1. TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

• demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
• demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

• design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
• apply current research on teaching and learning with technology when planning learning environments and experiences.
• identify and locate technology resources and evaluate them for accuracy and suitability.
• plan for the management of technology resources within the context of learning activities.
• plan strategies to manage student learning in a technology-enhanced environment.

.3.TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

• facilitate technology-enhanced experiences that address content standards and student technology standards.
• use technology to support learner-centered strategies that address the diverse needs of students.
• apply technology to develop students' higher order skills and creativity.
• manage student learning activities in a technology-enhanced environment.

4. ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

• apply technology in assessing student learning of subject matter using a variety of assessment techniques.
• use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
• apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice. Teachers:

• use technology resources to engage in ongoing professional development and lifelong learning.
• continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
• use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

• model and teach legal and ethical practice related to technology use.
• apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
• identify and use technology resources that affirm diversity
• promote safe and healthy use of technology resources.
• facilitate equitable access to technology resources for all students.

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.

Performance Indicators: The competent teacher

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 .

#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.

Performance Indicators: The competent teacher

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.

2I. 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 instructional opportunities that are adapted to diverse learners.

Performance Indicators: The competent teacher

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.

#4 Planning for Instruction

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

Performance Indicators: The competent teacher

4I. Establishes expectations for student learning.

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

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

4L. Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge and 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 and to future career and 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.

#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.

Performance Indicators: The competent teacher

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.

5M. Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.

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

5O. 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.

#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.

Performance Indicators: The competent teacher

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.

#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.

Performance Indicators: The competent teacher

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.

#8 Assessment

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

Performance Indicators: The competent teacher

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.

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.

#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.

Performance Indicators: The competent teacher

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.

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

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

 

#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.

Performance Indicators: The competent teacher

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.

 

#11 Professional Conduct

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

Performance Indicators: The competent teacher

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.

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.