If you are therefore looking for an assignment to submit, then click onORDER NOW button or contact us today. Book Review on World History by Mark Kurlanskys Salt. Illinois Professional Teaching Standards > 1. 0000040309 00000 n The presentation gives information on the following: what a stutter is, how teachers can assist with students who stutter, who to seek for language help, how speech pathologist . Standard 8 - Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. %PDF-1.7 % %%EOF 21 and 2-3.6]. 4F. Tuesday, June 28, 2011 The IPTS mandate The Illinois State Board of Education has approved new standards for the preparation of teachers in Illinois. hbbd``b`$ Fg !b1I I endstream endobj startxref 0000004009 00000 n 0000001974 00000 n hb```f``Rf`200 P5V=+'~P2~#NlR8yJz:A?An[g.zSevaiL9rd"7Lm06X4x44d4H [H6H5P@w00N,@6` 1;=`+f3n3j 5ob endstream endobj 203 0 obj <> endobj 204 0 obj <> endobj 205 0 obj <>stream 0000002582 00000 n Section 24.100 The Illinois Professional Teaching Standards Through June 30, 2013 (Repealed) Section 24.110 Language Arts Standards for All Illinois Teachers Through June 30, 2013 (Repealed) . PTj94]5;wPrlzGZQ+\B753=DRb e% ! mUMl96t2j@tA H.K4h HWMo6WGh! 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. 0000064363 00000 n Also attached are the revised Standards that are to be fully implemented by 2013. http://www.isbe.net/profprep/PDFs/ipts.pdf Average: 0 Your rating: None Illinois Induction Resources mW,uH|12@OeI}|@q~",rx\djN9ILT?mw"{)CS[Nm Y83e-r|kN"lbU!D."%$Uu f[NX@zOkE$vwzS7'csR`O ;m =@F]] |UP 2ih$4"\jv?nXn,H_~$ dChVVfr9)wZ?uxo[{gI:|Zd (5jiUQ*Ap@pP\`jgg%xBclr}T0m6Ro$;'I9h?E(@i8T)dr-{@Qb]o&~Usk\8FGL9w^;[}{ p- J endstream endobj 3 0 obj <>stream 0000016600 00000 n 2013 #s Standard 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. 0000004039 00000 n 0000007205 00000 n ]0o+/, We believe that the Illinois educational system must guarantee a learning environment in which all students can learn. Professional Teaching Standards. Subsection (a) of the Illinois Professional Teaching Standards states as follows: "Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. 0 Knowledge. We believe that the Illinois educational system must guarantee a learning environment in which all students can learn. From: Department for Education. Illinois Professional Teaching Standards and edTPA alignment Crosswalk: 58953: 12/18/2012 4:47:26 PM: 12/18/2012 4:47:26 PM: Standard 1 - Teaching Diverse Students Standard 2 - Content Area and Pedagogical Knowledge Illinois State Board of Education December 2012 2 Pl2 - Planning to Support Varied : STS_ListItem_DocumentLibrary 1A) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum; ECE101,290,111,110 hbbd``b`$BAD`Q@#C$H '@ bFt. . 748 0 obj << /Linearized 1 /O 753 /H [ 1529 445 ] /L 268092 /E 67361 /N 10 /T 253013 >> endobj xref 748 35 0000000016 00000 n The Illinois Learning Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. This teacherworks as a team member with professional colleagues, students, parents or guardians, and communitymembers.Knowledge Indicators The competent teacher:8A) understands schools as organizations within the larger community context; 78B) understands the collaborative process and the skills necessary to initiate and carry out thatprocess;8C) collaborates with others in the use of data to design and implement effective schoolinterventions that benefit all students;8D) understands the benefits, barriers, and techniques involved in parent and family collaborations;8E) understands school- and work-based learning environments and the need for collaboration withall organizations (e.g., businesses, community agencies, nonprofit organizations) to enhancestudent learning;8F) understands the importance of participating in collaborative and problem-solving teams tocreate effective academic and behavioral interventions for all students;8G) understands the various models of co-teaching and the procedures for implementing themacross the curriculum;8H) understands concerns of families of students with disabilities and knows appropriate strategiesto collaborate with students and their families in addressing these concerns; and8I) 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, Section504 plan) for students with disabilities.Performance Indicators The competent teacher:8J) works with all school personnel (e.g., support staff, teachers, paraprofessionals) to developlearning climates for the school that encourage unity, support a sense of shared purpose, showtrust in one another, and value individuals;8K) participates in collaborative decision-making and problem-solving with colleagues and otherprofessionals to achieve success for all students;8L) initiates collaboration with others to create opportunities that enhance student learning;8M) uses digital tools and resources to promote collaborative interactions;8N) uses effective co-planning and co-teaching techniques to deliver instruction to each student;8O) collaborates with school personnel in the implementation of appropriate assessment andinstruction for designated students;8P) develops professional relationships with parents and guardians that result in fair and equitabletreatment of each student to support growth and learning;8Q) establishes respectful and productive relationships with parents or guardians and seeks todevelop cooperative partnerships to promote student learning and well-being;8R) uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork;8S) participates in the design and implementation of individualized instruction for students withspecial needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students whoare gifted; and8T) identifies and utilizes community resources to enhance student learning and to provideopportunities for students to explore career opportunities.Standard 9 Professionalism, Leadership, and Advocacy The competent teacher is an ethical andreflective practitioner who exhibits professionalism; provides leadership in the learning community; andadvocates for students, parents or guardians, and the profession.Knowledge Indicators The competent teacher:9A) evaluates best practices and research-based materials against benchmarks within thedisciplines;9B) knows laws and rules (e.g., mandatory reporting, sexual misconduct, corporal punishment) as afoundation for the fair and just treatment of all students and their families in the classroom andschool;9C) understands emergency response procedures as required under the School Safety Drill Act[105 ILCS 128/1], including school safety and crisis intervention protocol, the initial response 8actions (e.g., whether to stay in or evacuate a building), and first response to medicalemergencies (e.g., first aid and life-saving techniques);9D) identifies paths for continuous professional growth and improvement, including the design of aprofessional growth plan;9E) is cognizant of his or her emerging and developed leadership skills and the applicability ofthose skills within a variety of learning communities;9F) understands the roles of an advocate, the process of advocacy, and its place in combating orpromoting certain school district practices affecting students;9G) understands local and global societal issues and responsibilities in an evolving digital culture;and9H) understands the importance of modeling appropriate dispositions in the classroom.Performance Indicators The competent teacher:9I) models professional behavior that reflects honesty, integrity, personal responsibility,confidentiality, altruism, and respect;9J) maintains accurate records, manages data effectively, and protects the confidentiality ofinformation pertaining to each student and family;9K) reflects on professional practice and resulting outcomes; engages in self-assessment; andadjusts practices to improve student performance, school goals, and professional growth;9L) communicates with families, responds to concerns, and contributes to enhanced familyparticipation in student education;9M) communicates relevant information and ideas effectively to students, parents or guardians, andpeers, using a variety of technology and digital-age media and formats;9N) collaborates with other teachers, students, parents or guardians, specialists, administrators,and community partners to enhance students learning and school improvement;9O) participates in professional development, professional organizations, and learning communities,and engages in peer coaching and mentoring activities to enhance personal growth anddevelopment;9P) uses leadership skills that contribute to individual and collegial growth and development, schoolimprovement, and the advancement of knowledge in the teaching profession;9Q) proactively serves all students and their families with equity and honor and advocates on theirbehalf, ensuring the learning and well-being of each child in the classroom;9R) is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused andNeglected Child Reporting Act [325 ILCS 5/4];9S) models digital etiquette and responsible social actions in the use of digital technology; and9T) models and teaches safe, legal, and ethical use of digital information and technology, includingrespect for copyright, intellectual property, and the appropriate documentation of sources. s=Q- ">S;TP 8$N%iAXr{[ aT_S8h0D%._ M22k~eSB SqP)Sm+ PdRYUKHr& 7r@DI82O\Pxr, T%+'V=*5 v,%XL}^KnL(]rz"-r 9/titR!k$V#isuLv K5 Illinois Professional Teaching Standards. sGq ]UWN.XDb^L@""~%r:)) Illinois Professional Teaching Standards Thu, 07/23/2009 - 14:56 rswenner For the current version of the Illinois Professional Teaching Standards, use the URL below. Perfect choice for your excellent grades! 0000003157 00000 n ILLINOIS PROFESSIONAL TEACHING STANDARDS(2013)Standard 1 Teaching Diverse Students The competent teacher understands the diversecharacteristics and abilities of each student and how individuals develop and learn within the context oftheir social, economic, cultural, linguistic, and academic experiences. 0\*R The Illinois Performance Standards for School Leaders do not specifically address knowledge of working with students with disabilities. Next Gen Science Standards (NGSS) were published in April 2013 and are based on the Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas developed by the National Research Council, a part of the National Academy of Science. %PDF-1.4 % Looking at Teaching Standards. 7#?`?:f^@C P%x0ptC'p z 'p1-Hc80qg=4;?S2c}}.5Xnq2 r~s~:N\%P{Ko(S/dPos u"y1,-\ "c CDHd%0(+FVT(LV z#k;c Section 24.120 - Technology Standards for All Illinois Teachers Through June 30, 2013. 0000010277 00000 n Once the writer has completed your paper, the editors check your paper for any grammar/formatting/plagiarism mistakes, then the final paper is sent to your email. } dU?tzj/T 0000001490 00000 n The teacher creates meaningful learning . 0000007228 00000 n Source: Illinois Professional Teaching Standards (2013) School Leadership Standards Is knowledge of working with students with disabilities included in leader standards? . &@4CGGsGDl0) `@~':|&)267iU`{dX @6"oiFVO-h8w``2 g`0 .Y Illinois The Illinois Learning Standards (ILS) define what students in all Illinois public schools should know and be able to do as a result of their elementary and secondary schooling in the following subjects: English Language Arts Mathematics Science Social Science Physical Development and Health World Languages Social/Emotional Learning (SEL) This question was posted by one of our client seeking homework help. The teacher creates meaningful learning experiences for eachstudent based upon interactions among content area and pedagogical knowledge, and evidence-basedpractice.Knowledge Indicators The competent teacher:2A) understands theories and philosophies of learning and human development as they relate tothe range of students in the classroom;2B) understands major concepts, assumptions, debates, and principles; processes of inquiry; andtheories that are central to the disciplines;2C) understands the cognitive processes associated with various kinds of learning (e.g., critical andcreative thinking, problem-structuring and problem-solving, invention, memorization, and recall) 2and ensures attention to these learning processes so that students can master contentstandards;2D) understands the relationship of knowledge within the disciplines to other content areas and tolife applications;2E) understands how diverse student characteristics and abilities affect processes of inquiry andinfluence patterns of learning;2F) knows how to access the tools and knowledge related to the latest findings (e.g., research,practice, methodologies) and technologies in the disciplines;2G) understands the theory behind and the process for providing support to promote learning whenconcepts and skills are first being introduced; and2H) understands the relationship among language acquisition (first and second), literacydevelopment, and acquisition of academic content and skills.Performance Indicators The competent teacher:2I) evaluates teaching resources and materials for appropriateness as related to curricular contentand each students needs;2J) uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts;2K) engages students in the processes of critical thinking and inquiry and addresses standards ofevidence of the disciplines;2L) demonstrates fluency in technology systems, uses technology to support instruction andenhance student learning, and design learning experiences to develop student skills in theapplication of technology appropriate to the disciplines;2M) uses a variety of explanations and multiple representations of concepts that capture key ideasto help each student develop conceptual understanding and address commonmisunderstandings;2N) facilitates learning experiences that make connections to other content areas and to lifeexperiences;2O) designs learning experiences and utilizes assistive technology and digital tools to provideaccess to general curricular content to individuals with disabilities;2P) adjusts practice to meet the needs of each student in the content areas; and2Q) applies and adapts an array of content area literacy strategies to make all subject matteraccessible to each student.Standard 3 Planning for Differentiated Instruction The competent teacher plans and designsinstruction based on content area knowledge, diverse student characteristics, student performance data,curriculum goals, and the community context. Ld .`O38@^"#txxZ/;XN@mooT/ \b"yE5js3R8_iL$Y`~55+SA|4d=R5*cww= h1jf`\F2"fx6i +i\"VRUW> This teacher understands that the classroom is a dynamic environment requiring ongoingmodification of instruction to enhance learning for each student.Knowledge Indicators The competent teacher:5A) understands the cognitive processes associated with various kinds of learning;5B) understands principles and techniques, along with advantages and limitations, associated witha wide range of evidence-based instructional practices;5C) knows how to implement effective differentiated instruction through the use of a wide variety ofmaterials, technologies, and resources;5D) understands disciplinary and interdisciplinary instructional approaches and how they relate tolife and career experiences;5E) knows techniques for modifying instructional methods, materials, and the environment tofacilitate learning for students with diverse learning characteristics;5F) knows strategies to maximize student attentiveness and engagement;5G) knows how to evaluate and use student performance data to adjust instruction while teaching;and5H) understands when and how to adapt or modify instruction based on outcome data, as well asstudent needs, goals, and responses.Performance Indicators The competent teacher:5I) uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engagestudents in active learning opportunities that promote the development of critical and creativethinking, problem-solving, and performance capabilities;5J) monitors and adjusts strategies in response to feedback from the student;5K) varies his or her role in the instructional process as instructor, facilitator, coach, or audience inrelation to the content and purposes of instruction and the needs of students;5L) develops a variety of clear, accurate presentations and representations of concepts, usingalternative explanations to assist students understanding and presenting diverse perspectivesto encourage critical and creative thinking;5M) uses strategies and techniques for facilitating meaningful inclusion of individuals with a range ofabilities and experiences;5N) uses technology to accomplish differentiated instructional objectives that enhance learning foreach student;5O) models and facilitates effective use of current and emerging digital tools to locate, analyze,evaluate, and use information resources to support research and learning;5P) uses student data to adapt the curriculum and implement instructional strategies and materialsaccording to the characteristics of each student; 55Q) uses effective co-planning and co-teaching techniques to deliver instruction to all students;5R) maximizes instructional time (e.g., minimizes transitional time); and5S) implements appropriate evidence-based instructional strategies.Standard 6 Reading, Writing, and Oral Communication The competent teacher has foundationalknowledge of reading, writing, and oral communication within the content area and recognizes andaddresses student reading, writing, and oral communication needs to facilitate the acquisition of contentknowledge.Knowledge Indicators The competent teacher:6A) understands appropriate and varied instructional approaches used before, during, and afterreading, including those that develop word knowledge, vocabulary, comprehension, fluency,and strategy use in the content areas;6B) understands that the reading process involves the construction of meaning through theinteractions of the readers background knowledge and experiences, the information in the text,and the purpose of the reading situation;6C) understands communication theory, language development, and the role of language inlearning;6D) understands writing processes and their importance to content learning;6E) knows and models standard conventions of written and oral communications;6F) recognizes the relationships among reading, writing, and oral communication and understandshow to integrate these components to increase content learning;6G) understands how to design, select, modify, and evaluate a wide range of materials for thecontent areas and the reading needs of the student;6H) understands how to use a variety of formal and informal assessments to recognize and addressthe reading, writing, and oral communication needs of each student; and6I) knows appropriate and varied instructional approaches, including those that develop wordknowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.Performance Indicators The competent teacher:6J) selects, modifies, and uses a wide range of printed, visual, or auditory materials, and onlineresources appropriate to the content areas and the reading needs and levels of each student(including ELLs, and struggling and advanced readers);6K) uses assessment data, student work samples, and observations from continuous monitoring ofstudent progress to plan and evaluate effective content area reading, writing, and oralcommunication instruction;6L) facilitates the use of appropriate word identification and vocabulary strategies to develop eachstudents understanding of content;6M) teaches fluency strategies to facilitate comprehension of content;6N) uses modeling, explanation, practice, and feedback to teach students to monitor and applycomprehension strategies independently, appropriate to the content learning;6O) teaches students to analyze, evaluate, synthesize, and summarize information in single textsand across multiple texts, including electronic resources;6P) teaches students to develop written text appropriate to the content areas that utilizeorganization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, andstandard conventions (e.g., punctuation, grammar);6Q) integrates reading, writing, and oral communication to engage students in content learning;6R) works with other teachers and support personnel to design, adjust, and modify instruction tomeet students reading, writing, and oral communication needs; and6S) stimulates discussion in the content areas for varied instructional and conversational purposes.Standard 7 Assessment The competent teacher understands and uses appropriate formative andsummative assessments for determining student needs, monitoring student progress, measuring student 6growth, and evaluating student outcomes. Yet if students are to develop any sense of their. 0000014745 00000 n The environment should nurture their unique talents and creativity; understand, Teacher-preparation programs across the nation are faced with multiple mandates that aim to increase rigor and effectiveness of future educators. 16 24.120 Technology Standards for All Illinois Teachers Through June 30, 2013 17 (Repealed) 18 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 19 20 AUTHORITY: Implementing Articles 21 and 21B and authorized by Section 2-3.6 of the 21 School Code [105 ILCS 5/Art. 0 hUrF+HtN$t)Jsr %0X~#_%HqRR}tOn~^Ki6na)By BbIOibZ=,I Cy7`FLRdaP-cB4t)[2 ZWx>O(B/ ' ?I0B@a!Y7?I[hdA,n- "$ZCd@iEJ.|ZcPlZ} j*U?uK8la_\ v)2NIMC gBQhKE|o|`NDSm=fwb'IUJz[t@;#-M2G{m{>'e)X?%p{Ctx%O&g&J2Rqr@@[MEODsux :s_|1W61ak(}s@@yu,;dZz8V(>b=WbnkTRg> &l6 >vPoMkf$Adv`#vy%^Mg](J1"ReZlm 0000014722 00000 n The teacher plans for ongoing student growth andachievement.Knowledge Indicators The competent teacher:3A) understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculumdevelopment process, content, learning theory, assessment, and student development andknows how to incorporate this knowledge in planning differentiated instruction;3B) understands how to develop short- and long-range plans, including transition plans, consistentwith curriculum goals, student diversity, and learning theory;3C) understands cultural, linguistic, cognitive, physical, and social and emotional differences, andconsiders the needs of each student when planning instruction;3D) understands when and how to adjust plans based on outcome data, as well as student needs,goals, and responses;3E) understands the appropriate role of technology, including assistive technology, to addressstudent needs, as well as how to incorporate contemporary tools and resources to maximizestudent learning;33F) understands how to co-plan with other classroom teachers, parents or guardians,paraprofessionals, school specialists, and community representatives to design learningexperiences; and3G) understands how research and data guide instructional planning, delivery, and adaptation.Performance Indicators The competent teacher:3H) establishes high expectations for each students learning and behavior;3I) creates short-term and long-term plans to achieve the expectations for student learning;3J) uses data to plan for differentiated instruction to allow for variations in individual learning needs;3K) incorporates experiences into instructional practices that relate to a students current lifeexperiences and to future life experiences;3L) creates approaches to learning that are interdisciplinary and that integrate multiple contentareas;3M) develops plans based on student responses and provides for different pathways based onstudent needs;3N) accesses and uses a wide range of information and instructional technologies to enhance astudents ongoing growth and achievement;3O) when planning instruction, addresses goals and objectives contained in plans developed underSection 504 of the Rehabilitation Act of 1973 (29 USC 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);3P) works with others to adapt and modify instruction to meet individual student needs; and3Q) develops or selects relevant instructional content, materials, resources, and strategies (e.g.,project-based learning) for differentiating instruction.Standard 4 Learning Environment The competent teacher structures a safe and healthy learningenvironment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy,positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, andpersonal goal-setting.Knowledge Indicators The competent teacher:4A) understands principles of and strategies for effective classroom and behavior management;4B) understands how individuals influence groups and how groups function in society;4C) understands how to help students work cooperatively and productively in groups;4D) understands factors (e.g., self-efficacy, positive social interaction) that influence motivation andengagement;4E) knows how to assess the instructional environment to determine how best to meet a studentsindividual needs;4F) understands laws, rules, and ethical considerations regarding behavior intervention planningand behavior management (e.g., bullying, crisis intervention, physical restraint);4G) knows strategies to implement behavior management and behavior intervention planning toensure a safe and productive learning environment; and4H) understands the use of student data (formative and summative) to design and implementbehavior management strategies.Performance Indicators The competent teacher:4I) creates a safe and healthy environment that maximizes student learning;4J) creates clear expectations and procedures for communication and behavior and a physicalsetting conducive to achieving classroom goals;4K) uses strategies to create a smoothly functioning learning community in which students assumeresponsibility for themselves and one another, participate in decision-making, workcollaboratively and independently, use appropriate technology, and engage in purposefullearning activities;44L) analyzes the classroom environment and makes decisions to enhance cultural and linguisticresponsiveness, mutual respect, positive social relationships, student motivation, andclassroom engagement;4M) organizes, allocates, and manages time, materials, technology, and physical space to provideactive and equitable engagement of students in productive learning activities;4N) engages students in and monitors individual and group-learning activities that help themdevelop the motivation to learn;4O) uses a variety of effective behavior management techniques appropriate to the needs of allstudents that include positive behavior interventions and supports;4P) modifies the learning environment (including the schedule and physical arrangement) tofacilitate appropriate behaviors and learning for students with diverse learning characteristics;and4Q) analyzes student behavior data to develop and support positive behavior.Standard 5 Instructional Delivery The competent teacher differentiates instruction by using a varietyof strategies that support critical and creative thinking, problem-solving, and continuous growth andlearning.

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