Ill. Admin. Code tit. 23, § 1085.25 - Roles and Responsibilities
a) The
Board of Higher Education is responsible for, subject to appropriation,
allocating funds to Grow Your Own Illinois for the purpose of administering the
program (Section 20 of Act).
b) GYOI is responsible for administration of
the Grow Your Own (GYO) Initiative. Responsibilities include, but are not
limited to, developing and releasing applications, reviewing applications and
selecting grantees, fiscal monitoring, maintaining a candidate database system,
development and review of contracts to support the initiative, reviewing of
consortia annual reports and consultant reports, coordination and communication
of expectations to all consortia members, and convening meetings of all
consortia members.
c) The
consortium is responsible for pooling all its collective resources and
providing a variety of support services to increase the success rate of
candidates graduating from an Illinois accredited teacher education program to
become and to be placed as teachers in hard-to-staff schools.
d) The fiscal agent is responsible for
providing direction and oversight for the consortium. Responsibilities include,
but are not limited to, submitting grant applications and annual reports,
meeting with program evaluators, monitoring grant expenditures and the budget,
serving as liaison and primary contact person for the consortium, participating
in cohort meetings, locating and hiring tutors, conducting meetings with
academic counselors, collecting and reporting assessment and performance data,
and attending consortium meetings.
e) A cohort coordinator is responsible for
direct support and counseling to candidates. Responsibilities include, but are
not limited to, assisting students with class schedules, helping candidates
register and answer questions about registration, answering questions about
teacher education programs and entrance requirements, helping candidates solve
individual problems related to their classes, basic skills tests and other
college requirements, conducting cohort meetings, conducting meetings with
academic counselors, meeting with program evaluators, coordinating tutorial
support, monitoring academic progress of candidates, assisting the consortium
by providing information regarding the anticipated completion dates of
candidates to assist with placement where positions may be available, and
attending consortium meetings.
f)
The community based organization has unique responsibilities to support the
success of the candidates. Responsibilities include, but are not limited to,
helping improve the life outcomes of disadvantaged children and families,
increasing parental involvement in schools, developing parent and candidate
leadership and addressing commonly identified issues related to the school,
carrying out community-school improvement activities, assisting in developing
after school programs, applying for grants to support the consortium, meeting
with program evaluators, identifying unique needs of candidates and providing
support for those needs, working with higher education partners to locate and
hire tutors to help candidates with coursework, and attending consortium
meetings.
g) An independent program
evaluator is responsible for reporting the extent of candidate persistence in
program enrollment, acceptance as an education major in a 4 year institution of
higher education, completion of a bachelor's degree in teaching, obtaining a
teaching position in a target school or similar school, subsequent
effectiveness as a teacher, and persistence in teaching in a target school or
similar school. The evaluation shall assess the Initiative's overall
effectiveness and shall identify particular program strategies that are
especially effective (Section 35 of the Act). The evaluation process will
include monitoring site visits, providing technical assistance to consortia,
and providing other support services to GYOI and the Board as needed. The
evaluator will produce an annual report that includes individual project and
overall program data, identification of effective practices, and
recommendations for program improvements.
h) An accredited Illinois teacher preparation
program, housed within an Illinois institution of higher education, is
responsible for providing high quality undergraduate coursework and clinical
experiences that will prepare beginning teachers to work in hard-to-staff
schools. The programs offered will align with the areas of need derived from
the GYO consortium's needs assessment of the community's K-12
schools.
i) The hard-to-staff
schools are responsible for providing data (needs assessment) to the consortium
on those areas that experience a multi-year pattern of substantial teacher
shortage or have been identified as a critical need by the local school board,
providing sites for clinical experiences for GYO participants/candidates and
providing employment opportunities for GYO graduates when possible.
Notes
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