HB5020 Update – To the Senate

As we continue to work to provide accurate and detailed updates to the field regarding HB5020 (previous updates here and here and here and here), we wanted to share that yesterday evening, Thursday, April 18, 2024, the Illinois House of Representatives overwhelmingly (and possibly unanimously) passed HB5020. It will now move to the Senate for consideration.

Announcing the Educational Coaching Network 2024-2025 Calendar

The Educational Coaching Network (ECN) is excited to announce its 2024-2025 professional learning calendar. All of these events will be held at the NIU Naperville Conference and Event Center, and workshops will be held on Tuesdays, Wednesdays, or Thursdays to help minimize the impact most schools and school districts are facing with the limited availability of substitute teachers.

Foundations of Instructional Coaching Institute

Jim Knight and the Instructional Coaching Group team return for the “Foundations of Instructional Coaching Institute” with five days of engagement for prospective or new instructional coaches as well as for instructional coaches who may not have previously engaged in an in-depth professional development experience around coaching. Jim Knight will be back to kick-off the Institute on November 13. The remaining sessions will be led by his colleague, Michelle Harris, an experienced teacher, instructional coach, administrator, and, today, a veteran presenter and the Director of Consulting for the Instructional Coaching Group.

• November 13 – Better Conversations
• February 4 – Impact Cycle Day 1
• February 5 – Impact Cycle Day 2
• March 11 – Data Matters
• March 12 – Teaching Practices

Advanced Coaching and Leadership Workshops

Each of these workshops, which can be attended as individual workshops or by registering for the entire series, takes a deep dive into specific aspects of coaching and leadership. These workshops will improve and refine the skills of coaches and educational leaders.

• February 24 – Advanced Coaching Skills – Jim Knight
• February 25 – System Design – Jim Knight
• March 18 – Coaching for Leaders Day 1 – Mary Webb
• March 19 – Coaching for Leaders Day 2 – Mary Webb

ECN Conference – April 24, 2025

Diane Sweeney will return to the Educational Coaching Network for the 2025 ECN Conference at NIU Naperville. Diane will be supporting district leaders, school leaders, and coaches with the implementation of Student-Centered Coaching, and this is a great opportunity for district and/or school teams to prepare for new or improved implementations for the 2025-2026 school year.

Registration for all of these events will open in May 2024 and be available on the Illinois P-20 Network’s Educational Coaching Network website.

HB5020 Update – Amendment 002

Update 3 – 12 PM – 17 April 2024 – This morning, the Higher Education Committee met and heard Amendment 002. HB5020 passed unanimously from the Committee, and the bill will now head to the House floor in its current form.

Update 2 – 3.45 PM – 16 April 2024 – The update below proved to be incorrect. The amendment was not able to be fully filed through General Assembly processes in time for today’s Higher Education Committee hearing. The full text of Amendment 002 is now posted on the General Assembly website. The Amendment will now be heard at a 10.30 AM Higher Education Committee hearing tomorrow, Wednesday, April 17, 2024. Witness Slips specifically for Amendment 002 can be filed at this Amendment 002 Witness Slip link. For directions on how (and why) to file a Witness Slip, check out this previous HB5020 News post on the Illinois P-20 Network website.

Update – 3 PM – 15 April 2024 – As we understand it, and while it has not yet been confirmed with posting on the General Assembly’s website, the Higher Education Committee will hear Amendment 002 to HB5020 at 11 AM on Tuesday, April 16, 2024.

HB5020 is an amendment to the Illinois Dual Credit Quality Act, and throughout this legislative process, the Illinois P-20 Network remains committed to:

1. Share updates to the Dual Credit Think Tank, specifically, and to the field broadly.
2. Provide opportunities for practitioners from both postsecondary institutions and school districts to share their feedback on key elements of discussion that are still being considered with the next amendment to HB5020.

As stated in last week’s update following the April 3, 2024, hearing of the Higher Education Committee, work continued with key stakeholders on an additional amendment. A range of parties have agreed to updated components of the legislation (outlined below) that will be included in Amendment 002, which is currently being officially drafted by the General Assembly’s Legislative Reference Bureau (LRB). Once posted by the LRB, the bill will return to the Higher Education Committee for another hearing, which is expected to be early next week. If approved by the Committee, the bill will then be up for a floor debate in the Illinois General Assembly House of Representatives. This floor debate must also take place next week, and as a result, it is expected that the HB5020 with Amendment 002 will, once again, be called before the Higher Education Committee early next week.

As the process evolves, anyone can view updates to the status of HB5020 on the Illinois General Assembly’s website. Additionally, the Illinois P-20 Network will continue to provide updates as quickly as possible to members of the Dual Credit Think Tank as well as posting News updates on our website and communicating via the every-other-week Illinois P-20 Network Newsletter.

Amendment 002 completely replaces Amendment 001, and this is referred to as a gut and replace. As of this posting, key components of the legislation include: (Please note that items below that new or updated elements from Amendment 002 have been noted in-text.)

Amendment 002 defines fully-qualified instructors as instructors who either a) meet the academic credentials which are defined as a master’s degree within the discipline to be taught or any master’s degree and not more than 18 graduate hours in the discipline to be taught; or b) is a career and technical education (CTE) instructor who meets the equivalent experience that is commensurate with achievement of academic credentials, as defined by the Dual Credit Instructor Qualification Framework. This is a new addition to the legislation in Amendment 002.

Amendment 002 defines minimally qualified instructors as instructors who are enrolled in a Professional Development Plan and either (a) have a master’s degree in any discipline and have completed a minimum of 9 hours of the graduate coursework requirements of the Dual Credit Instructor Qualification Framework for the course; or, (b) are a fully licensed CTE instructor who is halfway toward meeting the required equivalent experience criteria defined by the Dual Credit Instructor Qualification Framework. This is a new addition to the legislation in Amendment 002.

Amendment 002 expands the purpose of the Dual Credit Quality Act (DCQA) to emphasize the importance of collaborative local partnerships to provide meaningful dual credit opportunities to students and close opportunity gaps.

Amendment 002 requires school districts and community colleges to each designate a liaison and begin partnership negotiations within 60 calendar days of the school district’s initial request.

Amendment 002 offers parity in Priority Career Pathway courses with Illinois Articulation Initiative course offerings to expand opportunities for students for Priority Career Pathways that already exist at the community college.

Amendment 002 uses the standards established by the Developmental Education Reform Act (DERA) for student eligibility measures that recognize a broader range of student achievement, and ICCB will begin collecting data on what multiple measures are being used.

Amendment 002 requires clear communication plans and advanced notice for students and families, so they understand opportunities for early college credit and the necessary prerequisites.

Amendment 002 stipulates that course evaluations should occur within the same school year the course is taught to maintain rigorous standards.

Amendment 002 requires community college districts to reinvest revenues received from school districts for dual credit programming back into dual credit programming.

Amendment 002 allows high schools to use their district policies to determine class size, student technology access, and student accommodations if the course is taught by high school instructors at the high school and only if these policies do not interfere with rigorous student learning outcomes. Amendment 002 does stipulate that these district policies may not interfere with rigorous student learning outcomes. The language around this provision has been updated in Amendment 002.

Amendment 002 allows high schools to coordinate with their higher learning partner to determine course length and number of sections an individual instructor may teach for courses taught by high school instructors at the high school to ensure maximum student access while maintaining rigorous student learning outcomes.

Amendment 002 empowers school districts to offer dual credit courses equal weight with Advanced Placement and International Baccalaureate courses. This is updated language in Amendment 002, in which “districts shall equally weight” from the original HB5020 text was changed to “districts may equally weight.”

Amendment 002 provides that if a community college disapproves of a course request…

• Creates a mechanism within ICCB to review instructor credential denials, which provides another avenue to resolve disputes between a high school and community college and keep more courses available through local partnerships rather than alternative providers.
• Allows high schools to engage an alternative provider for a particular course if their partnering community college disapproves of that course request.
• Permits a community college to reevaluate the course request annually to approve the course and offer the course as originally proposed.

Amendment 002 prohibits dual credit partnerships with for-profit postsecondary institutions.

Amendment 002 codifies the right of community colleges to have first refusal with local partnerships.

Amendment 002 requires all institutions (4-year, 2-year, public, private, in-state, out-of-state) offering dual credit to follow the elements of a dual credit partnership agreement established in section 16 of the Dual Credit Quality Act.

Amendment 002 further limits the use of out-of-state providers by requiring high schools to demonstrate to the IBHE that it has taken appropriate steps to use in-state institutions and must provide rationale if using an out-of-state institution.

Amendment 002 requires IBHE to publish a list of partnership agreements with both out-of-state and private institutions. The update in Amendment 002 adds private institution to this language.

Amendment 002 reconvenes the Model Partnership Agreement Committee biennially.

Amendment 002 defines “academic credentials” as master’s degree within the discipline to be taught or any master’s degree and not more than 18 graduate hours in the discipline to be taught.

Amendment 002 extends professional development plans in perpetuity to address the ongoing teacher shortage and growing student demand for dual credit coursework.

Amendment 002 strikes language allowing instructors with only a bachelor’s degree to enter a Professional Development Plan. This is a change in Amendment 002 from the previous versions of HB5020.

Amendment 002 entrusts the annual course review to the higher learning partner’s faculty department chair and the chief academic officer (or their designees).

Amendment 002 charges ICCB to conduct a study to examine the long-term and short-term outcomes for differing dual credit hour attainment. This is a new addition to HB5020 in Amendment 002.

Amendment 002 creates the Dual Credit Committee, a 29-member committee of secondary and postsecondary representatives to define two specific components: (1) the appropriate graduate coursework within disciplines covered by the Illinois Articulation Initiative (IAI) for academically qualified and interim qualified instructors; and, (2) the equivalent experience required to be a fully qualified CTE instructor.

HB5020 Update

An update on developments with HB 5020 in Springfield today

On April 3, 2024, the Higher Education Committee held a hearing and among the bills heard was HB5020, an amendment to the Dual Credit Quality Act. Multiple people representing interest groups testified and shared their positions, and ultimately, there was a commitment to continue negotiations on an additional amendment to the legislation that is currently being drafted with additional stakeholder feedback. The Illinois P-20 Network will continue to do two things as this process moves forward:

1. Share updates to the Dual Credit Think Tank, specifically, and to the field broadly.
2. Provide opportunities for practitioners from both postsecondary institutions and school districts to share their feedback on key elements of discussion that are still being considered with the next amendment to HB5020.

Once the amendment in development is complete, HB5020 will come back to the Higher Education Committee for review.

As a reminder, through the legislative process, there may be changes to items listed below. This list simply captures key elements of HB5020 that have been agreed upon at this time. HB5020…

• Expands the purpose of the Dual Credit Quality Act (DCQA) to emphasize the importance of collaborative local partnerships to provide meaningful dual credit opportunities to students and close opportunity gaps.
• Requires school districts and community colleges to each designate a liaison and begin partnership negotiations within 60 calendar days of the high school’s initial request.
• Offers parity in Priority Career Pathway courses with Illinois Articulation Initiative course offerings to expand opportunities for students for Priority Career Pathways that already exist at the community college.
• Uses the standards established by the Developmental Education Reform Act (DERA) for student eligibility measures that recognize a broader range of student achievement, and ICCB will begin collecting data on what multiple measures are being used.
• Requires clear communication plans and advanced notice for students and families so they understand opportunities for early college credit and the necessary prerequisites.
• Stipulates that course evaluations should occur within the same school year the course is taught to maintain rigorous standards.
• Requires community college districts to reinvest revenues received from school districts for dual credit programming back into dual credit programming.
• Offers dual credit courses equal weight with Advanced Placement and International Baccalaureate courses.
• Prohibits dual credit partnerships with for-profit institutions.
• Codifies the community college’s right of first refusal.
• Requires all institutions (4-year, 2-year, public, private, in-state, out-of-state) offering dual credit to follow the elements of a dual credit partnership agreement established in section 16 of the DCQA.
• Further limits the use of out-of-state providers by requiring high schools to demonstrate to the IBHE that it has taken appropriate steps to use in-state institutions and must provide rationale if using an out-of-state institution.
• Reconvenes the Model Partnership Agreement Committee biennially.
• Defines academic credentials as master’s degree within the discipline to be taught or any master’s degree and not more than 18 graduate hours in the discipline to be taught.
• Extends professional development plans in perpetuity to address the ongoing teacher shortage and growing student demand for dual credit coursework.
• Entrusts the annual course review to the higher learning partner’s faculty department chair and the chief academic officer (or their designees).
• Creates the Dual Credit Committee, a 29-member committee of secondary and postsecondary representatives to define two specific components: (1) the appropriate graduate coursework within disciplines covered by the Illinois Articulation Initiative (IAI) for academically qualified and interim qualified instructors; and, (2) the equivalent experience required to be a fully qualified Career and Technical Education instructor.
• If a community college disapproves of a course request…
  • Creates a mechanism within ICCB to review instructor credential denials, which provides another avenue to resolve disputes between a high school and community college and keep more courses available through local partnerships rather than alternative providers.
  • Allows high schools to engage an alternative provider for a particular course if their partnering community college disapproves of that course request.
  • Permits a community college to reevaluate the course request annually to approve the course and offer the course as originally proposed.

In addition to the updates that are being provided by the Illinois P-20 Network, anyone can view the current text of HB5020 as well as its current status on the Illinois General Assembly website.

HB5020 – Share your expertise | Impact the process

UPDATE – 21-March-2024 – 11.05 AM – The Illinois P-20 Network understands that HB5020 will no longer be called before the Higher Education Committee later today. Rather, additional work is likely to take place with various stakeholders as a next step. As the Illinois P-20 Network receives additional updates, those will be communicated to the Dual Credit Think Tank and to the field. Additionally, throughout this process, the Illinois P-20 Network will continue to engage and encourage the involvement of educators from both school districts and postsecondary institutions to put into place the best possible solutions for our collective students.

Tomorrow, Thursday, March 21, 2024, at 4 PM, HB5020 (See this previous HB5020 post for more information) is scheduled for a hearing with the Higher Education Committee. In advance of this, educators and other members of the public can file witness slips to share their expertise and to impact the legislative process. Witness slips allow members of the public to file in support of a bill, in opposition of a bill, or one can even file a neutral witness slip.

The purpose of sharing this is two-fold. First, dual credit is one critical element of our focus on Career and College Readiness, and the Dual Credit Think Tank has been actively working in this area for over four years alongside ILACEP and other key stakeholders who seek to improve dual enrollment and early college opportunities for students. The Illinois P-20 Network takes no position in favor of or in opposition to HB5020. Rather, our primary objective in sharing this is to ensure that practitioners impact policy outcomes.

One critical function of the Illinois P-20 Network is to ensure that the voices of practicing educators are able to be part of legislative and policymaking processes in order to support our goal of implementing engaging and effective assessment and instructional strategies for all learners.

To complete a witness slip, visit the Illinois General Assembly’s HB5020 web page, and follow the steps listed below. Again, a witness slip can and should be completed any time up to when the hearing ends, and it is a critical way for the expert voices of educators to influence the policymaking process.

When you first are on the General Assembly’s web page for a specific piece of legislation, you will notice that you have access near the top of the page to the full text of the legislation. Additionally, any sponsors of the legislation are listed, and just below that, highlighted in the image below, any upcoming hearings for this piece of legislation are also listed.

There are a series of steps that a user needs to click through in order to actually create a witness slip. These apply not only to HB5020 but to all bills introduced in the Illinois General Assembly. The first step is to click the “Witness Slips” link near the top of the page.

On the next page that loads, you can see who has issued witness slips in support of the bill, in opposition to the bill, and with no position. Near the top of this page, there is a link that you should click on to continue to move through the process to create your own witness slip.

On the next page, click the “Create Witness Slips” button on the right side of the web page as pictured below.

Now, a completely new website will load in your browser with an entirely different appearance. On this page, you need to find the bill on which you want to leave a witness slip. Once you have identified that bill’s row, you will click the icon on the far right of the row to create your own witness slip. (That button is circled in the image below.)

The Witness Slip form will now open. Complete this entire form. Be sure to provide your context and expertise. If you have data, include that data (while, obviously, protecting the privacy of personally identifiable information). Before you can submit, you do need to check the checkbox in the lower left corner in order to agree to the terms of the site before you can submit.

KEEP Illinois Update: Deepening Our Understanding of the Teaching Profession and Educator Engagement

Work continues in earnest on a review of research about educator retention and engagement. This is part of a larger project to understand the field and provide districts and policymakers with guidance on how to help teachers and administrators thrive. At the March Forum, a group of educators from across the state came together to discuss a 2022 study from Matthew Kraft and Melissa Lyon entitled, “The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction over the Last Half Century.” Participants noted that the teaching profession has had cycles of high or low interest depending on a variety of forces, with today’s levels being at historic lows. Those forces create a complex problem that can’t be solved easily, but the group has started to identify some local and broader changes that could result in greater job satisfaction and elevate the profession.

Studies like this are being added to a growing database of research that will culminate in a series of reports and resources educators and leaders can use to enact policies that will result in greater retention and more positive school cultures for educators across Illinois.

If you want to learn more about KEEP Illinois, contact Tim Dohrer (tdohrer@niu.edu).

Factsheet Released on Proposed Amendment to the Dual Credit Quality Act

Stand for Children Illinois has released a two-page summary factsheet of House Bill 5020. This document provides information on student enrollment gaps across different demographic groups as well as highlights the pace at which dual credit continues to grow.  

More importantly, the factsheet provides a quick summary of the proposed amendment to the Dual Credit Quality Act. This includes: 

• Multiple measures for student eligibility and increased communication with families. 
• Statewide framework for minimum qualifications to teach (per the new HLC guidelines). 
• Guidance on partnering with alternative postsecondary institutions. 

The Illinois P-20 Network’s Dual Credit Think Tank will continue to collect feedback from educators across Illinois from both school districts and postsecondary institutions throughout the process.  

If you have any questions or comments, please feel free to contact Rodrigo López, Director of P-20 Initiatives (rodrigo.lopez@niu.edu).

Sprinting toward new priorities

Following the Illinois P-20 Network Meeting, held on November 29, 2023, the leadership team of the P-20 Network has spent time organizing, coding, and analyzing the feedback about short- and medium-term priorities from participants in the Meeting. 

A new approach to project management to accomplish tasks and be agile

Based on that feedback, first, the Illinois P-20 Network will be adopting a modified sprint planning approach to project management. In this approach, short-term goals are identified and set-up for accomplishment over an equally short period of time. This approach to project management is most frequently used in software development, in which 6-week sprints are often the norm. Following each sprint, a project team typically takes the following week for bug fixes in the software as well as for identifying the goal of the next 6-week sprint and laying out a corresponding project plan for that sprint. 

Educational organizations typically organize around 1-year goals and plans (e.g., School Improvement Plans) and longer 3- to 5-year strategic plans. Schools, school districts, and postsecondary institutions benefit from the long-term focus over time that is tied to sticking with a consistent small set of goals over many years to move the entire organization forward in deep and lasting ways. For the Illinois P-20 Network, on the other hand, sprint planning is beneficial because it allows Network members to quickly see tangible benefits from the Network’s work on an ongoing basis and because it allows the Illinois P-20 Network to be nimble and adjust to changes in policy and/or the needs of its constituent member organizations. 

To this end, each of the workgroups has set targeted goals for the third quarter of the 2023-2024 academic year. We will update all Illinois P-20 Network members on our progress toward each of these targets this spring. 

Next steps for Illinois P-20 Network Workgroups

Dual Credit Think Tank – With the successful and large in-person gathering at the Fall P-20 Network Meeting, the Dual Credit Think has continued to provide direct opportunities for practitioners at both the school district and postsecondary levels to offer feedback on Stand for Children Illinois’ proposed amendment to the Dual Credit Quality Act. In the weeks to come, the Dual Credit Think Tank will focus on facilitating conversations for practitioners to continue to influence the legislative process as it unfolds in Springfield with their on-the-ground experiences. A second priority that the Dual Credit Think Tank will undertake alongside this effort, a series of professional learning opportunities regarding developing a common understanding of the 2022 amendment to the Dual Credit Quality Act will take place in February, March, and April. If you are not already in the Dual Credit Think Tank and would like to be, please contact Rodrigo López.  

IPIE – Based on feedback from the Fall P-20 Network Meeting and the ongoing work of IPIE, over the next three months IPIE will offer monthly online sessions focused on supporting districts with analyzing district and school data for the planning and implementation of their work around the ISBE Equity Journey Continuum. To become involved in IPIE and/or attend upcoming meetings, please complete this short IPIE interest form. 

KEEP Illinois – Over the next few months, KEEP Illinois will publish three white papers based on the existing literature on the following topics: educator retention broadly, instructional coaching and its impact on educator retention, and the impact of wellness policies and practices on educator retention. Each of these will also be presented as a practitioner-focused webinar as they are completed. During this period, KEEP Illinois will also commence a regular pattern of monthly meetings to discuss research, best practices, and additional action steps. If you are not already a part of KEEP Illinois and would like to be, please contact Tim Dohrer. 

Taking Steps to Address the Full Range of Dual Credit Challenges Together 

The Fall 2023 Illinois P-20 Network meeting consisted primarily of worktime for each of three key Illinois P-20 Network workgroups: Dual Credit Think Tank, IPIE, and KEEP Illinois. A summary of the Dual Credit Think Tank workgroup worktime follows below. 

The Dual Credit Think Tank brought together its membership while also welcoming educators new to the group from across Illinois. The primary task for the Dual Credit Think Tank at this meeting was to synthesize the recent policy changes adopted by the Higher Learning Commission’s (HLC) Board of Trustees at its November 2023 meeting. Over the past year, the group has worked on studying these now-approved changes and collecting feedback from practitioners on the potential impact of this policy change

With a significant representation from both school districts and postsecondary institutions and with participation from organizations like Stand for Children Illinois, the Think Tank started its workgroup session with a special message from Alex Perry from the College in High School Alliance, a national policy leader in early college credit. In his address to the group, Alex shared up-to-date information about student participation and the urgent need for states to affirm a clear, structured framework that appropriately considers the continued rise of dual credit enrollment.

Along with NIU’s Director of P-20 Initiatives Rodrigo López, Patrick McGill (Glenbard Township High School District 87) and Whitney Martino (West Aurora School District 129) led the group through a series of presentations and discussions that provided a deeper context and specific examples of the dual credit environment in Illinois. Aimee Galvin from Stand for Children Illinois also shared a series of key topics and questions for the group to consider in response to HLC’s policy changes. The expertise and unique experiences of the very diverse participants from across organizations and across Illinois identified the following next steps for the Dual Credit Think Tank.

1 – Amendments to the Illinois Dual Credit Quality Act should prioritize the following: 

• Instructor qualifications – Increased clarity and consistency 
• Equivalent experience – Guidance that differentiates between Career and Technical Education courses and General Education courses 
• Multiple measures – Development of a statewide framework that addresses dual credit programs’ unique needs

2 – Development of an Illinois Statewide Dual Credit Practices Guidance Framework that provides direction on the key components of dual credit operations, including but not limited to: 

• Course selection and implementation 
• Curriculum and instruction 
• Student eligibility and services 
• Registration and enrollment 
• Financial structures and budgeting 

The final portion of the Illinois P-20 Network meeting included each workgroup providing a summary of their work to all participants. Then, small group discussions considered what the 1-year and 3-year specific task priorities should be for the Illinois P-20 Network. As a next step, the Network’s leadership team will compile all of those suggested priorities, analyze them, and may then solicit additional feedback from across the Illinois P-20 Network. Ultimately, the goal will be that there are specific, actionable, and sustainable next steps for each of the workgroups. 

Advancing Positive, Engaging Environments for All Educators 

The Fall 2023 Illinois P-20 Network meeting consisted primarily of worktime for each of three key Illinois P-20 Network workgroups: Dual Credit Think Tank, IPIE, and KEEP Illinois. A summary of the KEEP Illinois workgroup worktime follows below. 

KEEP Illinois continued its work on several topics related to educator engagement and retention during the Illinois P-20 Network Fall 2023 Meeting. Arturo Senteno, Principal at West Leyden High School, provided important context and his own research on teacher and administrator engagement which reverberated throughout the remaining work session. Participants then broke into three groups based on topics identified in previous meetings as both important and achievable: research, wellness, coaching.   

While research on retention and engagement exists, it is not collected or synthesized in ways that can be easily used in decision-making. Creating a research “hub” and lit review could be a potential next step to help. Educator wellness is another critical topic that needs to first be carefully defined and understood.  KEEP Illinois members suggest creating a resource guide for teachers, administrators, and school board members to use in creating mental and physical wellness initiatives in their districts. There also should be exploration of how local and state policies can include a greater focus on adult wellness. Coaching for both teachers and administrators is another potentially powerful intervention to support engagement. Next steps include broadly sharing research with teachers, administrators, and professors on coaching, as well as best practices on how to create a culture of coaching in schools.

In the end, participants strongly endorsed continuing these efforts to improve retention and engagement across the state. Starting in January, KEEP Illinois will begin hosting monthly online forums and email updates to keep everyone connected and moving forward. Work will also proceed on an accessible platform with research on educator engagement, an educator wellness resource guide for organizations, and additional resources on instructional and leadership coaching. 

The final portion of the Illinois P-20 Network meeting included each workgroup providing a summary of their work to all participants. Then, small group discussions considered what the 1-year and 3-year specific task priorities should be for the Illinois P-20 Network. As a next step, the Network’s leadership team will compile all of those suggested priorities, analyze them, and may then solicit additional feedback from across the Illinois P-20 Network. Ultimately, the goal will be that there are specific, actionable, and sustainable next steps for each of the workgroups. 

Exploring the ISBE Equity Journey Continuum

The Fall 2023 Illinois P-20 Network meeting consisted primarily of worktime for each of three key Illinois P-20 Network workgroups: Dual Credit Think Tank, IPIE, and KEEP Illinois. A summary of the IPIE workgroup worktime follows below. 

The Illinois Partnership of Educators for Inclusion and Equity (IPIE) focused its workgroup time on engaging in a data-driven equity workshop. IPIE is dedicated to connecting DEI leaders from school districts, community colleges, and universities across Illinois and to share resources across the group on a consistent basis. This workshop, led by Shavina Baker and Eric Junco, unveiled a treasure trove of resources including the group’s listserv using Google Groups, an online chat space using Discord, a web-based resource bank, and details about NIU’s Social Justice Summer Camp. These resources are intended to support equity leaders in their efforts to create positive changes and to support personal and professional learning in their communities. 

This workshop gave participants an overview of how to incorporate data into their conversations around equity within their school districts using key features from the Illinois Report Card, specifically the Data Library and the Custom Report Card Builder. Participants engaged in rich discussions on student achievement, opportunity gaps, and student discipline data. The workshop also gave participants examples on how these data points could assist in writing an action plan for addressing these gaps within their Equity Journey Continuum narratives. 

IPIE participants expressed appreciation for the session through their feedback. Attendees described the session as “very powerful and practical,” appreciating the “fresh perspectives on opportunity gaps and best practices.” Another view of the disparities that participants found between groups of students in their district’s data fostered a newfound awareness and created a sense of urgency to address these issues. As part of the session’s focus on the Illinois State Board of Education’s (ISBE) Illinois Report Card website, the ISBE Equity Journey Continuum was central to the workshop’s activities. As a result of the discussions, participants advocated for the inclusion of specific achievement and opportunity gap data within their districts’ Equity Journey Continuum text to foster transparency. Additionally, given the public nature of the Equity Journey Continuum statements, these cannot only be used to inform community members but as a way for districts to find partners working towards the same goals and/or with similar strategies and action plans. This workshop provided a strong foundation for continued collective action and encouraged new participants to join IPIE in an effort to bridge existing gaps and to achieve equitable outcomes in education. 

The final portion of the Illinois P-20 Network meeting included each workgroup providing a summary of their work to all participants. Then, small group discussions considered what the 1-year and 3-year specific task priorities should be for the Illinois P-20 Network. As a next step, the Network’s leadership team will compile all of those suggested priorities, analyze them, and may then solicit additional feedback from across the Illinois P-20 Network. Ultimately, the goal will be that there are specific, actionable, and sustainable next steps for each of the workgroups. 

Workgroup details for the Fall 2023 Network Meeting

With educators who serve students of all ages coming to Naperville on November 29, 2023, from across the state, you do not want to miss this important event. Colleagues from school districts, community colleges, and universities, as well as state agencies and professional organizations, will be attending to help move our educational systems forward together.

The majority of our time will be spent in three workgroups. Participants can join a workgroup even if they have not previously participated with that group in-person or online. All are truly welcome to roll-up their sleeves, attend, and participate!

IPIE – Illinois Partnership for Inclusion and Equity – This transformative data-driven equity workshop is the culmination of insights garnered from IPIE’s expansive membership. This workshop will first review annual trends in DEI before teaching participants to pinpoint and dissect achievement, opportunity, and racial discipline gaps with the precision of the Illinois Report Card. Join us and engage in rich discussions around local district data, sparking innovative strategies to amplify equity initiatives. This workshop concludes by bridging Illinois Report Card equity gap data with actionable steps; guiding districts in enhancing their Equity Journey Continuum. Elevate your district’s commitment to equity!

KEEP Illinois – Keeping Educators Engaged Professionally – The goal of KEEP Illinois is to keep educators engaged in learning and growing as professionals throughout their career. If we are successful with this effort, we will impact the ongoing educator shortage by stopping (or significantly decreasing) the flow of educators out of the profession and improve the daily lives of educators–and, as a result, their students. This work session will focus on developing action plans we will implement in the coming months to improve the conditions for teachers and administrators across Illinois.

Dual Credit Think Tank – The Dual Credit Think Tank will bring members of the dual credit community together to discuss how the recent policy changes that the Higher Learning Commission made to its faculty qualifications will affect policy and practice in Illinois. Participants will learn from secondary, postsecondary, and policy experts about dual credit teacher credentialing practices in Illinois. Members will work to outline the most pressing challenges faced by dual credit partnerships and aim to identify policy-driven solutions. Topics will include course selection, minimum qualifications to teach, partnership agreements, student services/development, and class size/caps.

Doing the Work: Illinois P-20 Network Fall 2023 Meeting

This year, the Fall Meeting of the Illinois P-20 Network will be held on Wednesday, November 29, 2023, from 9.30 AM until 1.30 PM at NIU Naperville. While we will spend a short period of time together at the beginning of the day to set the stage and to frame our work, the majority of the Meeting will be spent as dedicated, in-person worktime for each of the following Illinois P-20 Network workgroups: 

• Dual Credit Think Tank
• Illinois Partnership for Inclusion and Equity
• KEEP Illinois – Keeping Educators Engaged Professionally

For those that have been a part of these groups, we hope you can join us in-person in Naperville on November 29. For those that have not, please join us on November 29 and lend your voice to one or more of the workgroups – Everyone is not only welcome but encouraged to join us!

The day will conclude with a short sharing session and lunch. To help offset the costs of the in-person event, we are asking participants for a small registration fee of $30. Thank you for your understanding!

An Overview Webinar of HLC’s Proposed Policy Changes

On September 6, 2023, Rodrigo López, Director of P-20 Initiatives at Northern Illinois University, and Aimee Galvin, Government Affairs Director at Stand for Children Illinois, hosted an informational webinar for educators across Illinois on behalf of the Illinois P-20 Network’s Dual Credit Think Tank.

With attendees from across Illinois representing secondary and postsecondary institutions, Rodrigo and Aimee reviewed the Higher Learning Commission’s (HLC) proposed policy changes to Faculty Qualifications, resulting from the HLC’s Board of Trustees’ first reading of the policy this past summer. The Board is expected to vote on the proposed Faculty Qualifications policy during their upcoming meeting this November.

The webinar provided background context to these proposed policy changes, and the webinar also provided information on the current policy and guidelines (Determining Qualified Faculty Through HLC’s Criteria for Accreditation and Assumed Practices) as noted in the Assumed Practices – CRRT.B.10.020. Aimee from Stand for Children Illinois offered an overview of their organization’s philosophy on dual credit and shared some thoughts on potential implications for both school districts and postsecondary institutions in Illinois, which are included in the Stand for Children Illinois HLC Proposed Rule Change Comment Letter.

Next Steps for Practitioners to Consider (and for Action)

The proposed policy changes and the information shared by the Dual Credit Think Tank present a time-sensitive opportunity for both school districts and postsecondary institutions to engage in a conversation about how these changes may impact their goals and their directions moving forward. For example, the HLC is seeking to adopt Progress toward academic credentials as an alternative to approve instructors to teach college courses. In the context of dual credit, this allows dual credit partnerships to construct a framework to explore the use of Professional Development Plans as a means to be credentialed to teach dual credit courses, similar to what is described in the Dual Credit Quality Act. Additionally, Illinois P-20 Network partners might find value in learning more about implementing a local policy that uses Equivalent Experience to increase dual credit instructors within career and technical education.

Understanding that dual credit partnerships from across Illinois face their own unique challenges, the Dual Credit Think Tank encourages all members to critically analyze the proposed policy changes and participate in the open comment period.

Please note that comments to HLC regarding this proposed policy change remain open through September 18, 2023. Comments can be provided to HLC via email: policycomments@hlcommission.org

The full webinar can be viewed on YouTube or below.

The Higher Learning Commission’s Proposed Policy Changes to Faculty Qualifications

On June 22, the Higher Learning Commission (HLC) Board of Trustees had the first reading of the changes to its Faculty Qualifications policy. The HLC Board is expected to vote on this proposal at its November 2023 meeting following the proposal’s second reading.

Aimee Galvin from Stand for Children Illinois and Rodrigo Lopez from the Illinois P-20 Network will host an informational webinar on the HLC’s proposed policy changes and share comments submitted to the HLC as part of their open comment period. They will also share a range of perspectives on the potential implications as gathered from the field.

The webinar will be hosted on September 6th from 3-4 PM. We invite you to attend by registering using this online Google form.

Please note that comments to HLC regarding this proposed policy change remain open through September 18, 2023. Comments can be provided to HLC via email (policycomments@hlcommission.org).

Please continue reading below for additional background and details about these proposed HLC policy changes.

Background

The HLC is one of the six regional accreditors in the United States. The proposed changes, if approved, apply to all postsecondary education institutions accredited by the Commission in the State of Illinois, along with 18 other states. These changes would revise “the faculty qualification provision in HLC’s Assumed Practices (B.2) to emphasize that an institution must establish and maintain processes for determining that instructors are qualified.”

The proposed policy changes are based on the feedback that the HLC has compiled over the past several years. More recently, the HLC held conversations with leadership from the Midwestern Higher Education Compact (MHEC) and the National Alliance of Concurrent Enrollment Partnerships (NACEP), two of the most critical and knowledgeable organizations on dual credit.

Faculty Qualifications: Proposed Policy Changes

The proposed HLC changes would give postsecondary educational institutions flexibility to establish local procedures that determine qualified faculty based on “the achievement of academic credentials, progress toward academic credentials, equivalent experience, or some combination thereof.”

Furthermore, the HLC has drafted “Institutional Policies and Procedures for Determining Faculty Qualifications Guidelines” to support colleges/universities determined “reasonable” procedures in accordance with the newly proposed changes.

• Achievement of academic credentials – “An instructor possesses an academic degree relevant to the discipline and at least one level above the level they intend to teach.”
• Progress toward academic credentials – “Demonstrable, current, and consistent progress toward the academic credential(s) deemed relevant by the institution for an instructor to be qualified.”
• Equivalent experience* – “Experience commensurate with achievement of academic credentials such that it qualifies an instructor for the instruction (e.g., a minimum threshold of experience; research and/or scholarship; recognized achievement; and/or other activities and factors).” (Experience with classroom instruction as a teacher cannot alone constitute equivalent experience.)

Expanding the NIU Illinois CTE Project Team

The NIU Illinois CTE Project, one key component of the larger Illinois P-20 Network Team, is contracted by the Illinois State Board of Education’s CTE & Innovation Team to collaborate with ISBE and educators across Illinois in leading CTE-related professional learning; evaluating, identifying, creating, and sharing instructional resources; supporting the goal of having high-quality and diverse CTE educators in classrooms across Illinois; and implementing ISBE’s annual Career Connections Conference.

As schools across Illinois begin the 2023-2024 school year, we are excited to announce two new members of our NIU Illinois CTE Project Team: 

Brian Rick – Brian joins the team with a background having served as a high school CTE teacher as well as having worked in CTE at the community college-level and in the Regional Office of Education setting. Brian has extensive experience in construction and engineering classrooms, with Perkins V and its related processes, in implementing and leading Skills USA within a school district, and with leading efforts to close opportunity gaps for all students. Most recently, Brian has served as the CTE Navigator at Southeastern Illinois Community College having also previously worked at Vienna High School, ROE 20, Shawnee Community College, and at Carbondale High School. Brian has been involved in IACTE, and this past year, Brian was also part of ACTE’s IAED Diversity Cohort. 

Betsy Westergreen – Elizabeth (Betsy) Westergreen joins the team having most recently served as the Career and Community Services Coordinator at Pontiac Township High School. In addition to teaching in this role, she was actively involved in leading schoolwide efforts to implement the PaCE Framework and the Work-Based Learning Continuum as well as serving as a liaison with community and business partners and the community college. Prior to her most recent role, Betsy also worked on the Innovative Curriculum Resource Project at Illinois State University under contract with ISBE, and Betsy served for many years as a CTE teacher in Flanagan-Cornell Unit School District 74 in which she taught classes across the Arts and Communications, Finance and Business Services, and Information Technology Career Pathways as well as leading a range of student activities. 

Over the coming weeks and months, we look forward to the opportunities that teachers, counselors, and administrators across Illinois will have to collaborate with Brian and Betsy alongside current NIU Illinois CTE Project Team members Shavina Baker and Bill Rose. 

2023-2024 Professional Learning Calendars

ISBE and the NIU Illinois CTE Project Team, part of the Illinois P-20 Network, invite you to participate in a variety of professional development opportunities this school year, including: 

• Online Professional Learning Courses 
  • Work-Based Learning 
  • High-Quality CTE for All Students 
• CTE & Equity Promising Practices 
• Administrator Academies – Open to All 
  • Illinois Career Pathways Overview 
  • Social & Emotional Learning Leads to College & Career Readiness 
  • PaCE Framework Overview 
  • Forming Relationships with Community and Business Partners 
• Teaching & Assessing the Essential Skills in CTE 
• Writing Team-Based Challenges
• Career Pathway User Group
• ISBE Career Connections Conference – June 18, 2024 – Tinley Park Convention Center

For more information and to register, please visit the ISBE CTE Professional Learning Calendar – 2023-2024. Additional workshops will be added to the calendar moving forward!

Expanding our P-20 Network Team

The Illinois P-20 Network is excited to announce that Tim Dohrer, currently the Director of Teacher Leadership at Northwestern University’s School of Education and Social Policy, will be joining Northern Illinois University beginning on September 1, 2023. Tim will be serving as our new Director of Educator Leadership and Partnerships, and his role is an appointment across the Northern Illinois University College of Education and the Illinois P-20 Network in the Division of Outreach, Engagement and Regional Development. 

Prior to his role at Northwestern, Tim served as a teacher, instructional leader, and as the principal at New Trier High School. Tim brings a wealth of on-the-ground experience with him as well as continued work alongside educators in schools in his current role.  

At NIU, Tim will continue to lead the Educational Coaching Network (ECN) as well as provide leadership for KEEP Illinois, engage across Illinois P-20 Network efforts, and partner with school districts, community colleges, and other organizations on the creation and implementation of degree and licensure programs through the NIU College of Education.  Please join us in welcoming Tim to NIU and the Illinois P-20 Network! 

Career Pathways Virtual Trailheads – Sophie Dieckhaus – Attorney

Originally launched during the COVID-19 Pandemic when students could not engage in face-to-face or on-site work-based learning experiences, the Career Pathways Virtual Trailheads video series brings people from a wide range of occupations to students remotely to learn about their careers and the competencies necessary for success.

In this Career Pathways Virtual Trailheads episode, we interview Sophie Dieckhaus, who is a workers’ compensation and personal injury attorney. After graduating from high school in Rockford, Illinois, Sophie earned her bachelor’s degree followed by attending law school. In the video, Sophie explains that, as a high school student, she wanted to be an author and pursue her love of writing. However, when it was recommended that she join the debate team, she found her love for defending her ideas that were backed by evidence.

Dieckhaus’s career as a workers’ compensation and personal injury attorney is part of the Human and Public Service Career Pathway.

In this video, Dieckhaus shares her journey to becoming an attorney along with the education and testing that is required in order to pass the bar and practice law. Sophie comments on the importance of women going into law and making a difference through their work as attorneys. Sophie feels that time management, self-regulation, self-awareness, and active listening are all critical Essential Skills for one to be successful as an attorney, and she also stresses the importance of being able to write, research and counsel others.

To keep up-to-date as new Career Pathways Virtual Trailheads videos are released, subscribe to the P-20 Network YouTube Channel.

Career Pathways Virtual Trailheads – Michelle Carlson – Electrician

Originally launched during the COVID-19 Pandemic when students could not engage in face-to-face or on-site work-based learning experiences, the Career Pathways Virtual Trailheads video series brings people from a wide range of occupations to students remotely to learn about their careers and the competencies necessary for success.

In this Career Pathways Virtual Trailheads episode, we interview Michelle Carlson, who is an industrial electrician and journeyman. After graduating from high school, Michelle worked at an automotive shop as a receptionist. That auto shop is where she expanded upon her love for hands-on learning. While working as a receptionist, Michelle would often go into the shop to observe, shadow, and learn from the mechanics. She later took an interest in being an electrician, and she was fortunate enough to then get a job with Chrysler and earn her certification as an electrician. She recounts that the road was not easy in a male dominated field, but her talents and her grit helped her overcome her obstacles.

Carlson’s work as an industrial electrician and journeyman is part of the Manufacturing, Engineering, Technology, and Trades Career Pathway.

In this video, Carlson shares her journey to becoming an electrician and journeyman. Specifically, she highlights the resilience needed to be successful in a nontraditional career pathway, some of the advantages of being a woman in the industry, and her desire to inspire others to go into the skilled trades. She talks about the importance of teamwork, problem solving, and critical thinking skills, all of which are very important Essential Skills. Carlson also stresses the importance of more young people entering the skilled trades and the opportunities available to young people as there is a significant need for more workers as more older people retire. Carlson also assures those viewing this video that you can still earn a great living without a college degree, especially for those who take an interest in the skilled trades.

To keep up-to-date as new Career Pathways Virtual Trailheads videos are released, subscribe to the P-20 Network YouTube Channel.

Career Pathways Virtual Trailheads – Ammi Fisher – Esthetician and Entrepreneur

Originally launched during the COVID-19 Pandemic when students could not engage in face-to-face or on-site work-based learning experiences, the Career Pathways Virtual Trailheads video series brings people from a wide range of occupations to students remotely to learn about their careers and the competencies necessary for success.

In this Career Pathways Virtual Trailheads episode, we interview Ammi Fisher, who is an Esthetician and Entrepreneur. After graduating from Educators of Beauty Cosmetology School in Rockford, she began her career as an eyebrow technician. She is currently the owner of Eden Beauty Salon and Lounge in Rockford.

Fisher’s work as an esthetician and business owner is part of both the Human and Public Service and Finance and Business Services Career Pathways.

In this video, Ammi shares her path to first becoming an esthetician and then continuing on to become a business owner. She wants to inspire students to have faith in their passions and take a leap of faith into the unknown as part of the step to owning one’s own business. Ammi wants to promote her career field for all students who may be interested in pursuing work in cosmetology and related fields, and, in particular, she wants to help provide direction to students who may not be sure of how to take their first steps into this field. Ammi discusses what a typical day looks like with her clients, and she also explains the skills needed to be successful. There are multiple Essential Skills highlighted in this episode, including: having great communication, strong time management skills, and being effective at ongoing self-reflection. Ms. Fisher takes pride in reaching out to help others, and she plans to instruct classes in the future.

To keep up-to-date as new Career Pathways Virtual Trailheads videos are released, subscribe to the P-20 Network YouTube Channel.

NIU Illinois CTE Project is Hiring

UPDATE – Apply now for our CTE Educator position. Applications are now open with a priority review date of June 23, 2023.

The NIU Illinois CTE Project Team is excited to announce that we will be hiring a CTE Educator. While the position’s official job vacancy posting is not yet out, as the school year is wrapping up across Illinois, we wanted to share this opportunity as widely as possible, and we want to stress that candidates for this position will be considered from across Illinois.  

This position presents an incredible opportunity to work with educators and school districts across Illinois and to partner closely with the Illinois State Board of Education’s Career and Technical Education team. 

Highlights of the Job Description

The CTE Educator is an instructor in the Northern Illinois University Division of Outreach, Engagement, and Regional Development (OERD). Outreach and Engagement Instructors are professionals who conduct the division’s multitude of outreach and engagement activities with customers and partners across the region. This position will be primarily focused on instructional tasks – curriculum development, delivery of instruction, assessment and evaluation. Outreach and Engagement Instructors operate independently with minimal supervision and collaborate intentionally with colleagues across the division and across the university.

Duties and Responsibilities

Curriculum Development

1. Lead development of instructional programs for students and teachers of all ages including, but not limited to new units of activities for students and teachers in both domestic and international settings.
2. Research and develop curriculum and instructional activities, select books and other instructional materials, create videos of experts and authors as needed for the units.
3. Investigate, develop, and promote new and innovative programming opportunities, especially those tailored to the needs of students with disabilities.
4. Recruit and collaborate with NIU faculty, staff, and students to participate in NIU CTE and NIU CTE instructional programs.
5. Write lessons, podcasts and other curricular materials that are aligned to standards and focus on building CTE and CTE skills.

Instructional Delivery – 30%

1. Create proposals to deliver instruction in school classrooms, field, clinics, camps, across campus and online or other learning environments.
2. Deliver high-quality instruction as an individual or part of a team that performs within timelines and within budgets and meets evaluation expectations.
3. Deliver CTE instruction to families and community members in schools and communities on campus and off campus during school days, evenings, weekends, and summers.
4. Monitor regional and national literacy news, research and publications a to identify opportunities for new programs and partners.

Assessment and Evaluation – 20%

1. Study and use best practices for CTE instruction.
2. Conduct a continuous improvement process, identifying metrics that establish accountability for CTE projects.
3. Collect metrics and complete analyses as needed to determine effectiveness.
4. Complete reports on outcomes and others needed or required.
5. Work with faculty and SPA staff to identify opportunities, assist in development of proposals, and provide support as needed to research teams.

Other tasks that impact instructional improvement or innovation – 20%

1. Coordinate with the P-20 Center’s personnel to ensure effective and efficient administration and operations.
2. Work with P-20 Center students in instructional development, delivery and evaluation.
3. Nurture established CTE delivery networks and develop new ones.
4. Identify and cultivate internal and external sponsors of particular instructional programs.
5. Serve as a liaison between NIU CTE and NIU’s many CTE academic departments, cultivating positive relationships with internal individuals and organizations.
6. Work with messaging and media staff to promote CTE programs to targeted audiences.
7. Represent the university, the division and the program to internal and external clients in a multitude of venues.
8. Cultivate positive relationships with external individuals and organizations, including developing and sustaining both new and existing CTE and CTE partnerships.
9. Collaborate across OERD’s networks, integrating NIU CTE activities into other networks, maximizing involvement of faculty, and increasing involvement of external partners.

Requirements of the Position

Minimum Educational Requirements

• Bachelor’s degree in a CTE field required.
• Master’s degree preferred.

Minimum Experience Requirements

• Two years’ experience as a secondary CTE instructor.
• Professional presentations in a CTE/CTE or educational field.
• Two years’ demonstration of leading a team to produce high quality CTE/CTE programming, curriculum, instruction and/or assessment including creating accommodations for disabilities.

Licensing or Certification Required

• Illinois Professional Educator License – Teacher licensure required in CTE field.
• Administrative licensure preferred.

Knowledge, Skills, and Abilities Critical to Performance of this Position

• Experience with new Perkins V Needs Assessment and Program of Study Process.
• Involved in Illinois Perkins V planning.
• Familiar with EFE/ACC requirements and improvement planning processes and documents.
• Experience with local WIOA connections.
• Experience with successful local business and industry councils.
• In-depth knowledge of at least one CTE discipline.

Other Knowledge, Skills and Abilities

• Create and deliver professional development according to state and national standards.
• Ability to work successfully as a team leader and as a team member.
• Demonstrated ability to operate independently with minimal supervision, initiate new projects, and network across CTE networks, NIU, and the region.
• Strong written and oral communication skills.
• Commitment to accountability for the university’s outreach and engagement mission, presidential goals such as increasing partnerships, and division goals for mutually beneficial engagement with communities across the region.

Registration now open for 2023-2024 Educational Coaching Network Institutes and Workshops

In our previous Newsletter, we announced that the Educational Coaching Network (ECN) is joining the Illinois P-20 Network. The Illinois P-20 Network’s Educational Coaching Network is excited to announce that registration is now open for the 2023-2024 institutes and workshops with Jim Knight. These are opportunities to learn directly from the leaders in educational coaching. Through educational coaching, schools and districts and postsecondary institutions can improve all aspects of learning and accelerate and deepen our collective improvement and effectiveness as educators. 

Most sessions will be held at NIU Naperville with two events being held in Rosemont. Additionally, there are discounts for groups of three or more. 

For the 2023-2024 year, ECN is excited to offer the following Institutes. Click on each of the links to learn more about each Institute, including dates and pricing.

• Foundations of Instructional Coaching Institute with Jim Knight – Register
• Advanced Coaching and Leadership workshops with Jim Knight – Register
• Student-Centered Coaching Institutes with Diane Sweeney – Register

Learn more about the Illinois P-20 Network Educational Coaching Network at: p20network.niu.edu/ecn

Welcoming the Educational Coaching Network to the Illinois P-20 Network

Over the past few years, the depth and breadth of the Illinois P-20 Network has grown significantly from 65 organizations just three years ago to well over 250 organizations now that serve over 1.6 million students. The P-20 Network focuses on using research and data to lead to increased opportunities for all students and more equitable outcomes through its efforts taking place to support Career and Technical Education, to improve early college credit through the Dual Credit Think Tank, and to ensure that outstanding educators are serving students through KEEP Illinois, among other work. Today, we expand those efforts further for the 2023-2024 year and beyond with the addition of the Educational Coaching Network to the Illinois P-20 Network. 

Over nearly a decade, the Educational Coaching Network (ECN), which has been based until now at Northwestern University, has served hundreds of educators from Illinois and the Midwest through a variety of professional learning structures. The Educational Coaching Network has served as Jim Knight’s Midwest partner, and ECN will continue to do so as it moves to the Illinois P-20 Network and Northern Illinois University. Additionally, the Educational Coaching Network is able to bring other leaders in educational coaching to our region, such as Diane Sweeney, who will be providing a series of workshops in 2023-2024, and builds a community of learner among instructional coaches and the school and district leaders who support those efforts. 

The Educational Coaching Network will specifically further our efforts around equity and opportunity as well as educator engagement and retention, and the Educational Coaching Network serves as an outstanding addition to further the coaching-centric efforts of the Illinois P-20 Network’s partner organizations at Northern Illinois University, such as NIU STEAM, the Illinois MTSS Network, and the Illinois Migrant Education Program. 

With registration about to open in the coming weeks, today, you can already check out the full slate of ECN workshops coming up on our new Illinois P-20 Network Educational Coaching Network website: p20network.niu.edu/ecn 

Career Pathways Virtual Trailheads – Jeannail Carter – Esports Player

Originally launched during the COVID-19 Pandemic when students could not engage in face-to-face or on-site work-based learning experiences, the Career Pathways Virtual Trailheads video series brings people from a wide range of occupations to students remotely to learn about their careers and the competencies necessary for success.

In this Career Pathways Virtual Trailheads episode, we interview Jeannail Carter, who is a professional esports player. Jeannail is a graduate of Northern Illinois University. Jeannail Carter  became a professional player after pursuing her art degree, and currently travels the world playing Tekken, a video game fighting series that began in 1994.  In addition, Jeannail is also a public speaker, brand ambassador for Red Bull, and mentor.

Carter’s work as a professional esports player crosses multiple Career Pathways, including Arts and Communications, Finance and Business Services, and Information Technology.

In this video, Jeannail shares her journey to becoming a professional player, training, and what many may not know about her career path. She wants to be an inspiration to students, who may have an interest in art and technology. She discusses what a typical day looks like in her competitive world, and also about skills needed to be successful. The Essential Skills of critical thinking, collaboration, organization, time management, communication, and productive struggle are highlighted in this episode. Ms. Carter takes pride in reaching back to help others and to also encourage students.

To keep up-to-date as new Career Pathways Virtual Trailheads videos are released, subscribe to the P-20 Network YouTube Channel.

Updated PaCE Framework Webinar

Learn more about the new Middle School and updated High School PaCE Frameworks and give feedback

As required by HB3296, which was signed into law last May by Governor Pritzker and updated the Postsecondary and Workforce Readiness Act, the state educational agencies led by ISAC and including ISBE, ICCB, and IBHE, have released drafts of an updated High School PaCE Framework and a new Middle School PaCE Framework for public comment. 

On Monday, March 13 at 9 AM, the Illinois P-20 Network will host a webinar providing an overview of the PaCE Framework, the updates to the High School PaCE Framework, and details regarding the Middle School PaCE Framework. This webinar is free and open to all educators across Illinois, yet it will be specifically geared for the elementary and unit school districts that have not begun to consider the PaCE Framework with the new requirements extending to grades 6-8. 

High school districts are encouraged to share this learning and feedback opportunity with their sender elementary school districts. Feedback to the state educational agencies can be provided via this online PaCE Framework feedback form until March 21, 2023.

Career Pathways Virtual Trailheads – Jasmine Carey – STEM Teacher

Originally launched during the COVID-19 Pandemic when students could not engage in face-to-face or on-site work-based learning experiences, the Career Pathways Virtual Trailheads video series brings people from a wide range of occupations to students remotely to learn about their careers and the competencies necessary for success.

In this Career Pathways Virtual Trailheads episode, we interview Jasmine Carey, who is a STEM teacher at an elementary school in Rockford, Illinois. After graduating from Simeon Vocational High School in Chicago Illinois, she obtained her undergraduate degree followed by her master’s degree in Instructional Technology, both from Northern Illinois University. Jasmine became a STEM (Science, Technology, Engineering, Mathematics) teacher at a charter school 4 years ago. During that time, she has learned the importance of exposing students to STEM. The excitement of her students keeps her thinking of new ways to engage them.

Carey’s work as a STEM Teacher is part of the Human and Public Services Career Pathway.

In this video, Carey shares her journey to becoming a teacher and how STEM instruction is for all students. She discusses overcoming challenges, and learning from failure. The Essential Skills of critical thinking, communication, and offering constructive feedback are highlighted in this episode. There is discussion of the engineering design process and how that can be applied to almost anything. Learning in Ms. Carey’s class is engaging and fun, and sometimes students are not even aware of how much they are learning.

Watch this Career Pathways Virtual Trailheads video with STEM teacher Jasmine Carey.

To keep up-to-date as new Career Pathways Virtual Trailheads videos are released, subscribe to the P-20 Network YouTube Channel.

Career Pathways Virtual Trailheads – Mondrian Contreras – Veterinarian

Originally launched during the COVID-19 Pandemic when students could not engage in face-to-face or on-site work-based learning experiences, the Career Pathways Virtual Trailheads video series brings people from a wide range of occupations to students remotely to learn about their careers and the competencies necessary for success.

In this Career Pathways Virtual Trailheads episode, we interview Mondrian Contreras, who is a veterinarian, who owns his own practice, Carol Stream Animal Hospital. After graduating from Riverview High School in Sarasota, Florida, he obtained his undergraduate degree from the University of Illinois College of Veterinary Medicine and continued his studies at the University of Florida College of Veterinary Medicine. In 2010, Mondrian was an intern at the VCA Aurora Animal hospital, and he has worked as the owner of the Carol Stream Animal Hospital since 2015.

Mondrian’s work as a veterinarian is part of the Agriculture, Food, and Natural Resources Career Pathway.

In this video, Mondrian shares his journey to becoming a veterinarian, the resilience needed to be a successful student and business owner, his daily responsibilities, and how he found his passion. He talks about the importance of customer service skills, overcoming challenges, and the critical connections that he makes with his clients. Mondrian talks about celebrating his successes and critical thinking skills needed in his field. He also emphasizes the importance of having fun and doing what you love as part of your career.

Watch this Career Pathways Virtual Trailheads video with Veterinarian Mondrian Contreras.

To keep up-to-date as new Career Pathways Virtual Trailheads videos are released, subscribe to the P-20 Network YouTube Channel.

Webinar Recap – HLC Proposed Policy Changes

On February 7, 2023, Rodrigo López, Director of P-20 Initiatives at Northern Illinois University, and Aimee Galvin, Government Affairs Director at Stand for Children Illinois, hosted an informational webinar for educators across Illinois on behalf of the Illinois P-20 Network’s Dual Credit Think Tank. With attendees from across Illinois and representing school districts, community colleges, universities, and other professional and interest groups, the proposed policy changes recently communicated by the Higher Learning Commission (HLC) were shared. While the HLC proposed policy changes were the primary focus of the interview, Rodrigo and Aimee also reviewed the recent amendments to the Illinois Dual Credit Quality Act and shared the proposed rule changes to the ICCB System Rules Manual that pertain to dual credit (Section 1501.313).

View the webinar below or on the Illinois P-20 Network’s YouTube channel. Continue reading below the video for next steps.

Action Items

• If you are an HLC member institution, please consider submitting feedback on these proposed changes at this time. Learn more about HLC’s proposed revisions. Feedback by member institutions is due to HLC by February 15, 2023.
• Participate in the Dual Credit Think Tank’s next major task – Collecting and publishing best practices for reviewing the credentials and experiences of high school teachers beyond their earned academic credentials.

For more information on the Dual Credit Think Tank or to get involved, please contact Rodrigo López at rodrigo.lopez@niu.edu

Launching “KEEP Illinois – Keeping Educators Engaged Professionally”

Goal: Help solve the educator shortage by improving educator retention

Significant work is being done across Illinois by a wide variety of stakeholders, including the Northern Illinois University College of Education, to increase both the diversity and the amount of individuals in the career development pipeline to become teachers. Despite these efforts, without addressing issues of educator retention, the teacher shortage cannot be effectively resolved. To this end, the Illinois P-20 Network is taking on a statewide leadership role with regards to educator retention with the launch of KEEP Illinois – Keeping Educators Engaged Professionally.

KEEP Illinois participation is open to anyone with an interest in supporting educator retention in schools and organizations at all levels across Illinois.

Like the Illinois P-20 Network’s Dual Credit Think, KEEP Illinois seeks to build a strong grassroots base for its work by engaging practitioners from across Illinois. Additionally, over time, KEEP Illinois seeks to build formal partnerships with other organizations to further promote and implement the strategies and solutions that KEEP Illinois participants have seen work locally.

HLC Call for Feedback

Proposed Policy Changes to Assumed Practices (CRRT.B.10.020)

The Higher Learning Commission (HLC) has announced its proposed policy changes to Assumed Practices – CRRT.B.10.020. As one of six regional accreditors in the United States, these proposed changes, if approved by the Board, will help to “eliminate any restrictive impact of HLC’s requirements on student access to dual credit programs in underserved or rural areas.” Degree-granting postsecondary educational institutions in the State of Illinois, along with those located in the other 18 states, may be in a position to benefit and modify existing practices specific to the review and approval of faculty qualifications.

HLC member institutions have been requested to share feedback on these proposed changes before its formal comment process is initiated. Learn more about HLC’s proposed revisions. Feedback by member institutions is due by February 15, 2023.

The Illinois P-20 Network in collaboration with the Illinois Alliance of Concurrent Enrollment Partnerships (ILACEP) has worked with a diverse group of secondary and postsecondary educators to increase knowledge and support dual credit opportunities. As dual credit has become a critical component of schools’ early college credit programs, the Dual Credit Think Tank has focused its efforts on advocating for policies and practices that lead to an increase in the number of high school instructors teaching dual credit courses.

In June 2022, the HLC’s Board of Trustees extended the deadline for enforcement of faculty qualifications requirements in the context of dual credit education from September 1, 2023, to September 1, 2025. Institutions not in compliance with the requirements of Assumed Practice B.2.a, not only have an additional two years to get their dual credit offerings into compliance but may also have additional options with the approval of the policy changes.

Although recent amendments to the Dual Credit Quality Act have continued to address the challenges faced by dual credit programs to have more high school instructors credentialed to teach dual credit courses, revisions to HLC’s policies would make clear “that an institution can deem its faculty qualified on the basis of academic credentials, equivalent experience or some combination thereof” and that it may also “take into account substantial progress toward academic credentials in addition to achievement of such credentials” to create “parity between teaching assistants and dual credit instructors who are similarly situated in this regard.”

The Illinois P-20 Network Dual Credit Think Tank will be hosting an informational webinar on the HLC proposed policy changes to Assumed Practices – CRRT.B.10.020 on February 7, 2023, at 2 PM (CT) – Register today!

Registration Open – ISBE Career Connections Conference

ISBE Career Connections: Building Community before the IACTE Annual Conference – February 15, 2023

Join the Illinois State Board of Education (ISBE) on February 15, 2023, for a day of networking and collaboration with and among Illinois CTE educators and state administrators before attending the annual IACTE conference.

Morning sessions at the ISBE Career Connections Conference will provide timely information and support for specific groups including:

• Agriculture Grant Recipients
• Career Exploration/Career Development Experience Grant Recipients
• College and Career Pathway Coordinators
• District/School CTE Administrators
• Ed Pathway Grant Recipients
• EFE Directors
• Innovation Grant Recipients
• New or Nearly New CTE Teachers
• Regional Work Experience Career Exploration Programs
• School Counselors

Everyone is invited and encouraged to attend a specialized networking lunch and afternoon breakout sessions providing opportunities for individuals to broaden their knowledge and skillsets related to various CTE topics.

In addition, the ISBE Career Connections Conference is hosting an evening keynote event to help kick-off the IACTE Conference (February 16-17). Dr. Amanda Bastoni, Educational Research Scientist at CAST, as well as former CTE teacher and administrator, will bring her energetic and highly-informative presentation style that will provide significant insights into what schools of all sizes and in all settings across Illinois can do with and through CTE to improve learning and increase student success.

Participants have the opportunity to register for the Day Conference Event, the Keynote Dinner Event, or both events. Don’t miss this opportunity to grow your knowledge and skills while interacting with CTE colleagues from across the state. Register now for the ISBE Career Connections Conference!

And register for the 2023 IACTE Conference on February 16 and 17, 2023. 

P-20 Network Meeting Explores Educator Shortage and Educator Retention

The Illinois P-20 Network hosted its Fall 2022 Meeting at NIU Naperville on Thursday, October 27, with a return to an in-person meeting for the first time since October 2019. Nearly 100 educational leaders from across Illinois were in attendance. Approximately 40% of attendees were school district leaders. 40% of attendees were postsecondary leaders, and the remaining 20% were leaders in state agencies and other professional and advocacy organizations.

The meeting began with NIU President Lisa Freeman, who shared the very personal story of her mother as a career-changing teacher in the 1960s and the impact she had on her students and their families, and Dean of the NIU College of Education Dr. Laurie Elish-Piper, who explored all the ways that educational institutions can engage and support teachers through a career pipeline from their early career exploration as middle school students through their in-service teaching and even how they can continue to support students and schools in retirement.

A series of Ignite presentations followed. Each of these presenters specifically addressed key, unique aspects of the educator shortage and/or solutions to it. The presentations included:

• Alyson Sprehe, a middle school teacher from Community Consolidated School District 21, who described how moving across all three middle schools and teaching at all three middle level grades over the course of her 25-year career has helped keep her fresh and innovating.
• Dr. Laura Hedin, department chair of Special and Early Education in the NIU College of Education, who spoke about NIU’s LEAP program, which is currently in place in both Rockford Public School District 205 and in School District U-46 and which supports practicing paraprofessionals with earning their licensure as a special education teacher while working on an accelerated timeframe.
• Bob Cofield, the director of school partnerships at Waubonsee Community College, who shared about the work that has taken place between Waubonsee, East Aurora, West Aurora, and NIU to create a modified 1+1+2 program that ensures students’ dual credit experiences in twelfth grade transfer into their degree program as education majors while also giving them a strong understanding of their work as future teachers.
• Arturo Senteno, principal at West Leyden High School, whose doctoral research has focused on the keys to teacher retention specifically for Latinx teachers. As part of this presentation Arturo provided specific recommendations for teachers and principals that should broadly help ensure high levels of performance and job satisfaction and that lead to strong retention among Latinx educators.
• Dr. Teresa Lance, assistant superintendent of equity and innovation in School District U-46, communicated six key themes for supporting teachers from diverse backgrounds in helping to lead transformative change in schools and districts. As Dr. Lance stressed, while these themes and their corresponding actions are critical for retaining teachers of color, these are also practices that all educators should employ each day.

Attendees then selected one of the following break-out sessions, in which they explored solutions to different aspects of the educator shortage and engaged in dialogue about those potential solutions. The break-out sessions were:

• Induction and Mentoring, which was led by Dr. Jodi Megerle, superintendent, and Kristy Seifert, assistant superintendent for teaching and learning, in River Trails School District 26.
• Diversification of the Teacher Workforce, which was led by Dr. Eric Junco, director of equity for the NIU College of Education.
• Supporting Dual Credit Teacher Credentialing, which was led by Anne Brennan, assistant vice president for academic affairs at Oakton Community College and by Dr. Patrick McGill, director for teaching and learning, curriculum and pathways in Glenbard School District 87.
• Avoiding Chutes out of the Profession; Building Teacher Career Ladders, led by Dr. Jason Klein, senior director of education partnerships and learning solutions at Northern Illinois University.

Finally, everyone came back together for a working lunch that featured table discussions about everything that people had heard and in which the tables identified the top three priorities to support educator retention for each of the following groups in Illinois: state government, postsecondary institutions, school districts, and the Illinois P-20 Network. At this time, the Illinois P-20 Network leadership team is organizing and analyzing the data from this activity, and the team will be publishing an action plan in an upcoming newsletter that will align to our Illinois P-20 Network Areas of Focus and lead to an updated mission statement for the Illinois P-20 Network.

Provide Feedback on CTE Standards to ISBE

ISBE wants your feedback on potential Illinois Career and Technical Education (CTE) Standards. All Illinois educators are encouraged to watch this recorded 15-minute webinar then complete this feedback survey. Links to all of the relevant elements of the webinar are below:

• Slides
• ISBE CTE Industry Feedback Tour Themes

Draft Career Pathway Standards Documents

• Agriculture, Food, and Natural Resources
• Arts and Communications
• Finance and Business Services
• Health Sciences and Technology
• Human and Public Services
• Information Technology
• Manufacturing, Engineering, Technology, and Trades

The individual feedback survey is available to all educators in Illinois through November 6, 2022.

Register for the In-Person Fall P-20 Network Meeting

Registration is now open for the Fall 2022 P-20 Network Meeting, which will be hosted at the NIU Naperville Conference Center on October 27, 2022, from 8:30 AM to 1:00 PM. We are looking forward to gathering for a half-day of learning, conversations, and planning. The Fall Meeting will provide leaders from across the State of Illinois an opportunity to explore the root causes of today’s educator shortage as well as to learn about solutions that local institutions are putting in place to develop, recruit, retain, and diversify our educator workforce.

The 2022 Fall Meeting will feature a mix of short Ignite-style keynote speeches, a panel presentation, and breakout sessions to offer both information for leaders to take back to your own organizations as well as opportunities to discuss potential solutions and needed supports that will provide a focus for ongoing Illinois P-20 Network efforts.

The cost to attend is $35 per individual to help defray meeting costs. Lunch will be provided.

Return of the Career Pathways User Group

In collaboration with the Illinois State Board of Education’s Career and Technical Education (CTE) and Innovation team, the Northern Illinois University CTE Project hosts the state-wide Illinois Career Pathways User Group to support the adoption, growth, and ongoing improvement of the Illinois College and Career Pathway Endorsements, with authentic learning, integrated learning, and work-based learning at the heart of these efforts for all students across Illinois.

This video is the September 2022 meeting of the Illinois Career Pathways User Group. During this meeting, updates were provided to all participants about the growth in earned Endorsements across Career Pathways since the start of this policy in 2020, about recently passed HB3296 and its requirements to implement the Endorsements and the PaCE Framework, and with information about the application process for school districts. Watch the video of the meeting below or on the Illinois P-20 Network YouTube Channel.

If you are not already part of the Illinois Career Pathway User Group, register today in order to access the Google Group and meeting invitations.

ISBE CTE Standards – Teacher Feedback Wanted

This summer, CTE educators explored the data from the CTE Industry Feedback Tour and considered it in light of identified best practices nationally in CTE in order to make recommendations regarding our need for CTE standards and supporting professional development in Illinois.

An additional opportunity for educators to provide input will take place in the format of a webinar focused on gathering feedback on options for adopting CTE Standards within the State of Illinois. Sessions will be held from 7.30 until 9 AM and 3.30 until 5 PM on September 29, 2022. Participation is open to all educators, teachers and administrators, who teach or support Career & Technical Education programs in Illinois.

The goal of this work will be to provided teachers, schools, and school districts with the tools necessary to ensure that there are high-quality and equitable CTE opportunities for all students across Illinois and for the ISBE CTE team and its partners to best support educators in meeting those goals.

Sessions will take place via Zoom and are expected to last no more than 60 minutes. Zoom links will be sent to those registered the day before each session.

If you would like to attend both sessions, we do ask that you complete the form separately for each session.

Dual Credit Think Tank Policy Brief Released

Strategies to Support Teachers in Credentialing for Dual Credit

In January 2022, the Illinois P-20 Network’s Dual Credit Think Tank launched a state-wide survey to gather examples from school districts of contract language, policies, procedures, and practices that support dual credit teacher licensure. Particularly in the face of the teacher shortage, school districts must identify new strategies to address these credentialing issues. While the recent amendment to the Illinois Dual Credit Quality Act includes an extension for teachers to secure a professional development plan which allows them to start teaching dual credit courses while they finish the minimum teaching qualifications as prescribed by the Higher Learning Commission, school districts continue to face significant challenges in supporting the necessary number of teachers in becoming credentialed to teach dual credit classes.

Additional support and resources are necessary to increase the number of teachers with dual credit credentials. Understanding school districts’ need for guidance on how they can leverage existing mechanisms, the Dual Credit Think Tank has published Strategies to Support Dual Credit Teacher Credentialing, a policy brief for educators and advocates that highlights best practices for schools to adopt in their aim to further support teachers’ journey towards meeting the minimum qualifications to teach dual credit courses. Specifically, the brief offers recommendations, based on the responses to the survey from earlier this year, on how school districts can collaborate with teachers via their collective bargaining agreements to implement financial assistance and incentives.

Summer Speaker Series Videos Online

Today, the final educator panel in this year’s Illinois State Board of Education (ISBE) CTE Summer Speaker Series was held, and now, we are pleased to share all three keynotes and all three educator panels online as resources for professional learning moving forward for educators across Illinois in Career and Technical Education (CTE) and beyond. The theme for the ISBE CTE Summer Speaker Series was CTE for ALL students and for EACH student, with a clear focus on equity and inclusion and providing support to schools to overcome barriers in order to give all students access to high quality CTE and Career and College Readiness instruction.

Each of the events listed below is linked to the corresponding YouTube video for that event. All of the YouTube videos are also organized into a single ISBE CTE Summer Speaker Series 2022 YouTube Playlist.

Family & Community Engagement and Postsecondary Placement

• Keynote – Dr. Ayanna Brown, Elmhurst University & Thought Spectrum, LLC
• Educator Panel

Active Recruitment of Special Populations into CTE Programs and Nontraditional Careers

• Keynote – Dr. Amanda Bastoni, CAST
• Educator Panel

Elimination of Barriers for Individual CTE Students

• Keynote – Dr. Valerie Milton, Michigan Department of Education
• Educator Panel

Free Administrator Academy Workshops to Kick-Off 2022-2023

As part of our Career ConneCTEd Illinois professional learning efforts, we are excited to host three online, half-day workshops at the beginning of August. Participants in these workshops can earn Professional Development Hours (PDHs) or Administrator Academy credit. Registration is free, and will close 48 hours prior to each workshop. A Zoom link and other information about each workshop will be sent to participants 48 hours ahead of each workshop. Each workshop will take place from 9 AM until noon. 

• August 3 – Social and Emotional Learning Leads to College and Career Readiness – Register 
• August 4 – PaCE Framework Overview – Register 
• August 5 – Illinois Career Pathways Overview – Register 

CTE Professional Learning Opportunities – 2022-2023

We are pleased to announce the initial ISBE CTE Professional Development calendar for the 2022-2023 school year. This calendar is considered an initial calendar because we are already adding additional events to it. We are also excited to share that there is no cost to participate in any of the events being run solely by ISBE and the NIU Illinois CTE Project. 

All sessions are open free of charge to all Illinois educators, including teachers, clinicians, counselors, and administrators from Early Childhood through twelfth grade settings as well as postsecondary educators. For example, Administrator Academy workshops are not only open to school administrators, but to all educators. Participants who complete workshops will earn Illinois Professional Development Hours or, when applicable based on the workshop and one’s position, Administrator Academy credit. 

Check out the full (and growing!) ISBE CTE Professional Development calendar – Registration links are continually being added over the coming weeks. 

Introducing the NIU Illinois CTE Project Team

Earlier this school year, the Illinois State Board of Education and Northern Illinois University’s Illinois P-20 Network and NIU STEAM entered into a multi-year partnership to further develop and implement Career & Technical Education (CTE) solutions and strategies with regards to:

• Professional Learning
• Teacher Recruitment and Retention
• Instructional Materials and Strategies

Given the nature of the 2021-2022 school year, additional new staff members for the NIU Illinois CTE Project Team were hired during the spring for Summer 2022 start dates so as not to pull educators from schools and districts during a complex and challenging school year. The NIU Illinois CTE Project is excited to add the following team members beginning July 1, 2022:

CTE Educator – Ben Owen, who has served as a business and technology teacher as well as a Multi-Tier Systems of Support (MTSS) Coordinator, Dean of Students and Athletic Director at Genoa-Kingston and Hiawatha High School. During his tenure as a teacher, among the courses he taught, Ben implemented INCubator successfully and saw enrollment in the course increase year-over-year, and this work is just one example of Ben’s focus of providing project-based and authentic learning experiences for all students. Prior to becoming an educator, Ben used his original Bachelor’s Degree in Business and his MBA as he worked in the private sector in human resources and operations management roles.

CTE Educator – Bill Rose, who has served in various teaching and leadership roles in the Rockford area. Bill has taught both Business and Social Science courses. Bill also holds a Master’s Degree in Curriculum and Instruction and a Master’s Certificate in Reading. In addition to his  strong CTE background, which has included serving in a CTE leadership role at Rockford East High School, Bill has also been deeply involved curriculum and professional development work related to Project-Based and Problem-Based Learning, career-ready certifications and credentials for students, and Competency-Based Instruction.

DEI Educator – Shavina Baker (Pierre), who has served as a teacher, RTI specialist, athletic director, after-school program director, as a director of operations, and most recently as a principal in Rockford. Prior to becoming an educator, Shavina worked in the insurance industry, bringing additional workplace experience to her work on this state-wide CTE initiative. Shavina has extensive experience in her school leadership roles in implementing strategies that promote and developing a culture that supports diversity, equity, and inclusion. Additionally, in those same school leadership roles, she has developed and led professional learning as well as having worked extensively with curriculum, instruction, and assessment.

In addition to these team members, the NIU Illinois CTE Project team is being led by Jason Klein and Rodrigo López, who facilitate the Illinois P-20 Network, and the team includes key members of the NIU STEAM team, including Dr. Kristin Brynteson, the Director of NIU STEAM, Debbie Kerman, the Assistant Director of NIU STEAM, NIU STEAM Program Coordinator Lise Schlosser, and NIU STEAM Instructor Kerri Sosnowski.

Over the coming weeks and months, each of these new team members will be out and about and look forward to meeting and working with educators from across Illinois as well as learning in and with schools and districts across the state.

High-Quality CTE – White Paper & Webinar

ISBE’s Career ConneCTEd Illinois and the NIU Illinois CTE Project, under the leadership of NIU STEAM and Illinois P-20 Network, have released High-Quality CTE: What the Literature Says About Standards, Curriculum, Instruction, and Partnerships. The white paper provides an overview of the most effective and inclusive practices related to curriculum, instructional resources, instructional strategies, and business and community partnerships specifically in the context of secondary school CTE. 

In addition to the full written report, an overview of the white paper was provided via a webinar on June 15, 2022. Watch the recording of the webinar presentation, and learn more about the key takeaways from the analysis! 

Expansion of Leadership for the Illinois P-20 Network

In recent weeks, a new, integrated collaborative structure between Northern Illinois University’s Division of Outreach, Engagement and Regional Development (OERD) and the College of Education has been launched to support the Illinois P-20 Network. This internal change is designed to only have positive impacts on all of the partners that comprise the Illinois P-20 Network, and we are excited to announce a new key member of the team.

While the goals and values of the Illinois P-20 Network will not change, we are excited to announce that over the coming the months the Illinois P-20 Network will benefit from additional resources and an even closer partnership internally at Northern Illinois University with the NIU College of Education. For nearly three years, Dean of the College of Education Dr. Laurie Elish Piper has officially served in a co-leadership role for the Illinois P-20 Network, and now, as a result of an innovative partnership between NIU’s Division of Outreach, Engagement and Regional Development and NIU’s College of Education, the Illinois P-20 Network will have even more resources and support moving forward.

Beginning this summer, Rodrigo López will serve as the Director of P-20 Initiatives as part of the Center for P-20 Engagement at Northern Illinois University. Rodrigo will serve alongside Jason Klein, who has started in a new collaborative joint appointment.

Rodrigo brings over a decade of experience in student and academic affairs in both high school and postsecondary settings, and throughout his career, he has led key college and career readiness initiatives across secondary and postsecondary education.

As a member of the College Advising Corps, he spent considerable time building partnerships between school districts, postsecondary institutions, and community-based organizations on behalf of Round Lake High School. Most recently, Rodrigo has served as Assistant Dean of College in High School Programs at Elgin Community College (ECC) where he managed the college’s dual credit partnerships and co-chaired the region’s college-career pathway committee. Rodrigo has provided state-wide leadership in early college experiences and policy as part of his roles as the government relations chair and president of the Illinois Alliance of Concurrent Enrollment Partnerships (ILACEP), the state’s chapter of the National Alliance of Concurrent Enrollment Partnerships (NACEP). He brings strong leadership and administrative experience in research, policy analysis, strategic planning, and program implementation. He received his B.A. and Master’s in Public Administration from the University of Illinois at Chicago and is completing his Ph.D. in Higher Education Administration from Illinois State University.

ISBE CTE Summer Speaker Series 2022

CTE for ALL students & for EACH student

As part of the Career ConneCTEd Illinois efforts to support high-level Career and Technical Education (CTE) for all students throughout the state, this year, we are launching a Summer Speaker Series that will focus on ensuring access to and success in CTE classrooms. With a focus on the “special populations” and “nontraditional careers” of the Perkins V Act, the following three topics were identified by analyzing statewide CTE student data as well as through engaging CTE leaders from across Illinois.

For each topic, we will host a keynote presentation in June, and then, there will also be a corresponding educator panel for each topic that will be held in late July and early August prior to the start of the 2022-2023 school year. All of these events will be held online, and links will be sent to those who have registered the day before each event.

Family & Community Engagement and Postsecondary Placement

• Keynote – June 28, 10:30 AM – Dr. Ayanna Brown, Elmhurst University & Thought Spectrum, LLC
• Educator Panel – July 27, 9 AM

Active Recruitment of Special Populations into CTE Programs and Nontraditional Careers

• Keynote – June 21, 9 AM – Dr. Amanda Bastoni, CAST
• Educator Panel – July 28, 9 AM

Elimination of Barriers for Individual CTE Students

• Keynote – June 23, 9 AM – Dr. Valerie Milton, Michigan Department of Education
• Educator Panel – August 2, 9 AM

High Quality CTE Practices Webinar

Over the course of the spring, a national landscape analysis of best practices in Career and Technical Education (CTE) has been conducted in order to inform curriculum, instructional, and policy decisions related to CTE. As part of the ISBE CTE Project that is being facilitated by NIU STEAM and the Illinois P-20 Network, we are excited to launch a whitepaper with this analysis, and we will be hosting a free summary webinar at 1 PM on June 15, 2022.

ISBE CTE Educator Plan Time

Join us this summer to reflect on thoughts for schools from industry and to help provide direction regarding CTE Standards!

This summer, through the CTE Educator Plan Time series of events, educators from across Illinois will help plan next steps for state CTE standards. CTE educators will explore the data from the CTE Industry Feedback Tour and consider it in light of identified best practices nationally in CTE in order to make recommendations regarding our need for CTE standards and supporting professional development in Illinois. The outcome of this work will be to provide teachers, schools, and school districts with the tools necessary to ensure that there are high-quality and equitable CTE opportunities for all students across Illinois.

Participation is open to all educators, teachers and administrators, who teach or support Career & Technical Education programs in Illinois. Educators may chose from the following sessions:

• Agriculture, Food & Natural Resources – June 14 – 9 AM
• Arts & Communications – June 14 – 1 PM
• Finance & Business Services – June 22 – 9 AM
• Health Sciences & Technology – June 22 – 1 PM
• Human & Public Services – July 19 – 9 AM
• Information Technology – July 19 – 1 PM
• Manufacturing, Engineering, Technology & Trades – July 26 – 9 AM
• General/All Career Pathways – July 26 – 1 PM

Sessions will take place via Zoom and are expected to last two hours. Zoom links will be sent to those registered the day before each session.

Dynamic Enhancements Coming to Illinois P-20 Network

While the goals and values of the Illinois P-20 Network will not change, we are excited to announce that over the coming the months, the Illinois P-20 Network will benefit from additional resources and an even closer partnership internally at Northern Illinois University with the NIU College of Education. For nearly three years, Dean of the College of Education Dr. Laurie Elish Piper, has officially served in a co-leadership role for the Illinois P-20 Network, and now, as a result of an innovative partnership between NIU’s Division of Outreach, Engagement and Regional Development and NIU’s College of Education, the Illinois P-20 Network will have even more resources and support moving forward. More details will be shared in the coming weeks on the Illinois P-20 Network website, newsletters, and social media, but you can read more about this new partnership on the NIU College of Education’s website right now. 

State of Illinois Survey for HS Seniors – What’s next and why?

The Illinois Workforce and Education Research Collaborative (IWERC), in cooperation with the State of Illinois, wants high school seniors to fill out a survey to tell us about their decisions after high school. The survey focuses on the following questions:

• What are the factors influencing your decisions to pursue education after high school?
• What options are you weighing?
• Will you be attending college or a trade school?
• Will you stay in-state or go out of state?
• How are you making your decision?

Students can complete the survey here. It will take about 15 minutes.

Students’ survey results will be collected and analyzed by IWERC, a research unit at University of Illinois. The survey will not ask students for their name, and their responses will not be connected to themselves. Survey responses will be used to inform how we improve postsecondary options, access, equity, and enrollment in Illinois. Findings from the survey will be shared in research publications and with the Illinois Board of Higher Education, Illinois Student Assistance Commission, the Illinois State Board of Education, and the Governor’s office.

Please share this survey with your current high school seniors!

Dual Credit and Weighted Grades

As a result of conversations with a number of high school administrators in different school districts who wanted to understand the landscape of how school districts are weighting grades for dual credit coursework within their high school grade point average systems, the Dual Credit Think Tank conducted a survey asking school districts the question of if (and, if so, how) dual credit courses are weighted in their school district.

Based on each district’s answer to this single question and knowing what district each answer was coming from, deeper analysis was also able to take place based on a number of other demographic factors regarding students and teachers in each school district. The results of this survey, and policy recommendations from the Dual Credit Think Tank are contained in this slide deck, which was presented as part of a Dual Credit Think Tank Update webinar to ILACEP in March 2022. In short, the Dual Credit Think Tank recommends:

If you have weighted classes, ALL early college credit coursework should be weighted the same as advanced/accelerated classes.

Illinois P-20 Network Dual Credit Think Tank, March 2022