Illinois State Board of Education
February 14, 2011
Pre-Service Advisory Group (PSAG)
Developed Standards 23 IAC 24
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Focused on “Each Child” rather than “All” Children
Focused on Literacy (Elementary and Secondary)
Focused on needs of Special Education,
ELL/Bilingual, Gifted
Combined Language Arts, Technology and Illinois
Professional Teacher Standards into one set of nine
standards
Rules are in place and effective July 1, 2013
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English Language Arts K-12
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Cross discipline literacy expectations
Reading, Writing, Listening, Speaking and Language
ELA teachers and teachers in other areas are
important in developing students’ literacy
Integrated Model
Mathematics K-12
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Clarity: designed to help teachers, students, and
parents understand what is expected of them to be
ready to enter the workforce or college
Consistency: levels the playing field so all students will
be held to the same rigorous expectations
Global Society: internationally benchmarked to high
performing countries
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•They demonstrate independence.
•They build strong content knowledge.
•They respond to varying demands of audience,
task, purpose discipline.
•They comprehend as well as critique.
•They value evidence.
•They use technology and digital media
strategically and capably.
•They come to understand other perspectives and
cultures.
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Benchmarked to College and Career Readiness
Anchor Standards.
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K-8 standards are listed by grade level.
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9-12 standards are listed in two year bands to
allow flexibility in course design.
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Separated into four strands: Reading, Writing,
Speaking and Listening, Language.
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6–12 standards are divided into two sections
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English, Language Arts and
history/social studies, science, and technical
subjects. This division reflects the
This division reflects:
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unique, time-honored place of ELA teachers in
developing students’ literacy
Skills and recognition that teachers in other areas
must have a role in this development as well.
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Focus on numeracy in the early grades
Basic algebraic readiness by eighth grade
Geometric concepts in the middle grades
Emphasis on solving real world problems
No specific high school course sequence or
structure recommended
CCSSO content analysis of the new common core standards
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More Meaningful Standards: consistent across
states, clear to the public and on track for college.
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Higher Quality Tests: assessments will
include performance tasks to measure critical
thinking, strategic problem solving, research
and writing.
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Through-Course Testing: Students will take
parts of the assessment at key times during
the school year, closer to when they learn the
material.
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Maximize Technology: PARCC
assessments will be computer based.
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Cross-State Comparability: States in
PARCC will adopt common
assessments and common performance
standards.
10 10
Oct. 2010
Launch and
design phase
begins
Sept. 2011
Development
phase begins
Sept. 2012
First year field
testing and
related
research and
data collection
begins
Sept. 2013
Sept. 2014
Summer 2015
Second year
field testing
begins and
related
research and
data collection
continues
Full
administratio
n of PARCC
assessments
begins
Set
achievement
levels,
including
college-ready
performance
levels
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http://www.isbe.net/common_core/
Our Students. . .Prepared for success after high school
Our Promise. . .Leadership, Advocacy, & Support
Our Future…Strong communities, competitive workforce
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New, rigorous teacher and principal
evaluations
Independent alternative teacher and principal
preparation programs
Comprehensive approach to longitudinal data
system
Doubled the number of authorized charter
schools
June 1, 2010: Overhauled the State's principal
preparation and certification requirements
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5 time limit for certification testing
requirements - February, 2010
Raised passing scores for Basic Skills test
September 11, 2010
Rules for Board Review: February/March 2011
o A revamped continuous approval for
higher education programs
o Approval process of not-for-profits
entities
o New focus for principal preparation
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Examining different types of tasks for use as
assessments during student teaching
Piloting use of video for assessment activities
Redefining academic language for specific
content areas
Working on rubrics for alignment between
evidence, commentaries, and competencies
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Teacher and Principal Evaluation: The
Performance Evaluation Advisory Council
(PEAC) formed to work on a state system
focused on performance and student growth.
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Representative teachers, administrators,
researchers, and the state agency
Received charge from SB 315 to develop a
“Default Model” for teacher and principal
evaluation, along with training program for
evaluators.
Meet monthly in Bloomington
Building a foundation of information by
learning about what is being done in the state
and nationally.
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Provide for the use of data and indicators on
student growth as a significant factor in rating
the teacher’s and principal’s performance.
Align with researched based standards and
professional competencies
Provide for an evaluator training program for
every evaluator
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Includes evaluation of performance and student
growth and based on 4 common rating system:
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Excellent
Proficient
Needs Improvement
Unsatisfactory
September 1, 2012
 Principal Evaluation Written Plan
 Teacher Evaluation Written Plan
 Evaluators Trained
 Four Ratings
 Principals Evaluated with New Plan*
 SIG Grant Teachers Evaluated with New Plan
 300 Schools in Chicago Evaluate Teachers
September 1, 2013
 Remaining CPS teachers evaluated
September 1, 2014
 Research-based study issued assessing validity
& reliability
September 1, 2015
 Lowest Performing 20% of remaining school
district
 September 1, 2016
 All other school districts
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New Endorsement Requirements effective 2012
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Impacts students in your program currently
Looking at graduates coming out of programs after
February 2012
Principal Preparation Legislative Changes
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2014 No longer be able to recommend for General
Administrative endorsement
New programs must be approved and in place by
2012 or cannot admit candidates
Effective February 1, 2012
 24 s.h. and pass the content test for all areas
except science and social science which require
32 s.h. and pass the test
 12 of 24 s.h. must be upper division courses
 For science and social science must have 12 s.h.
in a specific designation (i.e. science biology
would require 12 s.h. in biology and pass test; to
add physics designation would require 12 s.h. in
physics and pass test).
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Illinois Professional Teaching Standards 2013
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Graduates starting February 1, 2013
Programs must be approved by the STCB
New Assessments for Professional Teaching starting
2013
Code of Ethics for Educators - Current
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Review dispositions to ensure aligns to Code of
Ethics
Talk about Code of Ethics with candidates-What
does it mean to be a member of the teaching
profession?
Preparation Programs linked to Effective Teachers
through evaluation data (2018)
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Must redefine how we prepare educators
Must provide professional development based
on performance reviews
Must provide Induction and Mentoring for
new teachers and principals
Must understand evaluation process and
ratings required-how do you evaluate in
clinical
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Must redefine how we prepare educators
Must provide professional development based
on performance reviews
Must provide Induction and Mentoring for
new teachers and principals
Must understand evaluation process and
ratings required-how do you evaluate in
clinical
Think about the impact on PK-12 and not on
candidates
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Focus on instruction
Rules going to JCAR in March
ISBE is working on template for applications
All programs must be approved
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Defining middle level
Content requirements for endorsements at
middle level and elementary
Moving to standards for middle level
Self-contained or middle level content for
overlapping grade levels
Defining criteria for programs
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Selection
Student teaching requirements
Content and Standards
All Stakeholders Working Together
can Improve Outcomes and Opportunities
for Each and Every Illinois Student.
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