Illinois Professional Teaching Standards
| Human Development and Learning
| Diversity | Planning
for Instruction | Learning Environment
| Instructional Delivery | Communication
| Assessment | Collaborative
Relationships | Reflection and Professional
Growth | Professional Conduct and
1. Content Knowledge:
The teacher understands the central concepts, methods of inquiry,
and structures of the discipline(s) and creates learning experiences
that make the content meaningful to all students.
- The teacher understands major concepts, assumptions, debates,
principles, and theories that are central to the discipline.
- The teacher understands the processes of inquiry central
to the discipline.
- The teacher understands how students' conceptual frameworks
and their misconceptions for an area of knowledge can influence
- The teacher understands the relationship of knowledge within
the discipline to other content areas and to life and career
- The teacher evaluates teaching resources and curriculum materials
for their comprehensiveness, accuracy, and usefulness for representing
particular ideas and concepts.
- The teacher uses differing viewpoints, theories, "ways
of knowing" and methods of inquiry in teaching subject matter
- The teacher engages students in generating and testing knowledge
according to the process of inquiry and standards of evidence
of the discipline.
- The teacher designs learning experiences to promote student
skills in the use of technologies appropriate to the discipline.
- The teacher anticipates and adjusts for common misunderstandings
of the discipline(s) that impede learning.
- The teacher uses a variety of explanations and multiple representations
of concepts that capture key ideas to help students develop conceptual
- The teacher facilitates learning experiences that make connections
to other content areas and to life and career experiences.
2. Human Development and Learning: The teacher understands how individuals grow, develop,
and learn and provides learning opportunities that support the
intellectual, social, and personal development of all students.
- The teacher understands how students construct knowledge,
acquire skills, and develop habits of the mind.
- The teacher understands that students= physical, social,
emotional, ethical, and cognitive development influences learning.
- The teacher understands human development, learning theory,
neural science, and the ranges of individual variation within
- The teacher understands that differences in approaches to
learning and performance interact with development.
- The teacher understands how to include student development
factors when making instructional decisions.
- The teacher analyzes individual and group performance in
order to design instruction that meets learners' current needs
in the cognitive, social, emotional, ethical, and physical domains
at the appropriate level of development.
- The teacher stimulates student reflection on prior knowledge
and links new ideas to already familiar ideas and experiences.
- The teacher introduces concepts and principles at different
levels of complexity so that they are meaningful to students
at varying levels of development and to students with diverse
The teacher understands how students differ in their approaches
to learning and creates opportunities that are adapted to diverse
- Understands the areas of exceptionality in learning as defined
in the Individuals with Disabilities Act and the Illinois Administrative
- Understands the process of second language acquisition and
strategies to support the learning of students whose first language
is not English.
- Understands how student learning is influenced by individual
experiences, talents, and prior learning, as well as language,
culture, family, and community values.
- Understands and identifies differences in approaches to learning
and performance, including different learning styles, multiple
intelligences, and performance modes.
- 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
- Facilitates a learning community in which individual differences
- 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
- Uses information about students' families, cultures, and
communities as a basis for connecting instruction to students'
- Uses cultural diversity and individual student experiences
to enrich instruction.
- Uses a wide range of instructional strategies and technologies
to meet and enhance diverse student needs.
- Identifies and designs instruction appropriate to students'
stages of development, learning styles, strengths and needs.
- 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
4. Planning for Instruction: The teacher understands instructional planning and
designs instruction based upon knowledge of the discipline, students,
the community, and curriculum goals.
- Understands the Illinois academic standards, curriculum development,
content, learning theory, and student development and knows how
to incorporate this knowledge into planning instruction
- Understands how to develop short- and long-range plans consistent
with curriculum goals, learner diversity, and learning theory.
- Understands how to take the contextual considerations of
instructional materials, individual student interests, and career
needs into account in planning instruction.
- Understands when and how to adjust plans based on student
responses and other contingencies
- Understands how to integrate technology into classroom instruction
- Understands how to review and evaluate educational technologies
to determine instructional value
- Understands how to use various technological tools to access
and manage information
- Understands the uses of technology to address student needs
- Establishes expectations for students
- Applies principles of scope and sequence when planning curriculum
- Creates short-range and long-term plans to achieve the expectations
for student learning
- Creates and selects learning materials and learning experiences
appropriate for the discipline and curriculum goals, relevant
to students, and based on the students' prior knowledge and principles
of effective instruction
- Creates multiple learning activities that allow for variation
in student learning styles and performance modes
- Incorporates experiences into instructional practices that
relate to the students' current life experiences and to future
career and work experiences.
- Creates approaches to learning that are interdisciplinary
and integrates multiple content areas
- Develops plans based on student responses and provides different
pathways based on student needs
- Uses teaching resources and materials which have been evaluated
for accuracy and usefulness, accesses and uses a wide range of
information and instructional technologies to enhance student
5. Learning Environment: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagement
in learning, and self-motivation.
- Understands principles of and strategies for effective classroom
- Understands how individuals influence groups and how groups
function in society.
- Understands how to help students work cooperatively and productively
- Understands factors that influence motivation and engagement
and how to help students become self-motivated.
- Maintains proper classroom decorum.
- Maximizes the amount of class time spent in learning by creating
expectations and processes for communication and behavior along
with a physical setting conducive to achieving classroom goals.
- Uses strategies to create a smoothly functioning learning
community in which students assume responsibility for themselves
and one another, participate in decision making, work collaboratively
and independently, use appropriate
- Analyzes the classroom environment and makes decisions to
enhance social relationships, student motivation and engagement
in productive work through mutual respect, cooperation, and support
for one another.
- Organizes, allocates, and manages time, materials, and physical
space to provide active and equitable engagement of students
in productive tasks.
- Engages students in and monitors individual and group learning
activities that help them develop the motivation to achieve.
6. Instructional Delivery: The teacher understands and uses a variety of instructional
strategies to encourage students' development of critical thinking,
problem solving, and performance skills.
- The teacher understands the cognitive processes associated
with various kinds of learning and how these processes can be
- The teacher understands principles and techniques, along
with advantages and limitations, associated with various instructional
- The teacher knows how to enhance learning through the use
of a wide variety of materials as well as human and technological
- The teacher understands the disciplinary and interdisciplinary
approaches to learning and how they relate to life and career
- The teacher evaluates how to achieve learning goals, choosing
alternative teaching strategies and materials to achieve different
instructional purposes and to meet student needs.
- The teacher uses multiple teaching and learning strategies
to engage students in active learning opportunities that promote
the development of critical thinking, problems solving, and performance
capabilities and that help students assume responsibility for
identifying and using learning resources.
- The teacher monitors and adjusts strategies in response to
- The teacher varies his or her role in the instructional process
as instructor, facilitator, coach, or audience in relation to
the content and purposes of instruction and the needs of students.
- The teacher develops a variety of clear, accurate presentations
and representations of concepts, using alternative explanations
to assist students' understanding and presenting diverse perspectives
to encourage critical thinking.
- The teacher uses a wide range of instructional technologies
to enhance student learning.
- The teacher develops curriculum that demonstrates an interconnection
between subject areas that will reflect life and career experiences.
The teacher uses knowledge of effective written, verbal, nonverbal,
and visual communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
- The teacher understands communication theory, language development,
and the role of language in learning.
- The teacher understands how cultural and gender differences
can affect communication in the classroom.
- The teacher understands the social, intellectual, and political
implications of language use and how they influence meaning.
- The teacher understands the importance of audience and purpose
when selecting ways to communicate ideas.
- The teacher models accurate, effective communication when
conveying ideas and information and when asking questions and
responding to students.
- The teacher uses effective questioning techniques and stimulates
discussion in different ways for specific instructional purposes.
- The teacher creates varied opportunities for all students
to use effective written, verbal, nonverbal, and visual communication.
- The teacher communicates with and challenges students in
a supportive manner and provides students with constructive feedback.
- The teacher uses a variety of communication modes to effectively
communicate with a diverse student population.
- The teacher practices effective listening, conflict resolution,
and group-facilitation skills as a team member.
- The teacher communicates using a variety of communication
tools to enrich learning opportunities.
The teacher understands various formal and informal assessment
strategies and uses them to support the continuous development
of all students.
- The teacher understands assessment as a means of evaluating
how students learn, what they know and are able to do in meeting
the Illinois Learning Standards, and what kinds of experiences
will support their further growth and development.
- The teacher understands the purposes, characteristics and
limitations of different kinds of assessments.
- The teacher understands how to use the results of assessment
to reflect on and modify teaching.
The teacher understands how to select, construct, and use assessment
strategies and instruments for diagnosis and evaluation of learning
- The teacher uses assessment results to diagnose student learning
needs, align and modify instruction, and design teaching strategies.
- The teacher appropriately uses a variety of formal and informal
assessments to evaluate the understanding, progress, and performance
of the individual student and the class as a whole.
- The teacher involves students in self-assessment activities
to help them become aware of their strengths and needs and encourages
them to establish goals for learning.
- The teacher maintains useful and accurate records of student
work and performance and communicates student progress knowledgeably
and responsibly to students, parents and colleagues.
- The teacher uses appropriate technologies to monitor and
assess student progress.
9. Collaborative relationships: The teacher understands the role of the community
in education and develops and maintains collaborative relationships
with colleagues, parents/guardians, and the community to support
student learning and well-being.
- Understands schools as organizations within the larger community
- Understands the benefits, barriers and techniques involved
in parent/family relationships.
- Understands school and work-based learning environments and
the need for collaboration with business organizations in the
- Understands the collaborative process.
- Understands collaborative skills that are necessary to carry
out the collaborative process.
- Initiates collaboration with others and creates situations
where collaboration with others will enhance student learning.
- Works with colleagues to develop an effective learning climate
within the school.
- Participates in collaborative decision making and problem
solving with other professionals to achieve student success.
- Develops relationships with parents and guardians to acquire
an understanding of the students' lives outside of the school
in a professional manner that is fair and equitable.
- Works effectively with parents/guardians and other members
of the community from diverse home and community situations and
seeks to develop cooperative partnerships in order to promote
student learning and well being.
- Identifies and uses community resources to enhance student
learning and to provide opportunities for students to explore
career opportunities. In sum, this performance criterion moves
from the awareness to application stage.
- Acts as an advocate for student needs.
10. Reflection and Professional Growth: The teacher is a reflective practitioner who continually
evaluates how choices and actions affect students, parents, and
other professionals in the learning community and actively seeks
opportunities to grow professionally.
- The teacher understands that reflection is an integral part
of professional growth and improvement of instruction.
- The teacher understands methods of inquiry that provide for
a variety of self-assessment and problem-solving strategies for
reflecting on practice.
- The teacher understands major areas of research on the learning
process and resources that are available for professional development.
- The teacher uses classroom observation, information about
students, pedagogical knowledge, and research as sources for
active reflection, evaluation, and revision of practice.
- The teacher collaborates with other professionals as resources
for problem solving, generating new ideas, sharing experiences,
and seeking and giving feedback.
- The teacher actively seeks and collaboratively shares a variety
of instructional resources with colleagues.
11. Professional Conduct and Leadership:
The teacher understands education as
a profession, maintains standards of professional conduct, and
provides leadership to improve student learning well-being.
- Understands the unique characteristics of education as a
profession and a professional code of conduct as defined by the
Illinois School Code
- Understands how school systems are organized and operate
- Understands school policies and procedures
- Understands legal issues in education
- Understands the importance of active participation and leadership
in professional education organizations
- Contributes knowledge and expertise about teaching and learning
to the profession
- Follows codes of professional conduct and exhibits knowledge
and expectations of current legal directives
- Follows school policy and procedures, respecting the boundaries
of professional responsibilities, when working with students,
colleagues and families
- Initiates and develops educational projects and programs
- Actively participates in or leads such activities as curriculum
development, staff development, and student organizations
- Participates, as appropriate, in policy design and development
at the local level, with professional organizations, and/or with