2017 General Teacher Prep Programs Policy
The state should help to make licenses fully portable among states for effective teachers, with appropriate safeguards. The bar for this goal was raised in 2017.
Eligibility for Standard License: Illinois allows out-of-state candidates with comparable licenses to apply for its professional license.
Evidence of Effectiveness: Illinois does not require evidence of effective teaching during previous employment in its reciprocity policy.
Testing Requirement: Illinois does not require out-of-state teachers to meet its testing requirements if, at the time of initial licensure in the originating state, those teachers were already required to pass a content test.
Additional Requirements: Illinois requires candidates to successfully complete the following: a preparation program with an applicable major, at least three semester hours in cross-categorical special education methods, at least six semester hours of coursework in methods of reading and reading in the content-area, and at least three semester hours in ESL/bilingual methods.
Candidates seeking middle-grade endorsements in Illinois must complete 18 semester hours in the content-area and two additional three-semester-hour courses in middle-grades education. One course must include coursework in middle school philosophy, curriculum and instructional methods for designing and teaching developmentally appropriate programs in the middle grades, including content-area reading instruction. The additional three semester hours of coursework must be in educational psychology, focusing on the developmental characteristics of early adolescents and the role of the middle-grade teacher in assessment, coordination, and referral of students to health and social services.
Out-of-state teachers who do not meet these requirements may apply for the Educator License with Stipulations, which allows two years to meet the requirements for the professional license.
Illinois requires a criminal-history background check.
Licensure Requirements https://www.isbe.net/Pages/Professional-Educator-License-Teaching-Endorsements.aspx Illinois School Code 21B-35
Require evidence of effective teaching when determining eligibility for full certification.
To facilitate the movement of effective teachers between states, Illinois should require that evidence of teacher effectiveness, as determined by an evaluation that includes objective measures of student growth, be considered for all out-of-state candidates. Such evidence should indeed be a factor for candidates who come from states that make student growth a determinative factor of a teacher evaluation. (See 7-A Student Growth analysis and recommendations.)
To uphold standards, require that teachers coming from other states meet testing requirements.
Illinois should insist that out-of-state teachers meet its own testing requirements, and it should not waive its teacher testing requirements unless an applicant can provide evidence of a passing score that meets its own standards. This is especially important when it comes to out-of-state teachers who have passed content tests that do not rise to the level of Illinois's standard, such as an elementary content test that requires a passing score on each content core subject. (See 2-A Elementary Content Knowledge analysis and recommendations.)
Offer a standard license to certified out-of-state teachers, absent unnecessary requirements.
Illinois should insert flexibility into its policy by allowing a test-out option for its coursework requirements.
Illinois was helpful in providing NCTQ with the facts necessary for this analysis.
6A: Requirements for Out-of-State Teachers
Evidence of effectiveness is far more important than transcript review. In an attempt to ensure that teachers have the appropriate professional and subject-matter knowledge base when granting certification, states often review a teacher's college transcript, no matter how many years earlier a bachelor's degree was earned. A state certification specialist reviews the college transcript, looking for course titles that appear to match state requirements. If the right matches are not found, a teacher may be required to complete additional coursework before receiving standard licensure. This practice holds true even for experienced teachers who are trying to transfer from another state, regardless of their prior success. The application of these often complex state rules results in unnecessary obstacles to hiring talented and experienced teachers. New evaluation systems coming on line across the country which prioritize effectiveness and evidence of student learning offer an opportunity to bypass counterproductive efforts like transcript review and get to the heart of the matter: is the out-of-state teacher seeking licensure in a new state an effective teacher?
Testing requirements should be upheld, not waived. While some states have historically imposed burdensome coursework requirements, many have simultaneously failed to impose minimum standards for licensure testing. Instead, some states have offered waivers to veteran teachers transferring from other states, thereby failing to impose minimal standards of professional and subject-matter knowledge. In upholding licensure standards for out-of-state teachers, the state should be flexible in its processes but vigilant in its verification of adequate knowledge. It is all too common for states to develop policies and practices that reverse these priorities, focusing diligently on comparison of transcripts to state documents while demonstrating little oversight of teachers' knowledge. If a state can verify that a teacher has taught successfully and has the required subject-matter and professional knowledge, its only concern should be ensuring that the teacher is familiar with the state's student learning standards.
States licensing out-of-state teachers should not differentiate between experienced teachers prepared in alternate routes and those prepared in traditional programs. It is understandable that states are wary of accepting alternate route teachers from other states, since programs vary widely in quality. However, the same variance in quality can be found in traditional programs. If a teacher comes from another state with a standard license and a clean criminal record, has demonstrated evidence of effectiveness, and can pass the state's licensure tests, whether the preparation was traditional or alternative should be irrelevant.