ILLINOIS PROFESSIONAL TEACHING STANDARDS
STANDARD 1
- 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.
WHY IT MATTERS
All students should see themselves reflected in curriculum. Students will learn most if they feel connected to content. It is important for teachers to take this into consideration to create a classroom that fosters feelings of inclusion.
- 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.
WHY IT MATTERS
All students should see themselves reflected in curriculum. Students will learn most if they feel connected to content. It is important for teachers to take this into consideration to create a classroom that fosters feelings of inclusion.
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. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
WHY IT MATTERS
Art teachers need to have solid foundational knowledge of the content before they can facilitate effective learning and critical thinking. Understanding postmodern concepts and how they can be applied through a variety of looking and making is a way to cultivate an exceptional art classroom.
-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.
WHY IT MATTERS
Art teachers need to have solid foundational knowledge of the content before they can facilitate effective learning and critical thinking. Understanding postmodern concepts and how they can be applied through a variety of looking and making is a way to cultivate an exceptional art classroom.
STANDARD 3
-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.
WHY IT MATTERS
Adapting curriculum to students individual needs is essential to individuals to achieve content and skill objectives. Various students may need modifications to curriculum, and these needs should be assessed on an ongoing basis throughout the duration of a students time in the classroom.
-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.
WHY IT MATTERS
Adapting curriculum to students individual needs is essential to individuals to achieve content and skill objectives. Various students may need modifications to curriculum, and these needs should be assessed on an ongoing basis throughout the duration of a students time in the classroom.
STANDARD 4
- 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.
WHY IT MATTERS
Care for students as people should be at the core of any educators philosophy. Students need to feel as though they are appreciated and protected in their learning environment. Fostering a safe community within the classroom allows students to learn through the various methods listed above.
- 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.
WHY IT MATTERS
Care for students as people should be at the core of any educators philosophy. Students need to feel as though they are appreciated and protected in their learning environment. Fostering a safe community within the classroom allows students to learn through the various methods listed above.
STANDARD 5
- 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.
WHY IT MATTERS
Varied and dynamic curriculum structure keeps students interested. Teachers should present information in a variety of methods so that students may have opportunities to learn in whichever way is most effective for them.
- 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.
WHY IT MATTERS
Varied and dynamic curriculum structure keeps students interested. Teachers should present information in a variety of methods so that students may have opportunities to learn in whichever way is most effective for them.
STANDARD 6
- 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.
WHY IT MATTERS
The art classroom is an exceptional place to facilitate interdisciplinary practices. Reading, writing and oral communication can be easily incorporated into all steps of an art lesson. Looking and creating art can be examined through these modes of communication as well.
- 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.
WHY IT MATTERS
The art classroom is an exceptional place to facilitate interdisciplinary practices. Reading, writing and oral communication can be easily incorporated into all steps of an art lesson. Looking and creating art can be examined through these modes of communication as well.
STANDARD 7
- 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.
WHY IT MATTERS
Teachers should be attuned to students individual achievements throughout the duration of the making and learning process. Various types of assessment can allow students to demonstrate they process and understanding of concepts.
- 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.
WHY IT MATTERS
Teachers should be attuned to students individual achievements throughout the duration of the making and learning process. Various types of assessment can allow students to demonstrate they process and understanding of concepts.
STANDARD 8
- 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.
WHY IT MATTERS
Other teachers, administrators, families, and community members are resources for collaboration and knowledge. These individuals should be seen as exceptional resources to create a diverse and personal experience base of knowledge. Additionally, every student possesses inherent knowledge and experience that can contribute to the learning environment and should be seen as such.
- 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.
WHY IT MATTERS
Other teachers, administrators, families, and community members are resources for collaboration and knowledge. These individuals should be seen as exceptional resources to create a diverse and personal experience base of knowledge. Additionally, every student possesses inherent knowledge and experience that can contribute to the learning environment and should be seen as such.
STANDARD 9
- PROFESSIONALISM, LEADERSHIP, 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.
WHY IT MATTERS
The teacher must recognize the importance of their position for the students, families, and community. Teachers need to see themselves as community leaders and as setting an example for future generations.
- PROFESSIONALISM, LEADERSHIP, 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.
WHY IT MATTERS
The teacher must recognize the importance of their position for the students, families, and community. Teachers need to see themselves as community leaders and as setting an example for future generations.
- ILLINOIS LEARNING STANDARDS - FINE ARTS -
- GOAL 25 - Understand the sensory elements, organizational principles and expressive qualities of the arts.
- GOAL 26 - Understand processes, traditional tools and modern technologies used in the arts.
- GOAL 27 - Analyze how the arts function in history, society and everyday life.
- GOAL 26 - Understand processes, traditional tools and modern technologies used in the arts.
- GOAL 27 - Analyze how the arts function in history, society and everyday life.
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