Current through Register Vol. 48, No. 12, March 22, 2024
The provisions of this Section establish the minimum
requirements both for the approval of any teacher preparation program or course
of study in any teaching field pursuant to the State Board's rules for
licensure (23 Ill. Adm. Code 25.Subpart C) and the basis of the examinations
required for issuance of a professional educator license endorsed in a teaching
field.
a) Teaching Diverse Students -
The competent teacher understands the diverse characteristics and abilities of
each student and how individuals develop and learn within the context of their
social, economic, cultural, linguistic, and academic experiences. The teacher
uses these experiences to create instructional opportunities that maximize
student learning.
1) Knowledge Indicators -
The competent teacher:
A) understands the
spectrum of student diversity (e.g., race and ethnicity, socioeconomic status,
special education, gifted, English language learners (ELL), sexual orientation,
gender, gender identity) and the assets that each student brings to learning
across the curriculum;
B)
understands how each student constructs knowledge, acquires skills, and
develops effective and efficient critical thinking and problem-solving
capabilities;
C) understands how
teaching and student learning are influenced by development (physical, social
and emotional, cognitive, linguistic), past experiences, talents, prior
knowledge, economic circumstances and diversity within the community;
D) understands the impact of cognitive,
emotional, physical, and sensory disabilities on learning and communication
pursuant to the Individuals with Disabilities Education Improvement Act (also
referred to as IDEA) (20
U.S.C. 1400 et seq.), its implementing
regulations (34 CFR
300 (2022)), Article 14 of the School Code
[105 ILCS
5 /Art.14] and 23 Ill. Adm. Code 226 (Special
Education);
E) understands the
impact of linguistic and cultural diversity on learning and
communication;
F) understands the
teacher's personal perspectives and biases and their effects on one's teaching;
and
G) understands how to identify
individual needs and how to locate and access technology, services, and
resources to address those needs.
2) Performance Indicators - The competent
teacher:
A) analyzes and uses student
information to design instruction that meets the diverse needs of students and
leads to ongoing growth and achievement;
B) stimulates prior knowledge and links new
ideas to already familiar ideas and experiences;
C) differentiates strategies, materials,
pace, levels of complexity, and language to introduce concepts and principles
so that they are meaningful to students at varying levels of development and to
students with diverse learning needs;
D) facilitates a learning community in which
individual differences are respected; and
E) uses information about students'
individual experiences, families, cultures, and communities to create
meaningful learning opportunities and enrich instruction for all
students.
b)
Content Area and Pedagogical Knowledge - The competent teacher has in-depth
understanding of content area knowledge that includes central concepts, methods
of inquiry, structures of the disciplines, and content area literacy. The
teacher creates meaningful learning experiences for each student based upon
interactions among content area and pedagogical knowledge, and evidence-based
practice.
1) Knowledge Indicators - The
competent teacher:
A) understands theories and
philosophies of learning and human development as they relate to the range of
students in the classroom;
B)
understands major concepts, assumptions, debates, and principles; processes of
inquiry; and theories that are central to the disciplines;
C) understands the cognitive processes
associated with various kinds of learning (e.g., critical and creative
thinking, problem-structuring and problem-solving, invention, memorization, and
recall) and ensures attention to these learning processes so that students can
master content standards;
D)
understands the relationship of knowledge within the disciplines to other
content areas and to life applications;
E) understands how diverse student
characteristics and abilities affect processes of inquiry and influence
patterns of learning;
F) knows how
to access the tools and knowledge related to latest findings (e.g., research,
practice, methodologies) and technologies in the disciplines;
G) understands the theory behind and the
process for providing support to promote learning when concepts and skills are
first being introduced; and
H)
understands the relationship among language acquisition (first and second),
literacy development, and acquisition of academic content and
skills.
2) Performance
Indicators - The competent teacher:
A)
evaluates teaching resources and materials for appropriateness as related to
curricular content and each student's needs;
B) uses differing viewpoints, theories, and
methods of inquiry in teaching subject matter concepts;
C) engages students in the processes of
critical thinking and inquiry and addresses standards of evidence of the
disciplines;
D) demonstrates
fluency in technology systems, uses technology to support instruction and
enhance student learning, and designs learning experiences to develop student
skills in the application of technology appropriate to the
disciplines;
E) uses a variety of
explanations and multiple representations of concepts that capture key ideas to
help each student develop conceptual understanding and address common
misunderstandings;
F) facilitates
learning experiences that make connections to other content areas and to life
experiences;
G) designs learning
experiences and utilizes assistive technology and digital tools to provide
access to general curricular content to individuals with
disabilities;
H) adjusts practice
to meet the needs of each student in the content areas; and
I) applies and adapts an array of content
area literacy strategies to make all subject matter accessible to each
student.
c)
Planning for Differentiated Instruction - The competent teacher plans and
designs instruction based on content area knowledge, diverse student
characteristics, student performance data, curriculum goals, and the community
context. The teacher plans for ongoing student growth and achievement.
1) Knowledge Indicators - The competent
teacher:
A) understands the Illinois Learning
Standards (23 Ill. Adm. Code 1. Appendix D), curriculum development process,
content, learning theory, assessment, and student development and knows how to
incorporate this knowledge in planning differentiated instruction;
B) understands how to develop short- and
long-range plans, including transition plans, consistent with curriculum goals,
student diversity, and learning theory;
C) understands cultural, linguistic,
cognitive, physical, and social and emotional differences, and considers the
needs of each student when planning instruction;
D) understands when and how to adjust plans
based on outcome data, as well as student needs, goals, and
responses;
E) understands the
appropriate role of technology, including assistive technology, to address
student needs, as well as how to incorporate contemporary tools and resources
to maximize student learning;
F)
understands how to co-plan with other classroom teachers, parents or guardians,
paraprofessionals, school specialists, and community representatives to design
learning experiences; and
G)
understands how research and data guide instructional planning, delivery, and
adaptation.
2)
Performance Indicators - The competent teacher:
A) establishes high expectations for each
student's learning and behavior;
B)
creates short-term and long-term plans to achieve the expectations for student
learning;
C) uses data to plan for
differentiated instruction to allow for variations in individual learning
needs;
D) incorporates experiences
into instructional practices that relate to a student's current life
experiences and to future life experiences;
E) creates approaches to learning that are
interdisciplinary and that integrate multiple content areas;
F) develops plans based on student responses
and provides for different pathways based on student needs;
G) accesses and uses a wide range of
information and instructional technologies to enhance a student's ongoing
growth and achievement;
H) when
planning instruction, addresses goals and objectives contained in plans
developed under Section 504 of the Rehabilitation Act of 1973 (29 U.S.C.
794), individualized education programs (IEP)
(see 23 Ill. Adm. Code 226 (Special Education)) or individual family service
plans (IFSP) (see 23 Ill. Adm. Code 226 and
34 CFR
300.24;
2006) ;
I) works with others to adapt and modify
instruction to meet individual student needs; and
J) develops or selects relevant instructional
content, materials, resources, and strategies (e.g., project-based learning)
for differentiating instruction.
d) Learning Environment - The competent
teacher structures a safe and healthy learning environment that facilitates
cultural and linguistic responsiveness, emotional well-being, self-efficacy,
positive social interaction, mutual respect, active engagement, academic
risk-taking, self-motivation, and personal goal-setting.
1) Knowledge Indicators - The competent
teacher:
A) understands principles of and
strategies for effective classroom and behavior management;
B) understands how individuals influence
groups and how groups function in society;
C) understands how to help students work
cooperatively and productively in groups;
D) understands factors (e.g., self-efficacy,
positive social interaction) that influence motivation and
engagement;
E) knows how to assess
the instructional environment to determine how best to meet a student's
individual needs;
F) understands
laws, rules, and ethical considerations regarding behavior intervention
planning and behavior management (e.g., bullying, crisis intervention, physical
restraint);
G) knows strategies to
implement behavior management and behavior intervention planning to ensure a
safe and productive learning environment; and
H) understands the use of student data
(formative and summative) to design and implement behavior management
strategies.
2)
Performance Indicators - The competent teacher:
A) creates a safe and healthy environment
that maximizes student learning;
B)
creates clear expectations and procedures for communication and behavior and a
physical setting conducive to achieving classroom goals;
C) 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;
D)
analyzes the classroom environment and makes decisions to enhance cultural and
linguistic responsiveness, mutual respect, positive social relationships,
student motivation, and classroom engagement;
E) organizes, allocates, and manages time,
materials, technology, and physical space to provide active and equitable
engagement of students in productive learning activities;
F) engages students in and monitors
individual and group-learning activities that help them develop the motivation
to learn;
G) uses a variety of
effective behavioral management techniques appropriate to the needs of all
students that include positive behavior interventions and supports;
H) modifies the learning environment
(including the schedule and physical arrangement) to facilitate appropriate
behaviors and learning for students with diverse learning characteristics;
and
I) analyzes student behavior
data to develop and support positive behavior.
e) Instructional Delivery - The competent
teacher differentiates instruction by using a variety of strategies that
support critical and creative thinking, problem-solving, and continuous growth
and learning. This teacher understands that the classroom is a dynamic
environment requiring ongoing modification of instruction to enhance learning
for each student.
1) Knowledge Indicators -
The competent teacher:
A) understands the
cognitive processes associated with various kinds of learning;
B) understands principles and techniques,
along with advantages and limitations, associated with a wide range of
evidence-based instructional practices;
C) knows how to implement effective
differentiated instruction through the use of a wide variety of materials,
technologies, and resources;
D)
understands disciplinary and interdisciplinary instructional approaches and how
they relate to life and career experiences;
E) knows techniques for modifying
instructional methods, materials, and the environment to facilitate learning
for students with diverse learning characteristics;
F) knows strategies to maximize student
attentiveness and engagement;
G)
knows how to evaluate and use student performance data to adjust instruction
while teaching; and
H) understands
when and how to adapt or modify instruction based on outcome data, as well as
student needs, goals, and responses.
2) Performance Indicators - The competent
teacher:
A) uses multiple teaching strategies,
including adjusted pacing and flexible grouping, to engage students in active
learning opportunities that promote the development of critical and creative
thinking, problem-solving, and performance capabilities;
B) monitors and adjusts strategies in
response to feedback from the student;
C) varies the teacher's 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;
D) 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 and creative thinking;
E) uses strategies and techniques for
facilitating meaningful inclusion of individuals with a range of abilities and
experiences;
F) uses technology to
accomplish differentiated instructional objectives that enhance learning for
each student;
G) models and
facilitates effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and
learning;
H) uses student data to
adapt the curriculum and implement instructional strategies and materials
according to the characteristics of each student;
I) uses effective co-planning and co-teaching
techniques to deliver instruction to all students;
J) maximizes instructional time (e.g.,
minimizes transitional time); and
K) implements appropriate evidence-based
instructional strategies.
f) Reading, Writing, and Oral Communication -
The competent teacher has foundational knowledge of reading, writing, and oral
communication within the content area and recognizes and addresses student
reading, writing, and oral communication needs to facilitate the acquisition of
content knowledge.
1) Knowledge Indicators -
The competent teacher:
A) understands
appropriate and varied instructional approaches used before, during, and after
reading, including those that develop word knowledge, vocabulary,
comprehension, fluency, and strategy use in the content areas;
B) understands that the reading process
involves the construction of meaning through the interactions of the reader's
background knowledge and experiences, the information in the text, and the
purpose of the reading situation;
C) understands communication theory, language
development, and the role of language in learning;
D) understands writing processes and their
importance to content learning;
E)
knows and models standard conventions of written and oral
communications;
F) recognizes the
relationships among reading, writing, and oral communication and understands
how to integrate these components to increase content learning;
G) understands how to design, select, modify,
and evaluate a wide range of materials for the content areas and the reading
needs of the student;
H)
understands how to use a variety of formal and informal assessments to
recognize and address the reading, writing, and oral communication needs of
each student; and
I) knows
appropriate and varied instructional approaches, including those that develop
word knowledge, vocabulary, comprehension, fluency, and strategy use in the
content areas.
2)
Performance Indicators - The competent teacher:
A) selects, modifies, and uses a wide range
of printed, visual, or auditory materials, and online resources appropriate to
the content areas and the reading needs and levels of each student (including
ELLs, and struggling and advanced readers);
B) uses assessment data, student work
samples, and observations from continuous monitoring of student progress to
plan and evaluate effective content area reading, writing, and oral
communication instruction;
C)
facilitates the use of appropriate word identification and vocabulary
strategies to develop each student's understanding of content;
D) teaches fluency strategies to facilitate
comprehension of content;
E) uses
modeling, explanation, practice, and feedback to teach students to monitor and
apply comprehension strategies independently, appropriate to the content
learning;
F) teaches students to
analyze, evaluate, synthesize, and summarize information in single texts and
across multiple texts, including electronic resources;
G) teaches students to develop written text
appropriate to the content areas that utilizes organization (e.g.,
compare/contrast, problem/solution), focus, elaboration, word choice, and
standard conventions (e.g., punctuation, grammar);
H) integrates reading, writing, and oral
communication to engage students in content learning;
I) works with other teachers and support
personnel to design, adjust, and modify instruction to meet students' reading,
writing, and oral communication needs; and
J) stimulates discussion in the content areas
for varied instructional and conversational
purposes.
g)
Assessment - The competent teacher understands and uses appropriate formative
and summative assessments for determining student needs, monitoring student
progress, measuring student growth, and evaluating student outcomes. The
teacher makes decisions driven by data about curricular and instructional
effectiveness and adjusts practices to meet the needs of each student.
1) Knowledge Indicators - The competent
teacher:
A) understands the purposes,
characteristics, and limitations of different types of assessments, including
standardized assessments, universal screening, curriculum-based assessment, and
progress monitoring tools;
B)
understands that assessment is a means of evaluating how students learn and
what they know and are able to do in order to meet the Illinois Learning
Standards;
C) understands
measurement theory and assessment-related issues, such as validity,
reliability, bias, and appropriate and accurate scoring;
D) understands current terminology and
procedures necessary for the appropriate analysis and interpretation of
assessment data;
E) understands how
to select, construct, and use assessment strategies and instruments for
diagnosis and evaluation of learning and instruction;
F) knows research-based assessment strategies
appropriate for each student;
G)
understands how to make data-driven decisions using assessment results to
adjust practices to meet the needs of each student;
H) knows legal provisions, rules, and
guidelines regarding assessment and assessment accommodations for all student
populations; and
I) knows
assessment and progress monitoring techniques to assess the effectiveness of
instruction for each student.
2) Performance Indicators - The competent
teacher:
A) uses assessment results to
determine student performance levels, identify learning targets, select
appropriate research-based instructional strategies, and implement instruction
to enhance learning outcomes;
B)
appropriately uses a variety of formal and informal assessments to evaluate the
understanding, progress, and performance of an individual student and the class
as a whole;
C) involves students in
self-assessment activities to help them become aware of their strengths and
needs and encourages them to establish goals for learning;
D) maintains useful and accurate records of
student work and performance;
E)
accurately interprets and clearly communicates aggregate student performance
data to students, parents or guardians, colleagues, and the community in a
manner that complies with the requirements of the Illinois School Student
Records Act [105 ILCS 10 ], 23 Ill. Adm. Code
375 (Student Records), the Family Educational Rights and Privacy Act (FERPA)
(20 U.S.C.
1232g) and its implementing regulations
(34 CFR
99; January 19, 2017);
F) effectively uses appropriate technologies
to conduct assessments, monitor performance, and assess student
progress;
G) collaborates with
families and other professionals involved in the assessment of each
student;
H) uses various types of
assessment procedures appropriately, including making accommodations for
individual students in specific contexts; and
I) uses assessment strategies and devices
that 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.
h)
Collaborative Relationships - The competent teacher builds and maintains
collaborative relationships to foster cognitive, linguistic, physical, and
social and emotional development. This teacher works as a team member with
professional colleagues, students, parents or guardians, and community members.
1) Knowledge Indicators - The competent
teacher:
A) understands schools as
organizations within the larger community context;
B) understands the collaborative process and
the skills necessary to initiate and carry out that process;
C) collaborates with others in the use of
data to design and implement effective school interventions that benefit all
students;
D) understands the
benefits, barriers, and techniques involved in parent and family
collaborations;
E) understands
school- and work-based learning environments and the need for collaboration
with all organizations (e.g., businesses, community agencies, nonprofit
organizations) to enhance student learning;
F) understands the importance of
participating on collaborative and problem-solving teams to create effective
academic and behavioral interventions for all students;
G) understands the various models of
co-teaching and the procedures for implementing them across the
curriculum;
H) understands concerns
of families of students with disabilities and knows appropriate strategies to
collaborate with students and their families in addressing these concerns;
and
I) understands the roles and
the importance of including students with disabilities, as appropriate, and all
team members in planning individualized education programs (i.e, IEP, IFSP,
Section 504 plan) for students with disabilities.
2) Performance Indicators - The competent
teacher:
A) works with all school personnel
(e.g., support staff, teachers, paraprofessionals) to develop learning climates
for the school that encourage unity, support a sense of shared purpose, show
trust in one another, and value individuals;
B) participates in collaborative
decision-making and problem-solving with colleagues and other professionals to
achieve success for all students;
C) initiates collaboration with others to
create opportunities that enhance student learning;
D) uses digital tools and resources to
promote collaborative interactions;
E) uses effective co-planning and co-teaching
techniques to deliver instruction to each student;
F) collaborates with school personnel in the
implementation of appropriate assessment and instruction for designated
students;
G) develops professional
relationships with parents and guardians that result in fair and equitable
treatment of each student to support growth and learning;
H) establishes respectful and productive
relationships with parents or guardians and seeks to develop cooperative
partnerships to promote student learning and well-being;
I) uses conflict resolution skills to enhance
the effectiveness of collaboration and teamwork;
J) participates in the design and
implementation of individualized instruction for students with special needs
(i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who
are gifted; and
K) identifies and
utilizes community resources to enhance student learning and to provide
opportunities for students to explore career
opportunities.
i) Professionalism, Leadership, and Advocacy
- The competent teacher is an ethical and reflective practitioner who exhibits
professionalism; provides leadership in the learning community; and advocates
for students, parents or guardians, and the profession.
1) Knowledge Indicators - The competent
teacher:
A) evaluates best practices and
research-based materials against benchmarks within the disciplines;
B) knows laws and rules (e.g., mandatory
reporting, sexual misconduct, corporal punishment) as a foundation for the fair
and just treatment of all students and their families in the classroom and
school;
C) understands emergency
response procedures as required under the School Safety Drill Act
[105 ILCS
128 ], including school safety and crisis intervention
protocol, initial response actions (e.g., whether to stay in or evacuate a
building), and first response to medical emergencies (e.g., first aid and
life-saving techniques);
D)
identifies paths for continuous professional growth and improvement, including
the design of a professional growth plan;
E) is cognizant of the teacher's emerging and
developed leadership skills and the applicability of those skills within a
variety of learning communities;
F)
understands the roles of an advocate, the process of advocacy, and its place in
combating or promoting certain school district practices affecting
students;
G) understands local and
global societal issues and responsibilities in an evolving digital culture;
and
H) understands the importance
of modeling appropriate dispositions in the classroom.
2) Performance Indicators - The competent
teacher:
A) models professional behavior that
reflects honesty, integrity, personal responsibility, confidentiality, altruism
and respect;
B) maintains accurate
records, manages data effectively, and protects the confidentiality of
information pertaining to each student and family;
C) reflects on professional practice and
resulting outcomes; engages in self-assessment; and adjusts practices to
improve student performance, school goals, and professional growth;
D) communicates with families, responds to
concerns, and contributes to enhanced family participation in student
education;
E) communicates relevant
information and ideas effectively to students, parents or guardians, and peers,
using a variety of technology and digital-age media and formats;
F) collaborates with other teachers,
students, parents or guardians, specialists, administrators, and community
partners to enhance students' learning and school improvement;
G) participates in professional development,
professional organizations, and learning communities, and engages in peer
coaching and mentoring activities to enhance personal growth and
development;
H) uses leadership
skills that contribute to individual and collegial growth and development,
school improvement, and the advancement of knowledge in the teaching
profession;
I) proactively serves
all students and their families with equity and honor and advocates on their
behalf, ensuring the learning and well-being of each child in the
classroom;
J) is aware of and
complies with the mandatory reporter provisions of Section 4 of the Abused and
Neglected Child Reporting Act [325 ILCS 5/4 ];
K) models digital etiquette and responsible
social actions in the use of digital technology; and
L) models and teaches safe, legal, and
ethical use of digital information and technology, including respect for
copyright, intellectual property, and the appropriate documentation of
sources.