Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 26 - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION
Subpart A - STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION
Section 26.260 - Reflection and Professional Growth
Universal Citation: 23 IL Admin Code ยง 26.260
Current through Register Vol. 48, No. 38, September 20, 2024
The competent early childhood 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.
a) Knowledge Indicators - The competent early childhood teacher:
1) understands that
reflection is an integral part of professional growth and the improvement of
instruction.
2) understands methods
of inquiry that provide for a variety of self-assessment and problem-solving
strategies for reflecting on practice.
3) understands major areas of research on the
learning process and resources that are available for professional
development.
b) Performance Indicators - The competent early childhood teacher:
1) reflects on his or her practices,
articulates a philosophy and rationale for decisions, and continually evaluates
the effects of his or her choices and actions on others (young children,
parents, and other professionals) as a basis for program planning and
modification and continuing professional development.
2) actively seeks out opportunities to grow
professionally by locating and using appropriate professional literature,
organizations, resources, and experiences to inform and improve
practice.
3) participates in a
variety of settings in which children, from birth through age eight, are served
(such as public and private centers, schools, and community
agencies).
4) demonstrates ability
to work effectively serving children of two different age groups
(infant/toddler, preprimary, or primary age) and with varying
abilities.
5) analyzes and
evaluates experiences in working with parents and with interdisciplinary teams
of professionals.
6) uses classroom
observation, information about students, pedagogical knowledge, and research as
sources for active reflection, evaluation, and revision of practice.
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