Tuesday, June 28, 2011

The IPTS mandate

 



The Illinois State Board of Education has approved new standards for the preparation of teachers in Illinois.  All teacher preparation programs in the state are required to redesign their programs and demonstrate that each teacher candidate meets all of the indicators of every standard.  The IPTS redesign document explains that the state mandate requires, "serious planning, redesign, and writing effort.  The courses in which changes are made should not be “tweaked” but redesigned reflecting the 2010 IPTS and the collaborative efforts of the stakeholders.  We expect to see new courses."

 In terms of the planning process, ISBE is requiring:
  1. a description of the process used to determine the changes to be made in each of the courses,
  2. a description of how decisions were made including a copy of the minutes from each planning, redesign, and writing meeting with a list of those in attendance with their affiliation, and
  3. a summary of how the new courses differ from the old courses.

ISBE is also requiring documentation of the explicit connections between each course in the teacher preparation program and  IPTS indicators that are addressed.  Furthermore, every indicator is expected to be addressed at three levels.  The IPTS redesign document describes the levels in this way:
  1. the indicator is introduced (I) to the candidate
  2. the candidate develops (D) in the use of the indicator, and
  3. the candidate attains proficiency (P)

(Introduce - to lead or bring in an indicator, especially for the first time; Develop - to make active or promote the growth of knowledge or to expand by a process of growth, the understanding and use of the indicator; Proficient - to become skilled  in the use of or to gain a working understanding of the indicator)



Example:                   
208 LITERACY I: READING AND LANGUAGE ARTS IN THE ELEMENTARY SCHOOLS (I)
209 LITERACY II: READING AND LANGUAGE ARTS IN THE ELEMENTARY SCHOOLS (D)
399 STUDENT TEACHING (P)



©Kristi Stricker 06/2011

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