under Article 34 of the Code.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 25 - EDUCATOR LICENSURE › Subpart B - LICENSES › Section 25.40 - Grade-Level Endorsements

Current through Register Vol. 48, No. 28, July 12, 2024
a) Each
				professional educator license issued under this Subpart B shall be endorsed for
				the particular grade levels and content areas for which a licensee qualifies
				based on the individual's educator preparation program, out-of-state license,
				or subsequent endorsement coursework.
b) The grade-level endorsement shall take
				precedence over content-area endorsements when determining if a licensee is
				eligible to be assigned to a particular position (also see 23 Ill. Adm. Code
				1.Subpart G).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 25 - EDUCATOR LICENSURE › Subpart B - LICENSES › Section 25.43 - Endorsements for Special Education Teachers

Current through Register Vol. 48, No. 28, July 12, 2024
a) An endorsement in special education shall
				be available to individuals who:
1) meet the
				requirements of Section
				25.25 and meet the requirements
				of subsection (b); or
2) hold a PEL
				endorsed in a teaching field and meet the requirements of subsection
				(e).