Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 1085 - GROW YOUR OWN TEACHER GRANTS › Section 1085.25 - Roles and Responsibilities

Current through Register Vol. 48, No. 28, July 12, 2024
a) The
			 Board of Higher Education is responsible for,
subject to appropriation,
			 allocating funds to Grow Your Own Illinois for the purpose of administering the
			 program
(Section 20 of Act).
b) GYOI is responsible for administration of
			 the Grow Your Own (GYO) Initiative. Responsibilities include, but are not
			 limited to, developing and releasing applications, reviewing applications and
			 selecting grantees, fiscal monitoring, maintaining a candidate database system,
			 development and review of contracts to support the initiative, reviewing of
			 consortia annual reports and consultant reports, coordination and communication
			 of expectations to all consortia members, and convening meetings of all
			 consortia members.
c) The
			 consortium is responsible for pooling all its collective resources and
			 providing a variety of support services to increase the success rate of
			 candidates graduating from an Illinois accredited teacher education program to
			 become and to be placed as teachers in hard-to-staff schools.
d) The fiscal agent is responsible for
			 providing direction and oversight for the consortium. Responsibilities include,
			 but are not limited to, submitting grant applications and annual reports,
			 meeting with program evaluators, monitoring grant expenditures and the budget,
			 serving as liaison and primary contact person for the consortium, participating
			 in cohort meetings, locating and hiring tutors, conducting meetings with
			 academic counselors, collecting and reporting assessment and performance data,
			 and attending consortium meetings.
e) A cohort coordinator is responsible for
			 direct support and counseling to candidates. Responsibilities include, but are
			 not limited to, assisting students with class schedules, helping candidates
			 register and answer questions about registration, answering questions about
			 teacher education programs and entrance requirements, helping candidates solve
			 individual problems related to their classes, basic skills tests and other
			 college requirements, conducting cohort meetings, conducting meetings with
			 academic counselors, meeting with program evaluators, coordinating tutorial
			 support, monitoring academic progress of candidates, assisting the consortium
			 by providing information regarding the anticipated completion dates of
			 candidates to assist with placement where positions may be available, and
			 attending consortium meetings.
f)
			 The community based organization has unique responsibilities to support the
			 success of the candidates. Responsibilities include, but are not limited to,
			 helping improve the life outcomes of disadvantaged children and families,
			 increasing parental involvement in schools, developing parent and candidate
			 leadership and addressing commonly identified issues related to the school,
			 carrying out community-school improvement activities, assisting in developing
			 after school programs, applying for grants to support the consortium, meeting
			 with program evaluators, identifying unique needs of candidates and providing
			 support for those needs, working with higher education partners to locate and
			 hire tutors to help candidates with coursework, and attending consortium
			 meetings.
g) An independent program
			 evaluator is responsible for reporting the extent of candidate persistence in
			 program enrollment, acceptance as an education major in a 4 year institution of
			 higher education, completion of a bachelor's degree in teaching, obtaining a
			 teaching position in a target school or similar school, subsequent
			 effectiveness as a teacher, and persistence in teaching in a target school or
			 similar school. The evaluation shall assess the Initiative's overall
			 effectiveness and shall identify particular program strategies that are
			 especially effective (Section 35 of the Act). The evaluation process will
			 include monitoring site visits, providing technical assistance to consortia,
			 and providing other support services to GYOI and the Board as needed. The
			 evaluator will produce an annual report that includes individual project and
			 overall program data, identification of effective practices, and
			 recommendations for program improvements.
h) An accredited Illinois teacher preparation
			 program, housed within an Illinois institution of higher education, is
			 responsible for providing high quality undergraduate coursework and clinical
			 experiences that will prepare beginning teachers to work in hard-to-staff
			 schools. The programs offered will align with the areas of need derived from
			 the GYO consortium's needs assessment of the community's K-12
			 schools.
i) The hard-to-staff
			 schools are responsible for providing data (needs assessment) to the consortium
			 on those areas that experience a multi-year pattern of substantial teacher
			 shortage or have been identified as a critical need by the local school board,
			 providing sites for clinical experiences for GYO participants/candidates and
			 providing employment opportunities for GYO graduates when possible.