Minnesota Administrative Rules
Agency 188 - Professional Educator Licensing and Standards Board
Chapter 8710 - TEACHER AND OTHER SCHOOL PROFESSIONAL LICENSING
TEACHER STANDARDS
Part 8710.2000 - STANDARDS OF EFFECTIVE PRACTICE
Universal Citation: MN Rules 8710.2000
Current through Register Vol. 48, No. 39, March 25, 2024
Subpart 1. Standard 1. Student learning.
A.
The teacher understands that students bring assets for learning based on their
individual experiences, abilities, talents, prior learning, and peer and social
group interactions, as well as language, culture, family, and community values,
and approaches their work and students with this asset-based mindset, a firming
the validity of students" backgrounds and identities.
B. The teacher understands multiple theories
of identity formation and knows how to help students develop positive social
identities based on their membership in multiple groups in society.
C. The teacher understands how students
construct knowledge and acquire skills.
D. The teacher understands how alignment with
a student's cultural background is necessary to make meaningful connections
that enable the construction of knowledge and acquisition of skills.
E. The teacher understands the cognitive
processes associated with various kinds of learning, including critical and
creative thinking, problem framing and problem solving, invention,
memorization, and recall.
F. The
teacher understands how culture influences cognitive processes and how these
processes can be stimulated in a cultural frame.
G. The teacher understands that each
student's cognitive, linguistic, social, emotional, and physical development
influences learning and makes instructional decisions that build on learners"
strengths, needs, and cultural ways of knowing.
H. The teacher understands the role of
language and culture in learning and knows how to modify instruction to make
language comprehensible and instruction relevant, accessible, and
challenging.
I. The teacher
understands language development and the benefits of multilingualism and
multiliteracy and knows how to incorporate instructional strategies and
resources to support language development.
J. The teacher understands the exceptional
needs of students, including those with disabilities and giftedness, and knows
how to use strategies and resources to address these needs.
K. The teacher is able to recognize the
distinguishing characteristics of reading disabilities, including dyslexia, and
knows how to implement appropriate accommodations.
L. The teacher understands the diverse
impacts of individual and systemic trauma, such as experiencing homelessness,
foster care, incarceration, migration, medical fragility, racism, and micro and
macro aggressions, on learning and development and knows how to support
students using culturally responsive strategies and resources to address these
impacts.
M. The teacher is able to
recognize symptoms of mental health illnesses and their impact on learning and
knows how to use strategies and resources to address these impacts.
N. The teacher understands the influence of
use of tobacco, alcohol, and drugs on student life and
learning.
Subp. 2. Standard 2. Learning environments.
A. The teacher knows how to collaborate with
students to create a welcoming and inclusive classroom community that reflects
the diversity of student cultures in the design of the physical and virtual
space, expectations, and organizational routines that represent the needs of
all students.
B. The teacher
understands the relationship between motivation and engagement and knows how to
design learning experiences using strategies that build student self-direction
and ownership of learning.
C. The
teacher understands the importance of relationship-based, culturally affirming,
and proactive approaches to behavior and implements these approaches in order
to improve student outcomes and reduce exclusionary practices.
D. The teacher fosters an environment that
ensures student identities such as race/ethnicity, national origin, language,
sex and gender, gender identity, sexual orientation,
physical/developmental/emotional ability, socioeconomic class, and religious
beliefs are historically and socially contextualized, affirmed, and
incorporated into a learning environment where students are empowered to learn
and contribute as their whole selves.
E. The teacher understands and supports
students as they recognize and process dehumanizing biases, discrimination,
prejudices, and structural inequities.
F. The teacher communicates verbally and
nonverbally in ways that demonstrate respect for and responsiveness to the
cultural backgrounds and differing perspectives learners bring to the learning
environment.
Subp. 3. Standard 3. Assessment.
A. The
teacher understands the varying types and multiple purposes of
assessment.
B. The teacher
understands how to design, adapt, and select appropriate assessments to address
specific learning goals and individual differences.
C. The teacher understands bias in
assessment, evaluates standardized and teacher-created assessments for bias,
and designs and modifies assessments that minimize sources of bias.
D. The teacher understands the positive
impact of effective descriptive feedback for learners, engages students in
understanding and identifying quality work, and uses a variety of strategies
for communicating this feedback.
E.
The teacher knows how and when to engage students in analyzing their own
assessment results and setting goals for their own learning.
F. The teacher regularly assesses individual
and group performance in order to design and modify instruction to meet
students" needs in each area of development, including cognitive, linguistic,
social, emotional, and physical, and scaffolds the next level of
development.
G. The teacher,
independently and in collaboration with colleagues, uses a variety of data,
including data disaggregated by student race, ethnicity, and home language, to
evaluate the outcomes of teaching and learning and to adapt planning and
practice.
H. The teacher uses
assessment strategies and devices that are nondiscriminatory, and takes into
consideration the impact of disabilities, methods of communication, cultural
background, and primary language on measuring knowledge and performance of
students.
Subp. 4. Standard 4. Planning for instruction.
A. The teacher understands Minnesota's
English Language Development Standards Framework and uses the framework
components to develop learning experiences that support the development of
language in content instruction.
B.
The teacher understands cross-disciplinary instruction, with particular
attention to historically marginalized disciplines to engage learners
purposefully in applying content knowledge.
C. The teacher creates or adapts lessons,
unit plans, learning experiences, and aligned assessments based on Minnesota's
academic standards, or if unavailable, local, national, or international
discipline-specific standards.
D.
The teacher designs instruction to build on learners" prior knowledge, culture,
and experiences, allowing learners to accelerate as they demonstrate their
understandings.
E. The teacher
plans how to achieve each student's learning goals by choosing anti-racist,
culturally relevant, and responsive instructional strategies, accommodations,
and resources to differentiate instruction for individuals and groups of
learners.
F. The teacher
demonstrates the ability to feature, highlight, and use resources written and
developed by traditionally marginalized voices that offer diverse perspectives
on race, culture, language, gender, sexual identity, ability, religion,
nationality, migrant/refugee status, socioeconomic status, housing status, and
other identities traditionally silenced or omitted from curriculum by offering
a wide range of curriculum materials.
G. The teacher creates opportunities for
students to learn, practice, and use language of the content area.
H. Consistent with the local curriculum and
state and local academic standards, the teacher demonstrates the ability to
create opportunities for students to learn about power, privilege,
intersectionality, and systemic oppression in the context of various
communities and empowers learners to be agents of social change to promote
equity.
I. The teacher explores and
applies instructional design principles to create innovative digital learning
environments that engage and support learning.
Subp. 5. Standard 5. Instructional strategies.
A. The teacher
collaborates with students to design and implement culturally relevant learning
experiences, identify their strengths, and access family and community
resources to develop their areas of interest.
B. The teacher understands the value of and
knows how to implement instructional approaches that integrate real-world
learning opportunities, including service learning, community-based learning,
and project-based learning, into instruction.
C. The teacher develops learning experiences
that engage students in collaborative and self-directed learning and that
extend student interaction with ideas and people locally and
globally.
D. The teacher uses
learners' native languages as a resource in creating effective differentiated
instructional strategies for multilingual learners, including those who are
developing literacy skills.
E. The
teacher provides multiple models and representations of concepts and skills
which consider diverse cultural ways of knowing with opportunities for learners
to demonstrate their knowledge through a variety of products and
performances.
F. The teacher asks
questions to stimulate discussion that serves different purposes, such as
probing for learner understanding, helping students articulate their ideas and
thinking processes, stimulating curiosity, and helping students to
question.
G. The teacher engages
all students in developing higher-order questioning skills and metacognitive
processes.
H. Consistent with the
local curriculum and state and local academic standards, the teacher
demonstrates the ability to nurture critical thinking about culture and race
and knows how to include multiple perspectives and missing narratives from the
dominant culture by offering a range of curriculum materials.
I. The teacher varies learning activities to
involve whole group, small group, and individual work, and to develop a range
of learner skills.
J. The teacher
uses technology to create, adapt, and personalize learning experiences that
foster independent learning and accommodate learner differences and
needs.
K. The teacher employs a
variety of strategies to assist students to develop social and emotional
competencies, including self-awareness, self-management, social awareness,
relationship skills, and responsible decision making.
Subp. 6. Standard 6. Professional responsibilities.
A. The teacher
understands the standards of professional conduct in the Code of Ethics for
Minnesota Teachers, including the role of social media, privacy, and boundaries
in relationships with students.
B.
The teacher understands laws related to student rights and teacher
responsibilities, such as for educational equity, appropriate education for
students with disabilities, confidentiality, privacy, appropriate treatment of
students, data practices, and mandatory reporting requirements in situations of
known or suspected abuse or neglect.
C. The teacher understands the historical
foundations of education in Minnesota, including laws, policies, and practices,
that have and continue to create inequitable opportunities, experiences, and
outcomes for learners, especially for Indigenous students and students
historically denied access, underserved, or underrepresented on the basis of
race, class, disability, religion, gender, sexual orientation, language,
socioeconomic status, or country of origin.
D. The teacher understands how prejudice,
discrimination, and racism operates at the interpersonal, intergroup, and
institutional levels.
E. The
teacher explores their own intersecting social identities and how they impact
daily experience as an educator
F.
The teacher assesses how their biases, perceptions, and academic training may
affect their teaching practice and perpetuate oppressive systems and utilizes
tools to mitigate their own behavior to disrupt oppressive systems.
G. The teacher uses a variety of
self-assessment and problem-solving strategies to analyze and reflect on their
practice and to make adaptations and adjustments toward more equitable
outcomes.
H. The teacher
demonstrates continual growth in knowledge and skills of current and emerging
technologies and applies them to improve personal productivity and professional
practice.
I. The teacher advocates,
models, and teaches safe, legal, and ethical use of information and technology,
including appropriate documentation of sources and respect for others in use of
social media.
J. The teacher
actively seeks professional, community, and technological resources, within and
outside the school, as supports for analysis, reflection, and problem
solving.
Subp. 7. Standard 7. Collaboration and leadership.
A. The teacher understands the importance of
engaging in culturally affirming, reciprocal communication with families about
student development, learning, and performance.
B. The teacher knows how to collaborate with
a culturally relevant and responsive lens with families to support student
learning and secure appropriate services to meet the needs of
students.
C. The teacher plans
collaboratively with professionals who have specialized expertise to design and
jointly deliver, as appropriate, learning experiences to meet unique learning
needs.
D. The teacher demonstrates
the ability to identify gaps where the current curriculum does not address
multiple perspectives, cultures, and backgrounds, and understands how
curriculum and instruction impacts students that are not part of the dominant
culture.
E. The teacher recognizes
the responsibility to question normative school knowledge, conventional
teaching and other professional practices, and beliefs and assumptions about
diverse students, their families, and communities that adversely impact
learning.
F. The teacher
understands multiple leadership models for teachers; knows how to take on
leadership roles at the school, district, state, or national level; and
advocates for students, the school, the community, and the
profession.
Subp. 8. Standard 8. Racial consciousness and reflection.
A. The teacher understands multiple theories
of race and ethnicity, including but not limited to racial formation, processes
of racialization, and intersectionality.
B. The teacher understands the definitions of
and difference between prejudice, discrimination, bias, and racism.
C. The teacher understands how ethnocentrism,
eurocentrism, deficit-based teaching, and white supremacy undermine pedagogical
equity.
D. The teacher understands
that knowledge creation, ways of knowing, and teaching are social and cultural
practices shaped by race and ethnicity, often resulting in racially disparate
advantages and disadvantages.
E.
The teacher understands the histories and social struggles of historically
defined racialized groups, including but not limited to Indigenous people,
Black Americans, Latinx Americans, and Asian Americans.
F. The teacher understands the cultural
content, world view, concepts, and perspectives of Minnesota-based American
Indian Tribal Nations and communities, including Indigenous histories and
languages.
G. The teacher
understands the impact of the intersection of race and ethnicity with other
forms of difference, including class, gender, sexuality, religion, national
origin, immigration status, language, ability, and
age.
Statutory Authority: MS s 122A.09; 122A.18
Disclaimer: These regulations may not be the most recent version. Minnesota may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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