Current through Register Vol. 48, No. 38, September 20, 2024
This Section establishes the minimum requirements for both 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. All standards are
coded for ease of use and reference as follows: LE: Learning Environment; IN:
Instruction; A: Instructional Assessment; CC: Collaboration and Communication;
and PR: Professional Expectations and Pursuit of Growth Opportunities
a) Learning Environment (LE). The competent
teacher designs and provides a learning environment (e.g., policies,
procedures, routines, and physical arrangement) that is safe, healthy,
equitable, accessible, developmentally appropriate, collaborative, and
responsive by:
1) LE1. Reflecting school,
local, and State safety expectations in the learning environment.
2) LE2. Reflecting school, local, and State
public health regulations in the learning environment.
3) LE3. Integrating culturally responsive
materials and resources in the learning environment.
4) LE4. Accommodating and modifying the
learning environment based on learner needs.
5) LE5. Utilizing engaging, developmentally
appropriate resources in the learning environment.
6) LE6. Integrating developmentally
appropriate routines, procedures, and expectations.
7) LE7. Encouraging individual and
cooperative experiences through the physical arrangement and
materials.
8) LE8. Co-constructing
the learning environment with learners and families.
9) LE9. Systematically evaluating the
learning environment to inform modifications.
b) Instruction (IN). The competent teacher
plans and implements instruction that is justifiable, equitable, accessible,
developmentally appropriate, challenging, and engaging by:
1) IN1. Using research, theory, and data to
undergird instructional choices.
2)
IN2. Anchoring instruction in deep content knowledge.
3) IN3. Aligning instruction with learning
goals and standards.
4) IN4.
Incorporating applicable laws, rules, and policies in instructional
decisions.
5) IN5. Engaging
learners in challenging assumptions that sustain a system of
inequity.
6) IN6. Making
instructional choices that empower students to self-advocate.
7) IN7. Creating equitable educational
learning opportunities for all learners.
8) IN8. Integrating curricular content based
on individual learners' and families' cultural assets.
9) IN9. Integrating instructional technology
and remote learning strategies that are accessible and developmentally
appropriate for learners.
10) IN10.
Adapting instruction to support learner accessibility.
11) IN11. Scaffolding instruction from
learners' prior knowledge.
12)
IN12. Differentiating instruction based on learners' skills, knowledge,
strengths, interests, and experiences.
13) IN13. Nurturing higher-order thinking
skills in instruction.
14) IN14.
Integrating culturally responsive instructional strategies.
15) IN15. Reflecting substantive content
knowledge in instruction.
16) IN16.
Embedding collaborative experiences and student choice in
instruction.
17) IN17.
Incorporating real-world applications in instruction.
18) IN18. Engaging learners in using academic
language.
19) IN19. Incorporating
methods of inquiry and standards specific to pedagogical content
knowledge.
c)
Instructional Assessment (A). The competent teacher creates and facilitates
instructional assessment that is justifiable, equitable, accessible,
developmentally appropriate, challenging, engaging, collaborative, supportive,
protective, and informative by:
1) A1. Using
theory, research, and data as the foundation of assessment choices.
2) A2. Aligning assessments with
standards.
3) A3. Recognizing and
minimizing bias in assessment measurement tools and evidence
collection.
4) A4. Reflecting the
spectrum of diversity individually and for groups of learners in assessment
choices.
5) A5. Scaffolding
assessments to meet learners' individual and developmental needs.
6) A6. Using assessment to inform progress
across the developmental spectrum (physical, cognitive, social, emotional,
linguistic, etc.).
7) A7.
Differentiating assessment, allowing learners to demonstrate progress in
different ways.
8) A8.
Collaborating with learners and colleagues in designing and implementing
assessments.
9) A9. Facilitating
self- and peer-assessment strategies to support student learning and
development.
10) A10. Protecting
and safeguarding learner and family privacy, personal information, and
data.
11) A11. Implementing
assessment in ways that follow professional and ethical standards.
12) A12. Using assessment data analysis to
inform instructional long-term and short-term planning.
13) A13. Using assessment data analysis to
inform instructional modification and differentiation.
14) A14. Effectively and consistently
communicating with students and stakeholders regarding student
performance.
15) A15. Reflecting on
learner data to improve practice.
d) Collaboration and Cooperation (CC). The
competent teacher collaborates and communicates with families, colleagues, and
the community to enhance educational opportunities and the learning experience
for all learners by:
1) CC1. Utilizing
multiple perspectives, theories, and methods in collaboration.
2) CC2. Collaborating with families and
professionals in culturally sustaining ways.
3) CC3. Cultivating equitable and inclusive
relationships with learners, families, and colleagues.
4) CC4. Applying the multiple perspectives of
learners, families, and colleagues in practice.
5) CC5. Collaborating with community partners
to improve access and opportunities for learners.
6) CC6. Effectively communicating in
culturally sustaining ways (in writing and verbally).
7) CC7. Investigating opportunities to
collaborate with community and school partners for improving access and
equitable opportunities for students' development/learning.
e) Professional Expectations and Pursuit of
Growth Opportunities (PR). The competent teacher meets professional
expectations and pursues growth opportunities through analysis, reflection, and
goal setting by:
1) PR1. Critically analyzing
how personal biases and perceptions affect practice.
2) PR2. Critically analyzing policies that
are discriminatory, oppressive, or otherwise harmful to students, families,
communities, or teachers.
3) PR3.
Reflecting on external professional feedback on practice from colleagues,
mentors, and leadership to improve practice.
4) PR4. Creating personal goals targeting
future professional growth, leadership, and
advocacy.
