Linda L. TomlinsonIllinois State Board of Education

October 8, 2010

Pre-Service Advisory Group (PSAG) Developed Standards 23 IAC 24

Focused on “Each Child” rather than “All” Children Focused on Literacy (Elementary and Secondary) Focused on needs of Special Education,

ELL/Bilingual, Gifted Combined Language Arts, Technology and Illinois

Professional Teacher Standards into one set of nine standards

Rules are in place and effective July 1, 2013

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Standard One: 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.

Standard Two: 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.

Standard Three: 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.

Standard Four: 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.

Standard Five: 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.

Standard Six: 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.

Standard Seven: 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.

Standard Eight: 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.

Standard Nine: Professionalism, Leadership, and 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.

ing Changes 23 IAC 25.720(h)

imit testing to 5 times for any one test - February 2010Reset higher passing scores on Basic Skills –September, 2010

Math 75%Reading 79%Language Arts 79%

No grades lower than a “C” will be accepted for endorsements or programs C or above required – “C- “ does not count All courses counted for endorsement All courses used as part of program – may

include General Education, Professional Education, Major Content

23 IAC 25.100

Focus on instruction, Student Growth in Learning and School Improvement

Focus on PK-12 Rules are out for public comment

No grade below C can be counted towards programs or endorsements

Candidates must pass the basic skills to enter programs and test is limited to 5 times – be sure candidates are ready for test before advising them to test

All content tests and Assessments of Professional Teaching (APT) are limited to 5 times also

Endorsements will require upper division course work

Principal programs will need to be approved

Educator Code of Ethics 23 IAC 22 has completed the public comment period, went back to the State Board this month and is going to JCAR shortly

Rules Public Comment period has ended and going to JCAR for Bilingual/ESL endorsements and approvals, includes PK

Rules are out for public comment for program approval and principal preparation

ISBE is proposing legislation to move to one Professional Educator License and rewrite of Article 21

Defining middle level Content requirements for endorsements at

middle level and elementary Moving to standards for middle level Self-contained or middle level content for

overlapping grade levels Defining criteria for all programs

Selection Student teaching requirements Content and Standards

Are program changes needed to meet new standards? Reading and Language Arts Preparation and Core

Content Standards Common Core State Standards for Mathematics Standards for Math Practice Standards for Math Content

Key Ideas and Details 1. With prompting and support, ask and

answer questions about key details in a text. 2. With prompting and support, retell familiar stories, including key details.. 3. With prompting and support, identify

characters, settings, and major events in a story.

Craft and Structure 4. Ask and answer questions about unknown

words in a text 5. Recognize common types of texts (e.g., storybooks, poems). 6. With prompting and support, name the

author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the story

in which they appear (e.g., what moment in a story

8. (Not applicable to literature) 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

Review and Know the Common Core for K-3 and consider what is needed in PK-3 to teach these standards

http://www.isbe.net/common_core/pdf/ELA_common_core_standards.pdf

Instruction must include Use of Data to drive instruction Meeting new IPTS Meeting new Common Core Meeting National Program Standards Selection Criteria

Clinical Experiences Length, requirements, competencies

Bilingual/ESL needs How to meet needs of children

All Stakeholders Working Togethercan Improve Outcomes and Opportunities

for Each and Every Illinois Student.