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The session reviews ISBE grade-band and licensure assignability issues, then defines what a microcredential is and clarifies eligibility and non-negotiable requirements. It details Pillar I–IV: competency statements, inquiry-based pedagogy, evidence drawn from recent classroom practice, assessment alignment, required evidence-producing components, and the rationale connecting method and children’s learning, including design-side submission rules. Next steps follow.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/kindergarten-microcredential-work-group-september-30-2026/535924/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/kindergarten-microcredential-work-group-september-30-2026/535924.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem is the meeting addressing regarding ISBE grade bands and licensure?","Question",{"text":112,"@type":113},"The session reviews an assignability gap created when early childhood certification and elementary certification moved to a licensure system. District and hiring leaders have raised the issue since 2014, leading to short-term approvals and a K-only STA bridge added in 2025.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is a microcredential, according to the document?",{"text":117,"@type":113},"A microcredential is a focused, job-embedded, evidence-based credential demonstrating a specific skill through classroom evidence, not a course grade or seat time. It is not a new license type.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the current non-negotiables for the microcredential across the pillars?",{"text":121,"@type":113},"The framework requires a named literacy or mathematics competency and inquiry-based pedagogy aligned to specified statute; evidence must come from the teacher-of-record’s recent practice with assessment aligned to pedagogy. Required evidence-producing components include developmentally appropriate and inclusive practice, intentional inquiry-based learning, observation-informed instruction and assessment, reciprocal family partnership, and reflection. The rationale must show the competency supports children’s learning and that research and submission requirements align, with design-side-only research deliverables.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},535924,1791667420,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Kindergarten Microcredential Work  \nGroup  \nSeptember 30 , 2026  \n1  \nAgenda  \n• Introductory Framing  \n• Recap from August 10, 2026 meeting:  \n– Current ISBE non-negotiables for each pillar.  \n– Questions that cross Pillars  \n– Recommendations that Cross Pillars  \n• Breakout Groups to complete workbook (Pillar VI)  \n• Whole Group  \n• Next Steps  \n2  \nIntroductory Framing  \n• Before ISBE moved to a system of licensure from a system of certification, early childhood certification covered birth–grade 3 and elementary certification covered K–grade 9.  \n• Within a Professional Educator License (PEL) : Early Childhood covers birth–grade 2; Elementary covers grades 1–6.  \n• The narrower bands create an assignability gap.  \n• District and hiring leaders have flagged this gap to ISBE since 2014.  \n• Since 2015, short-term approvals (STA) have covered all content areas and grade bands as a first corrective.  \n• The STA is valid for three years and is non-renewable.  \n• ISBE added a K-only STA on July 1, 2025.  \n• The K-only STA is a bridge, not a permanent fix.  \n3  \nIntroductory Framing  \n• In fall 2024, district and building leaders raised the assignability issue with ISBE.  \n• Their request: restore the previous grade bands to Birth – Grade 3 (ECE) and Kindergarten through Grade 6 (ELEM) .  \n• Note: Changes from the system of certification to the system of licensure led to the identification of specific middle school licenses valid for grades 5 through 8. Thus, the elementary education endorsement needs to only be for kindergarten through grade 6.  \n• Meetings With stakeholders beginning in the late spring of 2025 led to the identification of two work streams to construct a durable response.  \n– Grade Band Modification Work Group  \n– K-Only Microcredential Work Group  \n4  \nIntroductory Framing  \n• A microcredential is a focused, job-embedded, evidence-based credential—it demonstrates a specific skill through classroom evidence, not a course grade or seat time.  \n• Like the grade band workgroup, this workgroup is identifying recommendations for inclusion in administrative code.  \n• A microcredential is not a new license type.  \n• Only educators holding a 1–6 elementary PEL endorsement are eligible for the K-Only Microcredential.  \n• Based on the guiding principles, ISBE sets the fixed requirements—a skeleton framework.  \n• A microcredential is not a new license type.  \n• EPPs that wish to offer the K-only microcredential submit their program for ISBE approval, addressing the non-negotiables, evaluation criteria, and program capacity.  \n5  \nRecap from August 10, 2026 Meetings  \n6  \nPillar I-The WHAT  \nCurrent non-negotiables  \n• One competency statement .  \n• Content is literacy or mathematics, named before evidence collection begins.  \n• Pedagogy is inquiry based and aligns with per 105 ILCS 5/10-22.18(a), as amended by PA 104-0555.  \n• Serves in-service teachers holding an Illinois 1–6 PEL, asynchronous, and job-embedded.  \n7  \nPillar II-The HOW  \nCurrent Non-negotiables  \n• Inquiry-based approach supported by ongoing observation and authentic assessment .  \n• All evidence drawn from the candidate's own recent practice as teacher of record.  \n• Assessment matches pedagogy—a candidate teaching through play assesses within play.  \n• The credential is evidence of demonstrated practice, not a research essay.  \n8  \nPillar III-The DETAILS  \nCurrent non-negotiables  \n• Current ideas for required components, each producing evidence: 1. Developmentally appropriate practice  \n2. Inclusive practice in the general-education role (e.g. , Special Education and Multilingual students)  \n3. Intentional inquiry--based learning  \n4. Observation informing instruction and assessment  \n5. Reciprocal family partnership  \n6. Reflection  \n9  \nPillar IV-The WHY  \nCurrent non-negotiables  \n• Show that the competency supports children's learning and that the stated method builds it.  \n• Research, key method and submission requirements align.  \n• Design-side on","cbCaigZOknEqIU4d","https://ap.wps.com/l/cbCaigZOknEqIU4d","pdf",260077,18,"English","# Agenda\n## Introductory Framing\n## Recap from August 10, 2026 meeting\n## Pillar I - The WHAT\n## Pillar II - The HOW\n## Pillar III - The DETAILS\n## Pillar IV - The WHY\n## Next Steps","[{\"question\":\"What problem is the meeting addressing regarding ISBE grade bands and licensure?\",\"answer\":\"The session reviews an assignability gap created when early childhood certification and elementary certification moved to a licensure system. District and hiring leaders have raised the issue since 2014, leading to short-term approvals and a K-only STA bridge added in 2025.\"},{\"question\":\"What is a microcredential, according to the document?\",\"answer\":\"A microcredential is a focused, job-embedded, evidence-based credential demonstrating a specific skill through classroom evidence, not a course grade or seat time. It is not a new license type.\"},{\"question\":\"What are the current non-negotiables for the microcredential across the pillars?\",\"answer\":\"The framework requires a named literacy or mathematics competency and inquiry-based pedagogy aligned to specified statute; evidence must come from the teacher-of-record’s recent practice with assessment aligned to pedagogy. Required evidence-producing components include developmentally appropriate and inclusive practice, intentional inquiry-based learning, observation-informed instruction and assessment, reciprocal family partnership, and reflection. The rationale must show the competency supports children’s learning and that research and submission requirements align, with design-side-only research deliverables.\"}]","Kindergarten Microcredential Work - Group - September 30, 2026 | PDF",1791601369,45]