Professional Standards for MI Teachers

8/9/2019 Professional Standards for MI Teachers

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STATE BOARD OF EDUCATION

KATHLEEN N. STRAUS PRESIDENT JOHN C. AUSTIN VICE PRESIDENT

CAROLYN L. CURTIN SECRETARY MARIANNE YARED MCGUIRE TREASURER

NANCY DANHOF NASBE DELEGATE ELIZABETH W. BAUER

REGINALD M. TURNER CASANDRA E. ULBRICH

608 WEST ALLEGAN STREET P.O. BOX 30008 LANSING, MICHIGAN 48909www.michigan.gov/mde (517) 373-3324

JENNIFER M. GRANHOLMGOVERNOR

MICHAEL P. FLANAGANSUPERINTENDENT OFPUBLIC INSTRUCTION

April 28, 2008

MEMORANDUM

TO: State Board of Education

FROM: Michael P. Flanagan, Chairman

SUBJECT: Approval of the Proposed Professional Standards for Michigan Teachers and

Related Proficiencies

Entry-Level Standards for Michigan Teachers (ELSMT) were developed under the

guidance of the Professional Standards Commission for Teachers (PSCT) and adopted by

the State Board of Education (SBE) in August 1993. Various adjustments to thestandards have occurred:

In 1998 the standards were amended to include a seventh standard concerningtechnology standards for all teachers.

In 2002 the entry-level standards and related indicators of achievement wereupdated to align with SBE taskforce reports and national standards.

During 2004-2005 all of the standards and criteria for assessment of pedagogy werereviewed and a number of changes were proposed in wording for clarity and updating

(Attachment A). To reflect a coherent, seamless preparation of a high quality teacherand to promote substantive, classroom-based professional development during

induction, the PSCT members suggested a change in the name of the standards from

Entry-Level Standards for Michigan Teachers to Professional Standards for MichiganTeachers (PSMT).

The Criteria for Assessment of Pedagogy for Initial Certification, the ELSMT companion

document, was developed by the PSCT and has also gone through several updates:

In 1998 the criteria were approved by the SBE. In 2002 revisions were approved by the SBE to reflect the changes in

the ELSMT.

The revisions in this proposal are the result of the collaborative work of the staff fromthe Office of Professional Preparation Services and the Office of Special Education andEarly Intervention Services working with the Interstate New Teacher Assessment and

Standards Consortium to assure that Michigan teachers are prepared to teach all

students, including those with special needs in an inclusive classroom.

STATE OF MICHIGAN

DEPARTMENT OF EDUCATIONLANSING
http://www.michigan.gov/mdehttp://www.michigan.gov/mdehttp://www.michigan.gov/mde


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This review of the ELSMT provided the PSCT and Michigan Department of Education staffwith the opportunity to examine all the ways ELSMT have been used to assure strong

preparation for inclusion and promote quality in teacher preparation.

The Profile of Teacher Knowledge and Skills (PTKS) document (Attachment B) has beendeveloped to replace the Criteria for Assessment of Pedagogy for Initial Certification. It

provides a coherent continuum of a teachers professional growth from initial certification

through the induction years. These proposed revisions require the PTKS be used byteachers for reflection. They serve as an optional tool for administrators to observe ateachers professional growth and help build a high quality and effective teaching force

for Michigan. The proposed new PTKSutilize the PSMT and identify the category of

proficiency for the first year of teaching. When implemented, the PTKS will serve as aliving and working document that allows for future adjustments of the category ofachievement to align with future national and state policy and standards.

The proposed changes reflected in the PSMTand PTKSwere sent out for field review.Feedback was requested from relevant professional associations, all teacher preparation

institutions, and a random sample of local and intermediate school districts

(Attachment C). The field responses were compiled and reviewed by PSCT memberswho then made adjustments to the PSMT along with the PTKS. Attachment D is aglossary of terms.

Based on the guidance provided by the SBE at the April 8, 2008 meeting, the proposedPSMT were revised and changes were made to Standard 4 to read Management and

monitoring of time, relationships, students, and classrooms to enhance learning,

including the ability to:, which is expounded upon in the subcategories, and referencesto writing skills were added to Standard 3b. In addition to adding these to the basic

standards, they were also added to the outcomes in Attachment B for these standardsand we have replaced Universal Design for Learning Policy (UDL) with Universal

Education Vision and Principles. The bold, italics sections have been added becauseof suggestions received from parent organizations responses, and we have added a

glossary at the end of the document.

It is recommended that the State Board of Education approve the ProfessionalStandards for Michigan Teachers as attached to the Superintendents memorandum

dated April 28, 2008.


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Attachment A

Professional Standards for Michigan Teachers

Upon entry into an approved teacher preparation program in Michigan, teachercandidates experience ongoing professional development as reflected in thestandards listed below. These research-based standards provide a framework of

rigorous subject matter knowledge from general and liberal education, relevant

pedagogical knowledge for optimal student learning, achievement, and participationin a global society.

A certified teacher within the State of Michigan must initially possess and be able to

demonstrate continued growth in:

1. SUBJECT MATTER KNOWLEDGE-BASE IN GENERAL AND LIBERALEDUCATION

An understanding and appreciation of general and liberal arts including English,literature, humanities, social sciences, mathematics, natural or physical

sciences, and the arts, and the ability to:

a. Synthesize, analyze, reflect upon, and write with clarity and structure about

ideas, information, and data from a general and liberal education, and therelationships between the various disciplines;

b. Understand and appreciate free inquiry in English, literature, humanities,

social sciences, mathematics, natural or physical sciences, and the arts;

c. Understand global and international perspectives of the disciplines;

d. Understand the tenets of a free, democratic, and pluralistic society;

e. Understand and respect varying points of view and the influence of ones ownand others ethics and values;

f. Understand and respect the role, rights, and value of the individual in a free

democratic society;

g. Understand technology and its use for gathering, processing,evaluating, analyzing, and communicating ideas and information;

h. Understand the similarities and differences within our culture that support

the importance of common good and responsible citizenship within ourAmerican society;

i. Understand the constitutions and histories of the United States and Michigan;

j. Understand and respect individual differences, including the differences

identified within the State Board of Education (SBE) Universal Education

Vision and Principles; and


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k. Demonstrate the abilities and skills necessary for effective communicationin speech, writing, and multimedia using content, form, voice, and styleappropriate to the audience and purpose (e.g., to reflect, persuade, inform,

analyze, entertain, inspire).

2. INSTRUCTIONAL DESIGN AND ASSESSMENT

Facilitation of learning and achievement of all students (in accordance with the

SBE Universal Education Vision and Principles), including the ability to:

a. Apply knowledge of human growth, development, and learning theory to

design and implement instruction for the continuing development of students

cognitive, affective, physical, emotional, and social capacities;

b. Assess learning and differentiate instruction to maximize student

achievement and to accommodate differences in backgrounds, learning

modes, disabilities, aptitudes, interests, and levels of maturity;

c. Understand the connections between instructional decisions, grading, andassessment data. Use formal and informal, as well as formative and

summative, assessments to evaluate learning and ensure the academicachievement of all students;

d. Discern the extent to which personal belief systems and values may affect

the instructional process and grading, and adjust instruction and interactionsaccordingly;

e. Differentiate instruction in an environment that facilitates each students

learning and access to an equitable education;

f. Design and implementinstruction based on Michigan Curriculum Framework

(MCF), using multiple approaches to accommodate the diverse backgrounds,abilities, and needs of students, and modify instruction based on assessmentdata;

g. Understand, design, and implement grading processes and assessments,

using multiple approaches to accommodate diverse backgrounds, abilities,and needs of students;

h. Exercise informed judgment in planning and managing time and resources toattain goals and objectives;

i. Promote literacy in a variety of contexts (e.g., numeric, graphics, textual,

multi-media, artistic, and digital); and

j. Design, adopt, implement, and advocate for accommodations including

assistive communicative devices, assistive technologies, and multiple

strategies to enhance learning opportunities according to each studentsneeds.


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3. CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE ALIGNEDWI TH STATE RESOURCES

Knowledge of subject matter and pedagogy with reference to the MCF and otherstate sponsored resources, for consistent and equitable learning in Michigan

schools, including the ability to:

a. Design and implement instruction aligned with the MCF, Universal EducationVision and Principles, and the Michigan Educational Technology Standards;

b. Create learning environments that promote critical and higher order thinking

skills, foster the acquisition of deep knowledge, and provide connectionsbeyond the classrooms to promote substantive conversation and clear

structured writing among teachers and learners regarding subject matter

acquisition;

c. Help each student to learn how to safely and responsibly access and use

resources to become a discerning independent learner and problem solver

(e.g., print materials, information technology, assistive technology);

d. Design instruction so that students are engaged in actively integrating and

transferring knowledge across the curriculum;

e. Engage students in activities that demonstrate the purpose and function of

subject matter to make connections to the world beyond the classroom andenhance the relationship and relevance to a global society;

f. Evaluate, adapt, and modify instructional strategies, technologies, and other

educational resources to enhance the learning of each student; and

g. Embrace teaching through appropriate and creative activities utilizinginstructional techniques that are supported by current research.

4. EFFECTIVE LEARNING ENVIRONMENTSManagement and monitoring of time, relationships, students, and classrooms to

enhance learning, including the ability to:

a. Engage students in meaningful learning experiences while maximizing theuse of instructional time;

b. Structure the classroom environment to promote positive peer interactionsand positive self-esteem, to ensure that each student is a valued participantin an inclusive learning community;

c. Construct a learning environment and grading process where both teacherand students have high expectations and mutually understand what isexpected of each other to foster optimal achievement of all students;


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d. Design and implement a classroom management plan that utilizes respectfuldisciplinary techniques to ensure a safe and orderly learning environment,

(e.g., instructional procedures utilizing the concepts presented in the StateBoard of Educations Positive Behavior Support Policy 2006), which is

conducive to learning and takes into account diverse needs of individualstudents;

e. Understand and uphold the legal and ethical responsibilities of teaching (e.g.,

federal and state laws and SBE policies pertaining to positive and effectivelearning environments, appropriate behavioral interventions, student

retention, truancy, child abuse, safety, first aid, health, and communicabledisease);

f. Use a variety of teaching methodologies and techniques (e.g., lectures,demonstrations, group discussions, cooperative learning, small-groupactivities, and technology-enhanced lessons), and objectively assess the

effectiveness of various instructional approaches and teacher actions for

impact on student learning;

g. Establish a learning environment which invites/welcomes collaborative

teaching practices; and

h. Differentiate between assessment and evaluation procedures and use

appropriately.

5. RESPONSIBILI TIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM,

AND STUDENT

Systematic reflection to organize and improve teaching and develop effectiverelationships, including the ability to:

a. Uphold the State of Michigan Professional Code of Ethics and engage inmeaningful self-evaluation;

b. Identify and use current research to reflect on and improve ones own

practice related to content, technology, pedagogy, and other factors thatimpact student achievement;

c. Develop positive relationships with other teachers, parents/guardians,

students, administrators, counselors, and other personnel to benefit students

and to influence ones own professional growth;

d. Analyze the effects of teacher dispositions, decisions, and actions upon

others (e.g., families, other personnel, and all students, including those with

disabilities) and adjust interactions accordingly;

e. Embrace and model teaching as a lifelong learning process and continue

efforts to develop professionally;


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f. Involve and work effectively with parents/guardians and implement school-wide parent involvement plans to maximize opportunities for student

achievement and success;

g. Interact with parents/guardians using best practices for personal andtechnology-based communication, to maximize student learning at school,

home, and in the local community; and

h. Participate in the development of individualized plans for students withdisabilities (Individual Education Plan (IEP)).

6. RESPONSIBILI TIES AND RELATIONSHIPS TO THE GREATERCOMMUNITYParticipation in professional, local, state, national, and global learningcommunities, including the ability to:

a. Understand the structure, function, purpose, and value of education andschools in a free, democratic, and pluralistic society;

b. Synthesize a teachers role in a changing society with the evolution ofeducational foundations and policy perspectives;

c. Demonstrate an understanding of and participate in related organizations andactivities in the communities in which the teacher works;

d. Use community and home resources to enhance school programs and

instruction;

e. Design learning activities for students that involve volunteer groups, civicand social organizations, and relevant public service agencies; and

f. Participate with professional educators, school personnel, and other

stakeholders in collaborative and cooperative planning, decision-making, andimplementation, to improve educational systems at all levels.

7. TECHNOLOGY OPERATIONS AND CONCEPTSUse of technological tools, operations, and concepts to enhance learning,

personal/professional productivity, and communication, including the ability to:

a. Understand the equity, ethical, legal, social, physical, and psychologicalissues surrounding the use of technology in K-12 schools and apply those

principles in practice;

b. Successfully complete and reflect upon collaborative online learningexperiences;


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c. Demonstrate an understanding of and the ability to create an online learningexperience, and demonstrate continued growth in knowledge of technology

operations, resource evaluation for quality, objectivity, and reliability andconcepts including strategies for teaching and learning in an online

environment;

d. Plan, design, and evaluate effective technology-enhanced learningenvironments and experiences aligned with Michigans Content Standards

and Grade Level Content Expectations and Michigan Educational TechnologyStandards for each student;

e. Implement curriculum plans that include effective technology-enhanced

methods and strategies to maximize student learning;

f. Apply technology to facilitate a variety of effective assessment andevaluation strategies; and

g. Use technology to engage in ongoing professional development, practice,productivity, communication, and life-long learning.


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Professional Standards for Michigan TeachersProfile of Teacher Know ledge and Skills

Please note that shaded boxes identify the programs target outcomes for teachers during the first year of

Upon entry into an approved teacher preparation program in Michigan, teacher candidates experience ongreflected in the standards listed below. These research-based standards provide a framework of rigorous s

general and liberal education, relevant pedagogical knowledge for optimal student learning, achievement, The following table describes each developmental category and provides examples of the skills that teache

different phases of their practice. The rubric is based on a model that the state of California uses to provid

DevelopmentalCategory

Professional Activity

DevelopingBu i lds and i nc r eases f ounda t iona l know ledge and sk i l l s i n w o r k ing w i t h a l l s

ab i l i t ies .

EmergingImplements knowledge and skills with supervising teacher/mentor support. Typicallyexperiences including student teaching or internships.

Applying Independently applies knowledge and skills with mentor support. Typically develops evident during candidate status).

Integrating

Consistently focuses on effective design, implementation, assessment, and data use

(may be evident during candidate status).

Demonstrates continued professional development through action research, district/s

related to district/building/learner needs.

Creatively focuses on implementing the research-based design, implementation, and

promote learning achievement.Innovating

Add i t i ona l yea r s t o r e t i r em en t Con t inu ing p r o f ess iona l deve lopm en t and l e

new t eache r s .


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Facilitation of learning and achievement of all students (in accordance with the SBE UniversaPrinciples), including the ability to:

Standard Developing Emerging Applying Integ

a. Apply knowledgeof human growth,

development, and

learning theory todesign andimplementinstruction for thecontinuingdevelopment ofstudents cognitive,affective, physical,emotional, and socialcapacities;

Needs instructional

support to plan and

providedevelopmentally

appropriateinstruction.

Independently plans

and provides

developmentallyappropriate

instruction for moststudents.

Regularly plans and

provides effective

developmentallyappropriate

instruction for eachstudent.

Consisten

and provid

developmappropriat

instructionconnectio

content ar

b. Assess* learning

and differentiateinstruction to

maximize studentachievement and to

accommodatedifferences inbackgrounds,

learning modes,disabilities,aptitudes, interests,and levels ofmaturity;

Needs significant

instructional supportregarding

assessment andstudent learning.

Assesses student

learning andmodifies instruction

with peer assupervising

teacher/mentor.

Independently

assesses studentlearning and

modifies instructionfor most students.

Continuall

student leall studen

connectiosome cont

(*A full range of assessment types (formal, informal, formative, and summative) are referenced when the


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Facilitation of learning and achievement of all students (in accordance with the SBE UniversaPrinciples), including the ability to:


c. Understand theconnections between

instructional

decisions, grading,and assessmentdata. Use formal andinformal, as well asformative andsummative,assessments toevaluate learning andensure the academicachievement of allstudents;

Needs significant

instructional support

in using a range ofassessment data to

make instructionaldecisions.

Uses a range of

assessment data to

make instructionaldecisions with

supervisingteacher/mentor

support.

Independently uses

a variety of

assessment data tomake instructional

decisions.

Continuall

variety of

assessmemake inst

decisions content ar

d. Discern the extentto which personal

belief systems andvalues may affect the

instructional processand grading, andadjust instruction

and interactionsaccordingly;

Needs significantinstructional supportto reflect on personal

belief systems andvalues.

Reflects on personalbelief systems andvalues with peer


support.

Independentlyreflects on personalbelief systems and

values, and how theyare influencing the

instructional process.

Continuallon personsystems a

and effectadjusts in

and intera

according

e. Differentiateinstruction in an

environment thatfacilitates eachstudents learningand access to anequitable education;

Needs significantinstructional support

to differentiateinstruction.

Differentiatesinstruction and

evaluates learningenvironment with

supervising

teacher/mentorsupport.

Independentlydifferentiates

instruction andadjusts learning

environment.

Consistendifferentia

instructionfacilitates

students

and accesequitable


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i. Promote literacy ina variety of contexts(e.g., numeric,graphics, textual,multi-media, artistic,and digital); and

Identifies theimportance of

literacy in a variety

of contexts.

Promotes literacy ina variety of contexts

with peer and


support.

Promotes literacy ina variety of contexts

for the majority of

students.

Consistenpromotes

a variety o

for all studconnectio

content ar

j. Design, adopt,

implement, andadvoca te fo r

accommodationsincluding assistivecommunicative

devices, assistivetechnologies, andmultiple strategies toenhance learningopportunitiesaccording to eachstudents needs.

Needs significant

support to designaccommodations to

facilitate studentlearning.

Adopts and

implementsaccommodations

with peer andsupervising

teacher/mentorsupport.

Designs, adopts,

implements, andadvocates for

accommodations forthe majority of

students.

Consisten

adopts, animplemen

accommodeach stud

according students


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3. CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE ALIGNED WI TH STATE RESOU

Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsoredequitable learning in Michigan schools, including the ability to:


a. Design andimplementinstruction alignedwith the MCF,Universal EducationVision and Principles,and the MichiganEducationalTechnologyStandards;

Needs significant

support to designand implement

instruction based on

the MCF, UniversalEducation Vision and

Principles, and theEducational

TechnologyStandards.

Independently

designs andimplements

instruction based on

the MCF, UniversalEducation Vision and

Principles, and theEducational

TechnologyStandards and seeks

feedback.

Consistently designs

and implementsinstruction based on

the MCF, Universal

Education Vision andPrinciples, and the

EducationalTechnology

Standards for themajority of students.

Consisten

and impleinstruction

the MCF, U

EducationPrinciples,

EducationTechnolog

Standardsstudent, u

multiple ato accomm

diverse ba

abilities, aof all stud

Seeks opp

to collaboother teachow stand

operationa

teaching tdepartme

curricula.


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3. CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE ALIGNED WI TH STATE RESOU

Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsoredequitable learning in Michigan schools, including the ability to:


g. Embrace teachingthrough appropriateand creativeactivities utilizinginstructionaltechniques that aresupported by currentresearch.

Examines

professionalliterature to

determine the

elements thatidentify teaching as

an art by engagingstudents through

appropriate andcreative activities,

and as a science byutilizing instructional

techniques that are

supported by currentresearch.

In discussion with

supervisingteacher/mentor and

teaching colleagues,

explores teaching asan art by engaging

students throughappropriate and

creative activities,and as a science by

utilizing instructionaltechniques that are

supported by current

research.

Consistently

approaches teachingas an art by

engaging students

through appropriateand creative

activities, and as ascience by utilizing

instructionaltechniques that are

supported by currentresearch.

Collaborat

colleaguesdisciplines

to articula

parents/gand the co

that teachan art whi

students tappropriat

creative aand also a

which utili

instructiontechnique

supported

research.


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4. EFFECTIVE LEARNING ENVIRONMENTSManagement and monitoring of time, relationships, students, and classrooms to enhance learn


a. Engage students inmeaningful learningexperiences whilemaximizing the use of

instructional time;

Engages the

attention of groupsof students while

implementinginstruction. Uses

prepared lessons toteach students

and/or create alearning center that

addresses the needs

of diverse learners.

Schedules and

makes instructionaldecisions that hold

the attention ofstudents, utilizing

the resourcesprovided by the

school district orsupervising

teacher/mentor;

Plans core lessons,using teachers

manuals andsupervising

teachers/mentorsguidance.

Modifies the

schedule and makesinstructional

decisions based onchanging classroom

dynamics. Planscore lessons and

activities thatoperate at multiple

levels to meet needs

of diverse learners.

Flexibly sc

plans, andimplemen

instructionengages s

and effectindividual

Plans corewith supp

activities.

long and splans that

to studentperforman

adapts theensure stu

progress a

engageme


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b. Structure theclassroom environmentto promote positivepeer interactions and

positive self-esteem, toensure that eachstudent is a valuedparticipant in aninclusive learningcommunity;

Assists in

implementing peersand mentors

planned lessons,setting up learning

centers, andacquiring resources

for planningelements of a lesson

that ensures positive

interactions amongall students.

Creates a physical

environment that iswell organized.

Structures teacher-directed learning in

whole and smallgroup settings to

promote healthysocial development

and academic

success. Works withsmall groups and

individualseffectively, with

some guidance.

Structures the

classroomenvironment and

learning activities toaddress the

academic, social, andunique needs of

diverse studentswithin a safe, risk-

free setting that

features and valuesstudent work.

Exhibits consistentcommitment to

inclusion anddifferentiation of

learning activities, as

well as grouping forinstruction to

promote positivepeer interactions and

self-esteem amongall students in the

classroom.

Consisten

integratescentered l

activities aenvironme

the curricuways that

students ilearning ta

promote p

peer interself-estee

to an inclulearning c

Generatescolleagues

how to pro

value partteachers,

students ischool lea

communit


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c. Construct a learningenvironment andgrading process whereboth teacher and

students have highexpectations andmutually understandwhat is expected ofeach other to fosteroptimal achievement of

all students;

Examine the

professionalliterature for

examples of theoutcomes of high

teacher and studentexpectations across

grade levels relatedto achievement.

Develops a plan in a

major content areathat will promote a

sense of individualand collective

responsibility forfostering optimal

achievement.

With peer and


assistance, creates aphysical environment

and communicatesexpectations for

behaviors that areconducive to student

learning and

achievement for all.

Organizes the

learning environmentto include an

appropriate gradingprocess and space

for individual andcooperative learning

activities thatcommunicate high

expectations and

promote studentachievement for all,

by utilizing studentinterests and

choices, questionformation, and

problem-solving

activities that aremeaningful.

Consisten

a smoothlfunctionin

communitexpectatio

clear and students a

responsibthemselve

another,

participatidecision m

workingcollaborat

independeengaging

purposefu

activities.


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formative (assess for

learning) andsummative (assess

of learning)approaches to

assessment, and thevaried methods for

conductingclassroom

assessments,

includingstandardized testing.

Examines thepurposes and

processes forevaluation and

grading. Considers

the age-appropriateelements to be

evaluated and howthey are reported to

students, parents,district, and

community.

Utilizes both teacher-

made and formalassessments; uses

rubrics to encouragestudent self-

assessment and topromote the

demonstration oflearning of both

content and skills.

Evaluates the effect

of lessonimplementation for

whole and smallgroup lessons by

collectinginformation through

observation, unittests, and

performance

assessments. Meetsin grade-level and

curriculum teams toreflect on data from

state-wide testing,under the guidance

of a facilitator, to

develop grade-levelinterventions.

practice th

observatioclassroom

interactionquestionin

strategiesanalysis o

work; conevaluates

of instruct

activities oindividuals

Maintains records of

work/perfand comm

progress b

agreed-upindicators

students, district, an

communitContinuall

ones ownrelation to

performanfeedback.

school-wid

with a facreflect on

external, sor nationa

to collabodevelop in

and intervschool/dis


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5. RESPONSIBI LITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM, AND STUDENT

Systematic reflection to organize and improve teaching and develop effective relationships, includin


a. Uphold the State ofMichigan ProfessionalCode of Ethics andengage in meaningfulself-evaluation;

Examines the Stateof Michigan

Professional Code ofEthics and

formulates a

transition plan formoving from role ofstudent to that of

professional

educator.Demonstrates

through artifactsprogress on the self-

created plan.

Reflects with peerand supervising

teacher/mentorsupport on how the

State of Michigan

Professional Code ofEthics is addressedin ones own

teaching behavior.

Consistentlydemonstrates the

importance ofprofessional and

ethical behavior in all

matters in theclassroom, school,and community.

Discussesreflects w

colleaguesstudents o

importanc

professionethical bematters in

classroom

and comm

b. Identify and usecurrent research to

reflect on and improveones own practicerelated to content,technology, pedagogy,and other factors thatimpact studentachievement;

Reviews current

research to

determine thecurrent practices

related to content,technology,

pedagogy, and otherfactors that impact

studentachievement.

With support,

identifies research-

based practicesrelated to content,

technology,pedagogy, and other

factors that impactstudent achievement

and use them todesign and

implement

instruction; reflectson results with peer

and supervisingteacher/mentor.

Regularly utilizes

current research-

based practicesrelated to content,

technology,pedagogy, and other

factors that impactstudent

achievement;reflects on results.

Consisten

integrates

promotes,models cu

research-practices

content, tpedagogy

factors thastudent

achieveme

reflects wcolleagues

results.


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5. RESPONSIBI LITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM, AND STUDENT

Systematic reflection to organize and improve teaching and develop effective relationships, includin


h. Participate in thedevelopment ofindividualized plans forstudents withdisabilities (IndividualEducation Plan (IEP)).

Examines casestudies that

represent diversechallenges in

developing IEPs for

students withdisabilities.Considers

alternatives to

determine degree ofeffectiveness.

With supervisingteacher/mentor

support seeksopportunities to

participate in the

development of IEPsfor students withdisabilities.

Consistentlyparticipates in the

development of IEPsfor students with

disabilities, adjusts

classroominstruction, andmonitors student

progress.

Consistenparticipate

developmfor studen

disabilities

suggestiomodificatiregarded

and collea

fair and suresource.

6. RESPONSIBILITIES AND RELATIONSHIPS TO THE GREATER COMMUNITYParticipation in professional, local, state, national, and global learning communities, including the a


a. Understand thestructure, function,purpose, and value ofeducation and schoolsin a free, democratic,

and pluralistic society;

Collects examples of

the structure,function, purpose,

and value ofeducation and

schools in a free,

democratic, andpluralistic society.

Finds examples of

the structure,function, purpose,


schools in a free,


Promotes examples

of the structure,function, purpose,


schools in a free,


Provides i

that integunderstan

structure,purpose, a

of educati

schools indemocrati

pluralistic


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35/39


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31

7. TECHNOLOGY OPERATI ONS AND CONCEPTS

Use of technological tools, operations and concepts to enhance learning, personal/professional prodincluding the ability to:


a. Understand theequity, ethical, legal,social, physical, andpsychological issuessurrounding the use oftechnology in K-12schools and applythose principles inpractice;

Identifies equity,

ethical, legal, social,physical, and

psychological issues,

including internetsafety, surrounding

the use oftechnology in

K-12 schools.

With supervising

teacher/mentorsupport, models

legal and ethical

practices forstudents.

Demonstratesawareness of equity,

ethical, legal, social,physical, and

psychological,issues, including

internet safety,

relative to teachingin a classroom

environment.

Plans activities and

assignments thatconsistently address

the equity, ethical,

legal, social,physical, and

psychological issues,including internet

safety, surroundingthe use of

technology.

Creates op

in instructregularly e

students c

their equitethical, le

physical, apsycholog

technolog

b. Successfullycomplete and reflectupon collaborativeonline learningexperiences;

Is familiar withonline professional

developmentopportunities.


support, successfullycompletes and

reflects upon

collaborative onlinelearning experiences

for improvingpersonal skills and

knowledge.

Participates inspecialized learning

communities incontent areas, uses

and evaluates

professionaldevelopment

resources within andoutside the district,

and regularly seeksonline opportunities

for improvement.

Initiates acollaborat

regularly ispecialized

communit

including olearning e

for professdevelopm


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32




c. Demonstrate anunderstanding of andthe ability to create anonline learningexperience, anddemonstrate continuedgrowth in knowledge oftechnology operations,resource evaluation forquality, objectivity,and reliability andconcepts includingstrategies for teachingand learning in anonline environment;

Identifies and

evaluates existingonline resources for

teaching and

learning.

With supervising

teacher/mentorsupport, creates an

effective classroom

environment forusing online

resources.

Effectively creates

and uses a variety ofonline resources to

individualize

instruction andenhance teaching

and learning in theclassroom.

Effectively

curricular through th

developm

use of onllearning e

that resultincreased

achieveme

d. Plan, design, andevaluate effectivetechnology-enhancedlearning environmentsand experiencesaligned with MichigansContent Standards andGrade Level ContentExpectations andMichigan EducationalTechnology Standards

for each student;

Plans and designs atechnology-enhanced

learning environmentthat incorporates the

use of a CourseManagement

System.


input, evaluatestechnology-enhanced

learningenvironments and

experiencesthatincorporate state

standards.

Implements andevaluates the

technology-enhancedlearning environment

to help all studentsmeet curriculum

expectations.

Manages asupports a

technologlearning

environme


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33




e. Implementcurriculum plans thatinclude effectivetechnology-enhancedmethods andstrategies to maximizestudent learning;

In supervised

setting, implementslesson plans that

incorporate

technology methodsand strategies.

With supervising

teacher/mentorsupport, evaluates

and adapts

technology-enhancedcurriculum plans to

differing levels ofavailable

technologies.

Implements and

adapts technology-enhanced curriculum

plans to differing

learning needs.

Consisten

integratesadjusts te

enhanced

plans incoUniversal

Learning p

f. Apply technology tofacilitate a variety ofeffective assessmentand evaluationstrategies; and

Identifies a variety oftechnologies used for

effective assessmentand evaluation.


support andsupervision, uses the

enhanced capabilities

of technology in

assessing studentlearning and toencourage student

self-assessment.

Uses assessmentresults to evaluate

the effectiveness ofinstruction and to

modify teaching

strategies and plans

accordingly.

Develops formative

summativassessme

technolog

student le

g. Use technology toengage in ongoingprofessionaldevelopment, practice,productivity,communication, andlife-long learning.

Uses productivitytools, the internet,

digital media, andelectronic

communications fortheir own learning.

Participates in anonline professional

learning communityfor support and

communication.

Includes in ownIPDP, the use of

technologies andonline learning

experiences. Applieslearning to improve

practice.

Reflects opractice co

modifyingfor life-lon


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Attachment D

Glossary

Assistive Devices Any device that is designed, made, or adapted to assist a person

to perform a particular task. For example, canes, crutches,walkers, wheel chairs, hearing aids, glasses, microphones, areassistive devices.

CollaborativeTeaching

Collaborative teaching involves the ongoing, active, andsubstantive participation of teaching professionals, workingtogether toward the creation and delivery of integrated, aligned

instruction.

ELSMT Entry-Level Standards for Michigan Teachers

IEP Individual Education Plan

IPDP Individual Professional Development Plan

MCF Michigan Curriculum Framework

Online learning A structured learning activity that utilizes technology with

intranet/internet-based tools and resources as the deliverymethod for instruction, research, assessment, andcommunication.

Positive Behavior

Support

A positive behavior support system is a data-based effort that

concentrates on adjusting the system that supports the student.Such a system is implemented by collaborative, school-based

teams using person-centered planning. School-wide expectationsfor behavior are clearly stated, widely promoted, and frequently

referenced (SBE, September 12, 2006).

PSCT Professional Standards Commission for Teachers

PSMT Professional Standards for Michigan Teachers

SBE State Board of Education

Universal

Education Visionand Principles

The principles of Universal Education reflect the beliefs that each

person deserves and needs a positive, concerned, acceptingeducational community that values diversity and provides acomprehensive system of individual supports from birth to

adulthood (SBE, September 12, 2006).

Documents

Professional Standards for MI Teachers