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Professional Teaching Standards
- 1. Content Knowledge >
- 2. Human Development and Learning >
- 3. Diversity >
- 4. Planning for Instruction >
- 5. Learning Environment >
- 6. Instructional Delivery >
- 7. Communication >
- 8. Assessment >
- 9. Collaborative Relationships >
- 10. Reflection and Professional Growth >
- 11. Professional Conduct and Leadership >
- Language Arts Standards
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Technology Standards
- 1. Basic Computer/Technology Operations & Concepts >
- 2. Personal and Professional Use of Technology >
- 3. Application of Technology Instruction >
- 4. Social, Ethical, and Human Issues >
- 5. Productivity Tools >
- 6. Telecommunication and Information Access >
- 7. Research, Problem Solving, and Product Devolopment >
- 8. Information Literacy Skills >
- Impact on Learning
STANDARD 3 - Diversity
The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Knowledge Indicators - The competent teacher:
3A. understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Act (IDEA) and the State Board’s rules for Special Education (23 Ill. Adm. Code 226).
3B. understands the process of second language acquisition and strategies to support the learning of students whose first language is not English.
3C. understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
3D. understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.
3E. understands cultural and community diversity through a well-grounded framework and understands how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.
3F. understands personal cultural perspectives and biases and their effects on one’s teaching.
Performance Indicators - The competent teacher:
3G. facilitates a learning community in which individual differences are respected.
3H. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.
3I. uses information about students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences.
3J. uses cultural diversity and individual student experiences to enrich instruction.
3K. uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.
3L. identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths and needs.
3M. identifies when and how to develop and implement strategies and interventions within the classroom and how to access appropriate services or resources to assist students with exceptional learning needs.
3N. demonstrates positive regard for individual students and their families regardless of culture, religion, gender, sexual orientation, and varying abilities.
The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Knowledge Indicators - The competent teacher:
3A. understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Act (IDEA) and the State Board’s rules for Special Education (23 Ill. Adm. Code 226).
3B. understands the process of second language acquisition and strategies to support the learning of students whose first language is not English.
3C. understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
3D. understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.
3E. understands cultural and community diversity through a well-grounded framework and understands how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.
3F. understands personal cultural perspectives and biases and their effects on one’s teaching.
Performance Indicators - The competent teacher:
3G. facilitates a learning community in which individual differences are respected.
3H. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.
3I. uses information about students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences.
3J. uses cultural diversity and individual student experiences to enrich instruction.
3K. uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.
3L. identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths and needs.
3M. identifies when and how to develop and implement strategies and interventions within the classroom and how to access appropriate services or resources to assist students with exceptional learning needs.
3N. demonstrates positive regard for individual students and their families regardless of culture, religion, gender, sexual orientation, and varying abilities.