Illinois Professional Teaching Standards

1. Content Knowledge: The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.

Knowledge

The teacher understands major concepts, assumptions, debates, principles, and theories that are central to the discipline.
The teacher understands the processes of inquiry central to the discipline.
The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
The teacher understands the relationship of knowledge within the discipline to other content areas and to life and career applications.

Performance

The teacher evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
The teacher uses differing viewpoints, theories, "ways of knowing" and methods of inquiry in teaching subject matter concepts.
The teacher engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline.
The teacher designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.
The teacher anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning.
The teacher uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding.
The teacher facilitates learning experiences that make connections to other content areas and to life and career experiences.

2. Human Development and Learning: The teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.

Knowledge

The teacher understands how students construct knowledge, acquire skills, and develop habits of the mind.
The teacher understands that students= physical, social, emotional, ethical, and cognitive development influences learning.
The teacher understands human development, learning theory, neural science, and the ranges of individual variation within each domain.
The teacher understands that differences in approaches to learning and performance interact with development.
The teacher understands how to include student development factors when making instructional decisions.

Performance

The teacher 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.
The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences.
The teacher introduces concepts and principles at different levels of complexity so that they are meaningful to students at varying levels of development and to students with diverse learning needs.

3. Diversity: The teacher understands how students differ in their approaches to learning and creates opportunities that are adapted to diverse learners.

Knowledge

Understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Act and the Illinois Administrative Code.
Understands the process of second language acquisition and strategies to support the learning of students whose first language is not English.
Understands how student learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.
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.

Performance

Facilitates a learning community in which individual differences are respected.
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.
Uses information about students' families, cultures, and communities as a basis for connecting instruction to students' experiences.
Uses cultural diversity and individual student experiences to enrich instruction.
Uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.
Identifies and designs instruction appropriate to students' stages of development, learning styles, strengths and needs.
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.

4. Planning for Instruction: The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

Knowledge

Understands the Illinois academic standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge into planning instruction
Understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
Understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction.
Understands when and how to adjust plans based on student responses and other contingencies
Understands how to integrate technology into classroom instruction
Understands how to review and evaluate educational technologies to determine instructional value
Understands how to use various technological tools to access and manage information
Understands the uses of technology to address student needs

Performance

Establishes expectations for students
Applies principles of scope and sequence when planning curriculum and instruction
Creates short-range and long-term plans to achieve the expectations for student learning
Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to students, and based on the students' prior knowledge and principles of effective instruction
Creates multiple learning activities that allow for variation in student learning styles and performance modes
Incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.
Creates approaches to learning that are interdisciplinary and integrates multiple content areas
Develops plans based on student responses and provides different pathways based on student needs
Uses teaching resources and materials which have been evaluated for accuracy and usefulness, accesses and uses a wide range of information and instructional technologies to enhance student learning.

5. Learning Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Knowledge

Understands principles of and strategies for effective classroom management.
Understands how individuals influence groups and how groups function in society.
Understands how to help students work cooperatively and productively in groups.
Understands factors that influence motivation and engagement and how to help students become self-motivated.

Performance

Maintains proper classroom decorum.
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.
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
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.
Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.
Engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.

6. Instructional Delivery: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Knowledge

The teacher understands the cognitive processes associated with various kinds of learning and how these processes can be stimulated.
The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies.
The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.
The teacher understands the disciplinary and interdisciplinary approaches to learning and how they relate to life and career experiences.

Performance

The teacher evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs.
The teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problems solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.
The teacher monitors and adjusts strategies in response to learner feedback.
The teacher 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.
The teacher 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.
The teacher uses a wide range of instructional technologies to enhance student learning.
The teacher develops curriculum that demonstrates an interconnection between subject areas that will reflect life and career experiences.

7. Communication: The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge

The teacher understands communication theory, language development, and the role of language in learning.
The teacher understands how cultural and gender differences can affect communication in the classroom.
The teacher understands the social, intellectual, and political implications of language use and how they influence meaning.
The teacher understands the importance of audience and purpose when selecting ways to communicate ideas.

Performance

The teacher models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.
The teacher uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.
The teacher creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication.
The teacher communicates with and challenges students in a supportive manner and provides students with constructive feedback.
The teacher uses a variety of communication modes to effectively communicate with a diverse student population.
The teacher practices effective listening, conflict resolution, and group-facilitation skills as a team member.
The teacher communicates using a variety of communication tools to enrich learning opportunities.

8. Assessment: The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Knowledge

The teacher understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.
The teacher understands the purposes, characteristics and limitations of different kinds of assessments.
The teacher understands how to use the results of assessment to reflect on and modify teaching.
The teacher understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.

Performance

The teacher uses assessment results to diagnose student learning needs, align and modify instruction, and design teaching strategies.
The teacher 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.
The teacher involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.
The teacher maintains useful and accurate records of student work and performance and communicates student progress knowledgeably and responsibly to students, parents and colleagues.
The teacher uses appropriate technologies to monitor and assess student progress.

9. Collaborative relationships: The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being.

Knowledge

Understands schools as organizations within the larger community context.
Understands the benefits, barriers and techniques involved in parent/family relationships.
Understands school and work-based learning environments and the need for collaboration with business organizations in the community.
Understands the collaborative process.
Understands collaborative skills that are necessary to carry out the collaborative process.

Performance

Initiates collaboration with others and creates situations where collaboration with others will enhance student learning.
Works with colleagues to develop an effective learning climate within the school.
Participates in collaborative decision making and problem solving with other professionals to achieve student success.
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.
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.
Identifies and uses community resources to enhance student learning and to provide opportunities for students to explore career opportunities. In sum, this performance criterion moves from the awareness to application stage.
Acts as an advocate for student needs.

10. Reflection and Professional Growth: The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

Knowledge

The teacher understands that reflection is an integral part of professional growth and improvement of instruction.
The teacher understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice.
The teacher understands major areas of research on the learning process and resources that are available for professional development.

Performance

The teacher uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.
The teacher collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking and giving feedback.
The teacher actively seeks and collaboratively shares a variety of instructional resources with colleagues.

11. Professional Conduct and Leadership: The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning well-being.

Knowledge

Understands the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code
Understands how school systems are organized and operate
Understands school policies and procedures
Understands legal issues in education
Understands the importance of active participation and leadership in professional education organizations

Performance

Contributes knowledge and expertise about teaching and learning to the profession
Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives
Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues and families
Initiates and develops educational projects and programs
Actively participates in or leads such activities as curriculum development, staff development, and student organizations
Participates, as appropriate, in policy design and development at the local level, with professional organizations, and/or with community organizations.