Illinois State Board of Education
Center for Educator Effectiveness
New Early Childhood Education Program
Submissions
Peer Review Team Training
Peer Review Training Objectives
The purpose of the peer reviewer training is to familiarize peer reviewers with:
The statute and rules pertaining to the approval of Early
Childhood Education (ECE) programs
(For history of ECAG-Early Childhood Advisory Group, reference the following PPT by Laura Kalmes, Ph.D., Center for the Study of Education Policy, ISU)
Program proposal requirements for ECE programs The ECE program peer review process
Early Childhood Education Overview
Administrative Code (
Rules
)
NEW program proposal format for Higher Ed
Peer Review matrix for program reviewers
General Program Requirements
Assessment
Coursework
Standards
IMPORTANT DATES
IMPORTANT DATES
:
September 1, 2017: No candidate shall be admitted into
an «Old » program (B-Gr.3)
September 1, 2019: « Old » programs must be
completed
September 1, 2019 « NEW » programs (B-Gr.2) become
effective
September 1st, 2020: Candidates must be
Administrative Rules
•
25.96
Requirements (Part
25-Endorsement for ECE -Birth through
Grade 2)
•
26.100
-26.270 Standards (Part 26
Subpart a-Standards for Endorsements
in ECE)
•
28.240
EC Special Education
Program Requirements
Prior Requirements
• Illinois Professional Teaching Standards (since 2010)
• Illinois Early Learning and
Development Standards (Revised Early Learning Standards)
• Illinois Social Emotional Learning Standards
• ECE ESL/Bilingual programs (WIDA) • ECE Special Education (DEC—
Council for Exceptional Children)
New Early Childhood Recommendations: Prior + the Following
• NAEYC
• Gateways to Opportunity Level 5 Benchmarks and Competencies • Content Standards: • Math • ELA • Social Studies • Science • Assessment
Early Childhood Program Elements
Program Standards:
◦
In addition to the standards that all teacher
education programs have to align to according to
Illinois School Administrative Code (Standards for
All Illinois Teachers—see 23 Ill. Admin. Code 24)
(e.g., IPTS, Social-Emotional Learning), all early
childhood endorsement programs shall align to the
2010 National Association for the Education
of Young Children (NAEYC) Standards for Initial
and Advanced Early Childhood Professional
Preparation Programs
Early Childhood Program Elements
Clinical and Field Experiences
◦
Early childhood teacher endorsement programs
should align the clinical and field experience
requirements with those outlined in the NAEYC
teacher education standards and CAEP standards
for programs that go through CAEP accreditation
Field experiences and clinical practice in at least
two of the three early childhood age groups (birth
– age 3, 3 through 5, 5 through 8 years) AND in
the variety of settings that offer early education
(early school grades, child care centers and
Early Childhood Program Elements
Content Standards
◦ English Language Arts (ELA) Content Standards
English Learner support is embedded in the content
standards.
Standards the subcommittee drew upon:
◦
EMAG ELA Standards◦
Illinois Early Learning and Development Standards (IELDS)◦
Common Core State Standards (CCSS)◦
International Reading Association (IRA) Professional Reading Standards◦
NAEYC StandardsEarly Childhood Program Elements
Math Content Standards
◦ English Learner support is embedded in the content standards.
◦ Standards the subcommittee drew upon:
EMAG Math standards
Illinois Early Learning and Development Standards (IELDS) Common Core State Standards (CCSS)
Early Math Initiative Recommendations
What Works Clearinghouse practice guide for early childhood
mathematics
National Governors’ Association committee
recommendations on early childhood mathematics instruction
NAEYC
Early Childhood Program Elements
• Science and Social Studies Content Standards
- Coursework that addresses at least three areas of sciences defined by the Illinois Early Learning and Development Standards and Next Generation Science Standards (e.g., physical, life, and earth and space);
- Coursework that addresses the ten thematic strands defined by the National Council for Social studies (culture; time, continuity, and change; people, places and environments; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and
society; global connections; civic ideals and practices) as they relate to the disciplinary standards (history, geography, civics and government, economics, and psychology).
Early Childhood Program Elements
Assessment Standards
–
The ECAG (Early Childhood Advisory Group)
members developed and recommended that a
separate set of standards be adopted for early
childhood endorsement programs for teacher
candidates learning about assessments in
early childhood teacher preparation programs.
•
The assessment standards are not content
specific but encompass all content areas.
Early Childhood Program Elements
Professional Preparation Alignment
◦ Gateways to Opportunity Entitlement ECE Level 5
credential to be integrated into Early Childhood Program standards
This recommendation requires that all Illinois early
childhood endorsement teacher education programs be entitled for the Gateways to Opportunity ECE Level 5 program by no later than September 1, 2019. The Illinois State Board of Education would accept the Gateways entitlement review process as evidence of
fulfilling the Gateways credential program criteria. (See
http://www.ilgateways.com/en/gateways-credential-entitlement-information
Early Childhood Program Elements
Professional Preparation Alignment
◦ Rationale for Gateways Integration
◦ Ease 2 to 4 year program articulation by capitalizing on the inherent vertical alignment between Level 4 (at 2 year program level) and Level 5 (Bachelor’s level).
◦ Ensures that content and field experiences at the Birth to Age 3 age level are included in early childhood programs.
◦ Serves as a touchstone for ensuring that the early childhood workforce has a common knowledge,
language, content and pedagogy about best practices in teaching young children regardless of where the are at in their career pathway.
Standards for Endorsement
According to 23 Ill Adm. Code 26.110, the
competent early childhood teacher
understands and demonstrates the central
concepts, tools of inquiry, and structures of
the content areas and creates and
integrates meaningful learning experiences
that develop children's competence across
all developmental areas and content areas.
Standards for Endorsement
Knowledge Indicators
Performance Indicators
National Standards
Gateways to Opportunity Credential
Program Peer Review/Approval
Process
Section 25.96 and Section 26.100-26.270– Protocol in
these sections of rule must be followed for approval
Applications can be submitted by college and universities
as well as non-profits
Review process
IBHE - *If the program is new ECE Peer Review Panel
As a result of the peer review, programs can: Submit their application for SEPLB review
Withdraw the request for approval by notifying the State
Superintendent no later than 15 days of the review panel’s recommendation
Peer Review Team Documents Access:
http://www.isbe.net/SEPLB/default.htm
***Firefox & I.E.: ftp://transfer.isbe.net/preppgms (username/ password emailed to team chairs to dissemminate)***
