Rep. Rita Mayfield

Filed: 4/17/2018

 

 


 

 


 
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1
AMENDMENT TO HOUSE BILL 4882

2    AMENDMENT NO. ______. Amend House Bill 4882 by replacing
3everything after the enacting clause with the following:
 
4    "Section 5. The Grow Your Own Teacher Education Act is
5amended by changing Sections 10 and 20 as follows:
 
6    (110 ILCS 48/10)
7    Sec. 10. Definitions. In this Act:
8    "Accredited teacher preparation program" means a
9regionally accredited, Illinois approved teacher education
10program authorized to prepare individuals to fulfill all of the
11requirements to receive an Illinois initial teaching
12certificate.
13    "Cohort" means a group of teacher education candidates who
14are enrolled in and share experiences in the same program and
15are linked by their desire to become Illinois teachers in
16hard-to-staff schools and by their need for the services and

 

 

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1supports offered by the Initiative. A cohort may include a high
2school student enrolled in a dual credit course offered by a
3participating institution of higher education.
4    "Community organization" means a nonprofit organization
5that has a demonstrated capacity to train, develop, and
6organize parents and community leaders into a constituency that
7will hold the school and the school district accountable for
8achieving high academic standards; in addition to
9organizations with a geographic focus, "community
10organization" includes general parent organizations,
11organizations of special education or bilingual education
12parents, and school employee unions.
13    "Developmental classes" means classes in basic skill
14areas, such as mathematics and language arts that are
15prerequisite to, but not counted towards, degree requirements
16of a teacher preparation program.
17    "Dual credit course" has the meaning given to that term
18under the Dual Credit Quality Act.
19    "Eligible school" means an early childhood program in which
20no less than 60% of the children it serves are receiving
21subsidized care under the Department of Human Services' Child
22Care Assistance Program or a public elementary, middle, or
23secondary school in this State that serves a substantial
24percentage of low-income students and that is either hard to
25staff or has hard-to-staff teaching positions.
26    "Hard-to-staff school" means an early childhood program in

 

 

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1which no less than 60% of the children it serves are receiving
2subsidized care under the Department of Human Services' Child
3Care Assistance Program or a public elementary, middle, or
4secondary school in this State that, based on data compiled by
5the State Board of Education in conjunction with the Board of
6Higher Education, serves a substantial percentage of
7low-income students, as defined by the Board of Higher
8Education.
9    "Hard-to-staff teaching position" means a teaching
10category (such as special education, bilingual education,
11mathematics, or science) in which statewide data compiled by
12the State Board of Education in conjunction with the Board of
13Higher Education indicates a multi-year pattern of substantial
14teacher shortage or that has been identified as a critical need
15by the local school board.
16    "Initiative" means the Grow Your Own Teacher Education
17Initiative created under this Act.
18    "Para educator" means an individual with a history of
19demonstrated accomplishments in school staff positions (such
20as teacher assistants, school-community liaisons, school
21clerks, and security aides) in schools that meet the definition
22of a hard-to-staff school under this Section.
23    "Parent and community leader" means an individual who has
24or had a child enrolled in a school or schools that meet the
25definition of a hard-to-staff school under this Section and who
26has a history of active involvement in the school or who has a

 

 

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1history of working to improve schools serving a substantial
2percentage of low-income students, including membership in a
3community organization.
4    "Program" means a Grow Your Own Teacher preparation program
5established by a consortium under this Act.
6    "Schools serving a substantial percentage of low-income
7students" means schools that maintain any of grades
8pre-kindergarten through 8, in which at least 35% of the
9students are eligible to receive free or reduced-price lunches
10and schools that maintain any of grades 9 through 12, in which
11at least 25% of the students are eligible to receive free or
12reduced price lunches.
13(Source: P.A. 98-1036, eff. 1-1-15.)
 
14    (110 ILCS 48/20)
15    Sec. 20. Selection of grantees. The Board of Higher
16Education shall award grants to qualified consortia that
17reflect the distribution and diversity of hard-to-staff
18schools and hard-to-staff positions across this State. In
19awarding grants, the Board of Higher Education shall select
20programs that successfully address Initiative criteria and
21that reflect a diversity of strategies in terms of serving
22urban areas, serving rural areas, the nature of the
23participating institutions of higher education, and the nature
24of hard-to-staff schools and hard-to-staff teaching positions
25on which a program is focused.

 

 

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1    The Board of Higher Education shall select consortia that
2meet the following requirements:
3        (1) A consortium shall be composed of at least one
4    4-year institution of higher education with an Illinois
5    approved teacher preparation program, at least one school
6    district or group of schools, and one or more community
7    organizations. The consortium membership may also include
8    a 2-year institution of higher education, a school employee
9    union, or a regional office of education.
10        (2) The 4-year institution of higher education
11    participating in the consortium shall have past,
12    demonstrated success in preparing teachers for elementary
13    or secondary schools serving a substantial percentage of
14    low-income students.
15        (3) The consortium shall focus on a clearly defined set
16    of eligible schools that will participate in the program.
17    The consortium shall articulate the steps that it will
18    carry out in preparing teachers for its participating
19    schools and in preparing teachers for one or more
20    hard-to-staff teaching positions in those schools.
21        (4) The consortium shall recruit potential candidates
22    for the program and shall take into consideration when
23    selecting a candidate whether the candidate:
24            (A) holds a high school diploma or its equivalent
25        or is a high school student enrolled in a dual credit
26        course offered by a participating institution of

 

 

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1        higher education;
2            (B) meets either the definition of "parent and
3        community leader" or the definition of "para educator"
4        contained in Section 10 of this Act;
5            (C) (blank); has experienced an interruption in
6        his or her college education;
7            (D) exhibits a willingness to be a teacher in a
8        hard-to-staff school with the goal of maintaining
9        academic excellence;
10            (E) shows an interest in postsecondary education
11        and may hold an associate's degree, a bachelor's
12        degree, or another postsecondary degree, but a
13        postsecondary education is not required;
14            (F) is a parent, a para educator, a community
15        leader, or any other individual from a community with a
16        hard-to-staff school;
17            (G) commits to completing and passing all State
18        standards, including the licensure test to obtain an
19        educator license;
20            (H) shows a willingness to set high standards of
21        performance for himself or herself and students; and
22            (I) demonstrates commitment to the program by:
23                (i) maintaining a cumulative grade point
24            average of at least a 2.5 on a 4.0 scale (or the
25            equivalent as determined by the Board of Higher
26            Education);

 

 

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1                (ii) attending monthly cohort meetings; and
2                (iii) applying for financial aid from all
3            other financial aid resources before applying for
4            assistance from the program.
5        (5) The consortium shall employ effective procedures
6    for teaching the skills and knowledge needed to prepare
7    highly competent teachers. Professional preparation shall
8    include on-going direct experience in target schools and
9    evaluation of this experience.
10        (6) The consortium shall offer the program to cohorts
11    of candidates, as defined in Section 10 of this Act, on a
12    schedule that enables candidates to work full time while
13    participating in the program and allows para educators to
14    continue in their current positions. In any fiscal year in
15    which an appropriation for the Initiative is made, the
16    consortium shall guarantee that support will be available
17    to an admitted cohort for the cohort's education for that
18    fiscal year. At the beginning of the Initiative, programs
19    that are already operating and existing cohorts of
20    candidates under this model shall be eligible for funding.
21        (7) The institutions of higher education participating
22    in the consortium shall document and agree to expend the
23    same amount of funds in implementing the program that these
24    institutions spend per student on similar educational
25    programs. Grants received by the consortium shall
26    supplement and not supplant these amounts.

 

 

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1        (8) The Board of Higher Education shall establish
2    additional criteria for review of proposals, including
3    criteria that address the following issues:
4            (A) Previous experience of the institutions of
5        higher education in preparing candidates for
6        hard-to-staff schools and positions and in working
7        with students with non-traditional backgrounds.
8            (B) The quality of the implementation plan,
9        including strategies for overcoming institutional
10        barriers to the progress of non-traditional
11        candidates.
12            (C) If a community college is a participant, the
13        nature and extent of existing articulation agreements
14        and guarantees between the community college and the
15        4-year institution of higher education.
16            (D) The number of candidates to be educated in the
17        planned cohort or cohorts and the capacity of the
18        consortium for adding cohorts in future cycles.
19            (E) Experience of the community organization or
20        organizations in organizing parents and community
21        leaders to achieve school improvement and a strong
22        relational school culture.
23            (F) The qualifications of the person or persons
24        designated by the 4-year institution of higher
25        education to be responsible for cohort support and the
26        development of a shared learning and social

 

 

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1        environment among candidates.
2            (G) The consortium's plan for collective
3        consortium decision-making, involving all consortium
4        members, including mechanisms for candidate input.
5            (H) The consortium's plan for direct impact of the
6        program on the quality of education in the eligible
7        schools.
8            (I) The relevance of the curriculum to the needs of
9        the eligible schools and positions, and the use in
10        curriculum and instructional planning of principles
11        for effective education for adults.
12            (J) The availability of classes under the program
13        in places and times accessible to the candidates.
14            (K) Provision of a level of performance to be
15        maintained by candidates as a condition of continuing
16        in the program.
17            (L) The plan of the 4-year institution of higher
18        education to ensure that candidates take advantage of
19        existing financial aid resources before using the loan
20        funds described in Section 25 of this Act.
21            (M) The availability of supportive services,
22        including, but not limited to, counseling, tutoring,
23        transportation, technology and technology support, and
24        child care.
25            (N) A plan for continued participation of
26        graduates of the program in a program of support for at

 

 

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1        least 2 years, including mentoring and group meetings.
2            (O) A plan for testing and qualitative evaluation
3        of candidates' teaching skills that ensures that
4        graduates of the program are as prepared for teaching
5        as other individuals completing the institution of
6        higher education's preparation program for the
7        certificate sought.
8            (P) A plan for internal evaluation that provides
9        reports at least yearly on the progress of candidates
10        towards graduation and the impact of the program on the
11        target schools and their communities.
12            (Q) Contributions from schools, school districts,
13        and other consortia members to the program, including
14        stipends for candidates during their student teaching.
15            (R) Consortium commitment for sustaining the
16        program over time, as evidenced by plans for reduced
17        requirements for external funding, in subsequent
18        cycles.
19            (S) The inclusion in the planned program of
20        strategies derived from community organizing that will
21        help candidates develop tools for working with parents
22        and other community members.
23    Subject to the requirements under the Dual Credit Quality
24Act, a participating institution of higher education may offer
25a high school student a dual credit course under the program.
26    The Board of Higher Education may not adopt rules regarding

 

 

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1candidate eligibility that are more restrictive than this
2Section.
3(Source: P.A. 98-1036, eff. 1-1-15.)
 
4    Section 99. Effective date. This Act takes effect upon
5becoming law.".