STANDARD 1 - Content Knowledge

The teacher-learner constructs knowledge of the central concepts, methods of inquiry, and structures of the discipline(s) by connecting professional, liberal education and life experiences and by connecting theory and practice. From a passion for the knowledge gained, s/he creates learning experiences that engage all students and make the content meaningful to them.

1A. Understands major concepts, assumptions, debates, principles, and theories that are central to the discipline.

1B. Understands the processes of inquiry central to the discipline.

1C. Understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.

1D. Understands the relationship of knowledge within the discipline to other content areas and to life and career applications.

1E. Understands how a student’s disability affects processes of inquiry and influences patterns of learning.

1F. Evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.

1G. Uses differing viewpoints, theories, "ways of knowing" and methods of inquiry in teaching subject matter concepts.

1H. Engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline.

1I. Designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.

1J. Anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning.

1K. Uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding.

1L. Facilitates learning experiences that make connections to other content areas and to life and career experiences.

1M. Designs learning experiences and utilizes adaptive devices/technology to provide access to general curricular content to individuals with disabilities.

The teacher-learner understands how individuals grow, develop and learn and provides learning opportunities that support – with care and empathy – the intellectual, social, emotional, and physical development of all students.

2A. Understands how students construct knowledge, acquire skills, and develop habits of mind.

2B. Understands that students' physical, social, emotional, ethical, and cognitive development influences learning.

2C. Understands human development, learning theory, neural science, and the ranges of individual variation within each domain.

2D. Understands that differences in approaches to learning and performance interact with development.

2E. Understands how to include student development factors when making instructional decisions.

2F. Knows the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication processes.

2G. Analyzes individual and group performance in order to design instruction that meets learners’ current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development.

2H. Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences.

STANDARD 3 – Diversity

The teacher-learner understands how individuals differ in their approaches to learning and creates learning environments that value and appreciate human diversity, shows respect for students’ varied talents and perspectives and that are fair and equitable to all students.

3A. Understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Act (IDEA) and the Illinois Administrative Code.

3B. Understands the process of second language acquisition and strategies to support the learning of students whose first language is not English.

3C. Understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

3D. Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.

3E. Understands cultural and community diversity through a well-grounded framework and understands how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.

3F. Understands personal cultural perspectives and biases and their effects on one’s teaching.

3G. Facilitates a learning community in which individual differences are respected.

3H. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.

3I. Uses information about students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences.

3J. Uses cultural diversity and individual student experiences to enrich instruction.

3K. Uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.

3L. Identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths and needs.

3M. Identifies when and how to develop and implement strategies and interventions within the classroom and how to access appropriate services or resources to assist students with exceptional learning needs.

3N. Demonstrates positive regard for the culture, religion, gender, sexual orientation, and varying abilities of individual students and their families.

STANDARD 4 - Planning for Instruction

The teacher-learner understands instructional planning and designs instruction, based on research, that integrates content, pedagogy, and the needs of students.

4A. Understands the Illinois Academic Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.

4B. Understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.

4C. Understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between student experiences and career and educational goals.

4D. Understands when and how to adjust plans based on student responses and other contingencies.

4E. Understands how to integrate technology into classroom instruction.

4F. Understands how to review and evaluate educational technologies to determine instructional value.

4G. Understands how to use various technological tools to access and manage information.

4H. Understands the uses of technology to address student needs.

4I. Establishes expectations for student learning.

4J. Applies principles of scope and sequence when planning curriculum and instruction.

4K. Creates short-range & long-term plans to achieve the expectations for student learning.

4L. Creates & selects learning materials & learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge & principles of effective instruction.

4M. Creates multiple learning activities that allow for variation in student learning styles and performance modes.

4N. Incorporates experiences into instructional practices that relate to the students' current life experiences & to future career & work experiences.

4O. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas.

4P. Develops plans based on student responses and provides for different pathways based on student needs.

4Q. Uses teaching resources and materials which have been evaluated for accuracy and usefulness.

4R. Accesses and uses a wide range of information and instructional technologies to enhance student learning.

4S. Uses IEP goals and objectives to plan instruction for students with disabilities.

STANDARD 5 –Creating Communities of Learners

The teacher-learner draws on an understanding of individual and group motivation to create effective learning environments that encourage self-discipline, respect for self and others, and responsible problem solving.

5A. Understands principles of and strategies for effective classroom management.

5B. Understands how individuals influence groups and how groups function in society.

5C. Understands how to help students work cooperatively and productively in groups.

5D. Understands factors that influence motivation and engagement and how to help students become self-motivated.

5E. Knows procedures for inventorying the instructional environment to determine when and how best to meet a student’s individual needs.

5F. Knows applicable laws, rules and regulations, procedural safeguards, and ethical considerations regarding planning and implementing behavioral change programs for individuals with disabilities.

5G. Knows strategies for intervening in situations to prevent crises from developing or escalating.

5H. Knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.

5I. Maintains proper classroom decorum.

5J. Maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to achieving classroom goals.

5K. Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.

5L. Analyzes the classroom environment and makes decisions to enhance social relationships, student motivation and engagement in productive work through mutual respect, cooperation, and support for one another.

5N. Engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.

50. Demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).

5P. Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.

5Q. Uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities.

5R. Uses effective methods for teaching social skill development in all students.

STANDARD 6 - Instructional Delivery

The teacher-learner understands and uses a variety of instructional strategies that result in active, relevant learning and encourage students’ development as creative, effective lifelong learners.

6A. Understands the cognitive processes associated with various kinds of learning and how these processes can be stimulated.

6B. Understands principles and techniques, along with advantages and limitations, associated with various instructional strategies.

6C. Knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.

6D. Understands the disciplinary and interdisciplinary approaches to learning and how they relate to life and career experiences.

6E. Knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with disabilities and/or diverse learning characteristics.

6F. Evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs.

6G. Uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.

6H. Monitors and adjusts strategies in response to learner feedback.

6I. Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.

6J. Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical thinking.

6K. Uses a wide range of instructional technologies to enhance student learning.

6L. Develops curriculum that demonstrates an interconnection between subject areas that will reflect life and career experiences.

6M. Uses strategies and techniques for facilitating meaningful inclusion of individuals with disabilities.

6N. Uses technology appropriately to accomplish instructional objectives.

6O. Adapts the general curriculum and uses instructional strategies and materials according to characteristics of the learner.

6P. Implements and evaluates individual learning objectives.

STANDARD 7 – Communication

The teacher-learner fosters critical thinking, active inquiry, collaboration and supportive interaction in the classroom through effective written, verbal, nonverbal and visual communication techniques.

7A. Understands communication theory, language development, and the role of language in learning.

7B. Understands how cultural and gender differences can affect communication in the classroom.

7C. Understands the social, intellectual, and political implications of language use and how they influence meaning.

7D. Understands the importance of audience and purpose when selecting ways to communicate ideas.

7E. Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.

7F. Uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.

7G. Creates varied opportunities for all students to use effective written, verbal, nonverbal and visual communication.

7H. Communicates with and challenges students in a supportive manner and provides students with constructive feedback.

7I. Uses a variety of communication modes to effectively communicate with a diverse student population.

7J. Practices effective listening, conflict resolution, and group-facilitation skills as a team member.

7K. Communicates using a variety of communication tools to enrich learning opportunities.

STANDARD 8 – Assessment

The teacher-learner understands various formal and informal assessment strategies and uses them to encourage authentic learning and continuous development for all students.

8A. Understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Academic Standards, and what kinds of experiences will support their further growth and development.

8B. Understands the purposes, characteristics and limitations of different kinds of assessments.

8C. Understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring.

8D. Understands how to use the results of assessment to reflect on and modify teaching.

8E. Understands how to select, construct, and use assessment strategies and instruments for diagnosis & evaluation of learning & instruction.

8F. Knows legal provisions, regulations, and guidelines regarding assessment (and inclusion in statewide assessments) of individuals with disabilities.

8G. Knows methods for monitoring progress of individuals with disabilities.

8H. Knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities.

8I. Uses assessment results to diagnose student learning needs, align and modify instruction, and design teaching strategies.

8J. Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole.

8K. Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.

8L. Maintains useful and accurate records of student work and performance and communicates student progress knowledgeably and responsibly to students, parents and colleagues.

8M. Uses appropriate technologies to monitor and assess student progress.

8N. Collaborates with families and other professionals involved in the assessment of individuals with disabilities.

8O. Uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts.

8P. Uses technology appropriately in conducting assessments and interpreting results.

8Q. Uses assessment strategies and devices which are nondiscriminatory and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.

STANDARD 9 - Collaborative Relationships

The teacher-learner understands the role of the community in education; develops and maintains collaborative relationships with colleagues, parents/guardians, and the community; and advocates for student learning and well-being.

9A. Understands schools as organizations within the larger community context.

9B. Understands the benefits, barriers and techniques involved in parent/family relationships.

9C. Understands school and work-based learning environments and the need for collaboration with business organizations in the community.

9D. Understands the collaborative process.

9E. Understands collaborative skills which are necessary to carry out the collaborative process.

9F. Understands concerns of parents of individuals with disabilities and knows appropriate strategies to collaborate with parents in addressing these concerns.

9G. Understands roles of individuals with disabilities, parents, teachers, and other school and community personnel in planning individualized education programs for students with disabilities.

9H. Initiates collaboration with others and creates situations where collaboration with others will enhance student learning.

9I. Works with colleagues to develop an effective learning climate within the school.

9J. Participates in collaborative decision making and problem solving with other professionals to achieve student success.

9K. Develops relationships with parents and guardians to acquire an understanding of the students’ lives outside of the school in a professional manner that is fair and equitable.

9L. Works effectively with parents/guardians and other members of the community from diverse home and community situations and seeks to develop cooperative partnerships in order to promote student learning and well being.

9M. Identifies and uses community resources to enhance student learning and to provide opportunities for students to explore career opportunities.

9N. Acts as an advocate for student needs.

9O. Collaborates in the development of comprehensive individualized education programs for students with disabilities.

9P. Coordinates and/or collaborates in directing the activities of a classroom para-educator, volunteer, or peer tutor.

9Q. Collaborates with the student and family in setting instructional goals and charting progress of students with disabilities.

9R. Communicates with team members about characteristics and needs of individuals with specific disabilities.

9S. Implements and monitors individual students’ programs, working in collaboration with team members.

9T. Demonstrates the ability to co-teach and co-plan.

STANDARD 10 - Reflection and Professional Growth

The teacher-learner values reflection, continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

10A. Understands that reflection is an integral part of professional growth and improvement of instruction.

10B. Understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice.

10C. Understands major areas of research on the learning process and resources that are available for professional development.

10D. Understands teachers’ attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities.

10E. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.

10F. Collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking and giving feedback.

10G. Participates in professional dialogue and continuous learning to support his/her own development as a learner and a teacher.

10H. Actively seeks and collaboratively shares a variety of instructional resources with colleagues.

10I. Assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.

The teacher-learner understands education as a profession, maintains standards of professional conduct, provides leadership to improve student learning and well-being and shape social change and demonstrates a willingness to give and receive help.

11A. Understands the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code.

11B. Understands how school systems are organized and operate.

11C. Understands school policies and procedures.

11.D. Understands legal issues in education.

11E. Understands the importance of active participation and leadership in professional education organizations.

11F. Is familiar with the rights of students with disabilities.

11G. Knows the roles and responsibilities of teachers, parents, students, and other professionals related to special education.

11H. Knows identification and referral procedures for students with disabilities.

11I. Contributes knowledge and expertise about teaching and learning to the profession.

11J. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives.

11K. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.

11L. Initiates and develops educational projects and programs.

11M. Actively participates in or leads in such activities as curriculum development, staff development, and student organizations.

11N. Participates, as appropriate, in policy design and development at the local level, with professional organizations, and/or with community organizations.

11O. Demonstrates commitment to developing the highest educational and quality-of-life potential of individuals with disabilities.

11P. Demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families.

11Q. Promotes and maintains a high level of integrity in the practice of the profession.

11R. Complies with local, state, and federal monitoring and evaluation requirements related to students with disabilities.

11S. Complies with local, state, and federal regulations and policies related to students with disabilities.

11T. Uses a variety of instructional and intervention strategies prior to initiating a referral of a student for special education.