Title II - Teacher Quality - Statewide Activities
CSFA Number: 586-43-2235
Agency Name
State Board Of Education (586)
Agency Contact
Marci Johnson
217-782-3495
marjohns@isbe.net
Short Description
The intent of the Teacher Residency Planning Grant is to support LEA-IHE partnerships necessary to implement and operate an effective innovative teacher residency program within the applicant LEA. Offering a year-long teacher residency program requires careful collaborative planning and partnership between an LEA and IHE.
Subject Area
Education
Program Function
Education
Enabling Legislation
Code of Federal Regulations / Title 2 - Grants and Agreements / Vol. 1 / 2014-01-01192
Objectives and Goals
ISBE Board Goal(s):
Every child in each public school system in the State of Illinois deserves to attend a system wherein… • All students are supported by highly prepared and effective teachers and school leaders.

Program Objectives:
Residency programs provide year-long clinical experience with intensive supports, and improve coherence among educators’ pre-service experience, induction and future professional learning. LEA in partnership with the IHE shall use planning grant funds to design Teacher Residency Programs to meet the following objectives:
i. Develop strong partnerships between LEAs and IHEs;
ii. Recruit high-ability teacher residents to meet specific district hiring needs, especially where there are shortages (see Appendix A);
iii. Implement a full year of clinical practice co-teaching alongside an expert mentor teacher;
iv. Offer relevant coursework and/or competencies that are tightly integrated with clinical practice;
v. Recruit, train and provide ongoing professional development for expert mentor teachers to co-teach with teacher residents;
vi. Recruit diverse cohorts of residents, including utilizing recruitment efforts to include underrepresented candidates, including but not limited to low-income student residents, residents of color, and first-generation student residents;
vii. Ensure cohorts of teacher residents in classroom settings model evidence-based practices with diverse learners— including English learners, students with disabilities, gifted students, and/or students with low literacy levels— that are designed to help novice residents learn to teach;
viii. Provide ongoing mentoring, induction and support for new teachers after they graduate;
ix. Supply financial support for teacher residents in exchange for committing to teach in the sponsoring LEA for a minimum number of years, if offered a position; and
x. Successfully prepare residents for receipt of the professional educator license upon program completion.
xi. Sustainability, including use of existing institutional resources (in-kind, financial, etc.) to support long-term implementation;
xii. Residents are incentivized or required to commit to teaching or leading in the partner LEA upon completion of the program.
Types of Assistance
Non-competitive
Uses and Restrictions
Teacher residencies funded by this grant may support residents earning an endorsement in a state-identified shortage area (Appendix A). The Teacher Residency Planning Grant must support the LEA-IHE in developing a program that addresses the preparation requirements for the target teaching endorsement as well as preparation for teaching within the specific district/school context where the resident is placed. Sample activities that may be funded through the Teacher Residency Planning Grant are:
i. Planning and development of a new, collaborative LEA-IHE teacher residency program for teacher residents in a state-identified shortage area (Appendix A), including developing the LEA’s capacity to effectively offer a teacher residency program and support a cohort model for residents within its local school(s); or
ii. Planning and development of the expansion an existing LEA-IHE collaborative site-based internship for teacher candidates into a teacher residency program in a state-identified shortage area
Eligibility Requirements
High-need Local Education Agencies (LEA) including school districts and regional offices of education (ROEs). A high-need LEA means an LEA with schools that (1) have high rates of minority students or high rates of students in poverty as identified by Title I criteria, or (2) can demonstrate chronic, multiple teacher shortages in state-identified or local shortage areas (Appendix A).
Eligible Applicants
Education Organizations;
Application and Award Processing
Application submitted to ISBE with approval of CTE program staff
Post Assistance Requirements
Quarterly fiscal and programmatic reporting
Federal Funding
Notice of Funding Opportunities
None
Agency IDGrantee NameStart DateEnd DateAmount
65108018051-4935(SA)Illinois Principals Association07/01/201906/30/20201,200,000
65108932051-4935(SA)Illinois Association of School12/06/201906/30/2020250,000