Standards for Professional Educators
2260.5 - R - 5.00
The following shall serve as standards for the development of teacher and special services professional education programs and as standards for the ongoing professional development of these educators. These standards have been adopted by the State Board of Education.
There are five standards (Knowledge of Content and Learning, Assessment, Democratic Ideals, Diversity, and Communication). Each standard has three sections: Knowledge, Performances, and Professional Dispositions.
5.01 KNOWLEDGE OF CONTENT AND LEARNING
School professionals are knowledgeable about their subjects or specialities and know how to facilitate learning. School professionals thoroughly understand their subjects and specialties. They also know effective strategies that empower students to understand fully these subjects. School professionals understand the methodologies that make interdisciplinary learning successful. School professionals recognize how factors such as student background, attitudes, and perceptions about the subject can affect learning.
5.01 (1) (a)-(f) Knowledge
The school professional understands current theory, research, and practices relating to teaching; thoroughly understands and stays current in his or her discipline(s) or areas of speciality; carefully considers how content is selected and taught; recognizes that there are multiple paths to learning; understands how student attitudes, background, and misconceptions about a subject can affect learning; and understands developmentally appropriate strategies for teaching the subject and working with students.
5.01 (2) (a)-(k) Performances
The school professional creates an effective interdisciplinary learning environment that enables students to make full use of their knowledge and skills; draws on a wide range of strategies to engage students in learning; adapts curriculum materials to the unique learning needs of students; integrates new information and appropriate technology into the learning environment; uses various resources, such as other school professionals, specialists, paraprofessionals, and parents, to meet the educational needs of all students; collaborates with students to create a vibrant learning environment that encourages critical thinking and reflection; provides opportunities and methods for in-depth study that match a student's strengths and interests; pro-motes learning experiences relevant to real-life situations; creates an environment in which critical thinking is central and evident; helps students learn and test hypotheses within specific disciplines; and collaborates to help all students develop self-esteem and independent living and problem solving skills, including conflict and crisis management skills.
5.01 (3) (a)-(b) Professional Dispositions
The school professional is committed to thoroughly understanding his or her discipline(s) and appreciates the importance of developing self-esteem and independent life skills.
5.02 ASSESSMENT
School professionals use a variety of assessment approaches to improve learning experiences. School professionals view assessment as an opportunity to boost achievement levels, measure performance, and as an essential part of the learning process. Assessment also provides an ongoing opportunity to demonstrate and celebrate students' ability to apply what they have learned to the complex problems they will encounter as citizens, family members and workers.
5.02 (1) (a)-(f) Knowledge
The school professional knows how to develop standards for student learning; knows a wide variety of assessment approaches to evaluate a student's knowledge and capabilities; knows how to monitor student progress and communicate results using a variety of evaluation approaches; understands the advantages and limitations of different assessment instruments; knows enough about his or her students to ensure that assessment takes into account individual differences; and understands that students learn differently and that development and motivation levels, interests and preferences, cultural background and experiences influence educational performance.
5.02 (2) (a)-(f) Performances
The school professional collaborates with students to set learning standards that are challenging and attainable; assesses learning, using a variety of student products and forms of expression; collaborates with colleagues to establish student performance expectations that are related and consistent across the school setting; provides regular opportunities for student reflection, peer assessment, and self-assessment; monitors student progress; and uses assessments to verify student achievement.
5.02 (3) (a)-(c) Professional Dispositions
The school professional appreciates that students change from year to year, even hour to hour in some settings; values the learning that comes from a meaningful assessment of educational progress; and values students taking active roles in learning, rather than passively watching as the teacher "performs."
5.03 DEMOCRATIC IDEALS
School professionals understand the moral dimension of education in a democratic society. They act as enlightened stewards of learning, fostering a school renewal process based on democratic principles and ideals.
A primary purpose of an educational system is to develop productive citizens. In our society, that means citizens who function in and contribute to a democratic society. School professionals have a special responsibility to help students thoroughly understand our democracy: why we have it, how it works, and our duties as citizens.
In a democracy with compulsory schooling, school professionals have an inherent challenge to provide all students with an excellent education that attends to their needs, backgrounds, and cultural differences and leads to responsible citizenship. To accomplish this, school professionals need to interact with others in the learning community and to ask vital questions regarding practice and policies, such as, what are we doing, why are we doing it, whose interests are being served.
5.03 (1) (a)-(c) Knowledge
The school professional understands the school's role in teaching and perpetuating the principles of democracy; knows the impact personal capabilities and limitations have on his or her role in nurturing school renewal in a changing society; and recognizes accepted ethical and legal standards and knows how these standards apply to the practice of a professional specialty.
5.03 (2) (a)-(i) Performances
The school professional's practices reflect democratic principles; he or she creates and sustains democratic learning environments. His or her collaboration with other school professionals and the community is central to the process of school renewal and change; he or she relates practices to developing a school community that is a reflection of our democratic society; works with prospective, novice, and experienced educators to foster meaningful learning experiences and vibrant school communities; draws on current research, theory, and other educational opportunities for personal and professional growth; acts as a bridge, linking schools, higher education, parents, students, and the community; advocates for children, schools, and the education profession; and examines and reflects upon his or her educational practices and performance.
5.03 (3) (a)-(d) Professional Dispositions
The school professional values a team approach involving parents, other education professionals, and students to reach decisions that meet students' needs; values reflection, ambiguity, uncertainty, and inquiry in learning and school renewal; demonstrates an understanding of the importance of educating and behaving in a manner consistent with the principles of a democratic society; and appreciates humor and is flexible, tolerant and fair.
5.04 DIVERSITY
School professionals embrace diversity and use a broad range of skills and strategies to engage all students in the learning process. Our diverse society is composed of individuals with varied experiences, values, and perspectives. The school professional values and works with this diversity and provides opportunities to help students learn about and celebrate individual differences.
5.04 (1) (a)-(f) Knowledge
The school professional knows enough about his or her students to teach in a way that takes into account their individual differences; knows how to use skillfully a wide range of teaching and special services techniques to match the intellectual, emotional and social levels of each student; understands how learning occurs and uses that knowledge to create learning opportunities that help individual students succeed; recognizes developmentally appropriate behavior as well as the cognitive, communicative, social/emotional and physical needs of students; understands that engaging students in meaningful experiences fosters a positive, productive learning environment; and understands the dynamics of various systems, such as peers, groups, families, and communities, and how each can affect students.
5.04 (2) (a)-(e) Performances
The school professional designs instruction so that the individual differences of students are reflected in the curriculum and in the school environment; creates opportunities for students to discover who they are and how best to relate to the world around them; creates a learning environment that is safe and respectful of students' diverse physical and emotional characteristics, where all students can feel safe taking the risk necessary for learning; helps students become self-directed, independent learners; and asks for colleague and parent assistance, and collaborates in meeting the individual needs of students.
5.04 (3) (a)-(f) Professional Dispositions
The school professional demonstrates a passion for teaching children; recognizes that all students have the potential for learning and personal growth; has high personal and student expectations; values a variety of educational outcomes, including being able to skillfully apply knowledge, think critically and creatively, and accept responsibility; values students as individuals, thinkers, workers and producers; and is committed to educational methods that accommodate children with special needs.
5.05 COMMUNICATION
School professionals are effective communicators who draw from a wealth of communication tools and practices to understand and be understood by diverse groups of individuals within the learning community. School professionals understand that effective communication is central to all learning and takes place in diverse settings. School professionals continuously are required to use various forms of communication to meet student needs, foster collegial relationships, and interact with parents and the community.
5.05 (1) (a)-(b) Knowledge
The school professional understands various ways of communicating, including nonverbal, written, spoken, mathematics, technological and artistic expression; and understands the need to communicate effectively with students, families, and colleagues.
5.05 (2) (a)-(i) Performances
The school professional communicates a feeling of respect toward students and adults in words and in actions; is articulate, selecting words with clarity and precision; communicates effectively in multicultural settings; listens with the intent to understand; communicates regularly with students and parents about student learning, needs, strengths, and progress; is able to state clearly positions on educational issues and support them with theory, practice, and research; discusses educational issues with colleagues, parents, students and others; communicates excitement and a passion for learning; and involves all learners in classroom activities.
5.05 (3) (a)-(d) Professional Dispositions
The school professional is open-minded and receptive to new ideas; communicates in sensitive and caring ways; respects and values diversity in communication styles; and recognizes that a diverse student population brings a multicultural blend of language patterns to the learning environment.
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