HB 2011 — EDUCATION-TECH

In awarding grants, the State Board shall select programs that successfully address Initiative criteria and that reflect a diversity of strategies in terms of serving urban areas, serving rural areas, the nature of the participating institutions of higher education, whether participants will be trained at the baccalaureate or graduate master’s level, and the nature of hard-to-staff teaching positions on which a program is focused.

The State Board shall select consortia that meet the following requirements:

(1) A consortium shall be composed of at least one 4-year institution of higher education with an accredited teacher preparation program, at least one school district or group of schools, and one or more community organizations.

The consortium may also include a 2-year institution of higher education or a school employee union or both.

(2) The 4-year institution of higher education HB2011 Engrossed - 4 - LRB094 02842 NHT 32843 b participating in the consortium shall have past, demonstrated success in preparing teachers for elementary or secondary schools serving a substantial percentage of low-income students.

(3) The consortium shall focus on a clearly defined set of target schools serving a substantial percentage of low-income students that will be the primary focus of the program.

The consortium shall articulate the steps that it will carry out in preparing teachers for its target hard-to-staff schools and in preparing teachers for one or more hard-to-staff teaching positions in its target schools.

(4) Candidate Student participants in a program under the Initiative must hold a high school diploma or its equivalent and must meet either the definition of "parent and community leaders" or the definition of "paraeducators" contained in Section 10 of this Act.

(5) The consortium shall employ effective procedures for teaching the skills and knowledge needed to prepare highly competent teachers.

Professional preparation Instruction shall include on-going direct experience in target schools and evaluation analysis of this experience.

(6) The consortium shall offer the program to cohorts of candidates students who begin by moving through the program together.

The program shall be offered on a schedule that enables candidates students to work full time while participating in the program and allows paraeducators to continue in their current positions.

The consortium shall guarantee that support will be available to an admitted cohort through the cohort’s full period of training.

At the beginning of the Initiative, programs that are already operating and existing cohorts of candidates students under this model shall be eligible for funding.

(7) The institutions of higher education participating in the consortium shall document and agree to expend the same amount of funds in implementing the program that these HB2011 Engrossed - 5 - LRB094 02842 NHT 32843 b institutions spend on average per candidate student on similar educational programs.

Grants received by the consortium shall supplement and not supplant these amounts.

(8) The State Board shall establish additional criteria for review of proposals, including criteria that address the following issues:

(A) Previous experience of the institutions of higher education in preparing candidates students for hard-to-staff schools and positions and in working with candidates students with non-traditional backgrounds.

(B) The quality of the implementation plan, including strategies for overcoming institutional barriers to the progress of non-traditional candidates students.

(C) If a community college is a participant, the nature and extent of existing articulation agreements and guarantees between the community college and the 4-year institution of higher education.

(D) The number of candidates participants to be trained in the current cohort or cohorts and the capacity of the consortium for adding cohorts in future cycles.

(E) Experience of the community organization or organizations in organizing parents and community leaders to achieve school improvement and a strong relational school culture.

(F) The qualifications of the person or persons designated by the 4-year institution of higher education to be responsible for cohort support and the development of a shared learning and social environment among candidates participants.

(G) The consortium’s plan for collective consortium decision-making, including mechanisms for community and candidate participant input.

HB2011 Engrossed - 6 - LRB094 02842 NHT 32843 b (H) The consortium’s plan for direct impact of the program on the quality of education in the target schools.

(I) The relevance of the curriculum to the needs of targeted schools and positions, and the use in curriculum and instructional planning of principles for effective education of adults adult education.

(J) The availability of classes under the program in places and times accessible to the candidates participants.

(K) Provision of a level of performance to be maintained by candidates participants as a condition of continuing in the program.

(L) The plan of the 4-year institution of higher education to ensure that candidates students take advantage of existing financial aid resources before using the loan funds described in Section 25 of this Act.

(M) The availability of supportive services, including counseling, tutoring, and child care.

(N) A plan for continued participation of graduates of the program in a program of support for at least 2 years, including mentoring and group meetings.

(O) A plan for testing and qualitative evaluation of candidates’ participants’ teaching skills that ensures that graduates of the program are as prepared for teaching as other individuals completing the institution of higher education’s preparation program for the certificate sought those from the conventional teacher training program of the 4-year institution of higher education.

(P) A plan for internal evaluation that provides reports at least yearly on the progress of candidates participants towards graduation and the impact of the program on the target schools and their communities.

(Q) Contributions from schools, school districts, HB2011 Engrossed - 7 - LRB094 02842 NHT 32843 b and other consortia members to the program, including stipends for candidates participants during their student teaching.

(R) Consortium commitment for sustaining the program over time, as evidenced by plans for reduced requirements for external funding in subsequent cycles.

(Source:

P.A.

93-802, eff.

1-1-05.) (110 ILCS 48/25) Sec.

25.

Expenditures under the Initiative.

(a) Every program under the Initiative shall implement and manage a program of forgivable loans to cover any portion of tuition and direct expenses of candidates students under the program in excess of grants-in-aid and other forgivable loans received.

All candidates students admitted to a cohort shall be eligible for such loans.

Loans shall be fully forgiven if a graduate completes 5 years of service in a hard-to-staff school or hard-to-staff teaching position.

(b) Grants under the Initiative shall be awarded in such a way as to provide the required support for a cohort of candidates students for the cohort’s entire training period.

Program budgets must show expenditures for the entire period that candidates participants are expected to be enrolled.

(c) No funds under the Initiative may be used to supplant the average per-capita expenditures by the institution of higher education for candidates students in regular education degree programs.

(d) Where necessary, program budgets shall include the costs of child care to permit candidates parents to maintain a full class schedule.

Child care may be provided by the community organization or organizations or be independently contracted for.

(e) The institution of higher education may expend grant funds to cover the salary of a site-based cohort coordinator, who must be housed at each cooperating institution of higher HB2011 Engrossed - 8 - LRB094 02842 NHT 32843 b education that has a program, and the additional costs of offering classes in community settings and for tutoring services.

(f) The community organization or organizations may receive a portion of the grant money for the expenses of recruitment, community orientation, and counseling of potential candidates participants, for providing space in the community, and for working with school personnel to facilitate individual work experiences and support of candidates participants.

(g) The school district or school employee union or both may receive a portion of the grant money for expenses of supporting the work experiences of candidates participants and providing mentors for graduates.

School districts may also use these or other applicable public funds to pay participants in programs under the Initiative for student teaching required by an accredited teacher preparation program.

Nothing contained in Section 10-20.15 of the School Code shall prohibit or restrict any such payments.

(Source:

P.A.

93-802, eff.

1-1-05.) (110 ILCS 48/30) Sec.

30.

Implementation of Initiative.

The State Board shall develop guidelines and application procedures for the Initiative in fiscal year 2005.

The State Board may, if it chooses, award a small number of planning grants during fiscal year 2005 to potential consortia using existing resources.

The first programs under the Initiative shall be awarded grants in such a way as to allow candidates participants to begin their work at the beginning of the 2005-2006 school year.

(Source:

P.A.

93-802, eff.

1-1-05.) (110 ILCS 48/35) Sec.

35.

Independent program evaluation.

The State Board shall contract for an independent evaluation of program implementation by each of its participating consortia and of HB2011 Engrossed - 9 - LRB094 02842 NHT 32843 b the impact of each program, including the extent of candidate student 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.

(Source:

P.A.

93-802, eff.

1-1-05.)