Becoming a Teacher Leader:
Taking Responsibility for Student Learning

12 TEACHER EDUCATION STANDARDS
(MoSTEP & NCATE-BASED)

1.	Knowledge of Subject Matter. The teacher candidate understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.  The teacher candidate:  1.1. knows the discipline applicable to the certification area(s);  1.2. presents the subject matter in multiple ways;  1.3. uses students’ prior knowledge;  1.4. engages students in methods of inquiry used in the discipline; creates          interdisciplinary learning.
2.	Human Development and Learning. The teacher candidate understands how students learn and develop, and provides learning opportunities that support intellectual, social, and personal development of all students.  The teacher candidate:  2.1. knows and identifies child/adolescent development;  2.2. strengthens prior knowledge with new ideas;  2.3. encourages student responsibility;  2.4. knows the theories of learning.
3.	Adapting Instruction for Individual Needs. The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  The teacher candidate:  3.1. identifies prior experience, learning styles, strengths and needs;  3.2. designs and implements individualized instructions based on prior experience, learning styles, strengths, and needs;  3.3. knows when and how to access specialized services to meet students needs;  3.4. connects instruction to students’ prior experiences and family, culture, and community.
4.	Planning, Implementing and Evaluating the Curriculum. The teacher candidate recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.  The teacher candidate:  4.1. selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., Encourages exploration and problem solving, building new skills from those previously acquired); 4.2. creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance; 4.3. evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
5.	Multiple Instructional Strategies. The teacher candidate uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.  The teacher candidate:  5.1. selects alternative teaching strategies, materials, and technology to achieve  multiple instructional purposes and to meet student needs; 5.2. engages students in active learning that promotes the development of critical  thinking, problem-solving, and performance capabilities.
6.	Classroom Motivation and Management Strategies. The teacher candidate 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  The teacher candidate:  6.1. knows motivation theories and behavior management strategies and techniques;  6.2. manages time, space, and activities effectively;  6.3. engages students in decision-making.
7.	Communication Skills. The teacher candidate models effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.  The teacher candidate:  7.1. models effective verbal, non-verbal communication skills;  7.2. demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in response to students’communications; 7.3. supports and expands learner expression in speaking, writing, listening, and other media; 7.4. uses a variety of media communication tools.
8.	Assessment of Student Learning. The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.  The teacher candidate:  8.1. employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student  progress, and performance, and to modify instructional approaches and learning  strategies; 8.2. uses assessment strategies to involve learners in self assessment activities, to  help them become aware of their learning behaviors, strengths, needs, and  progress, and to encourage them to set personal goals for learning; 8.3. evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions,  questioning, and analysis of student work; 8.4. maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly based on  appropriate indicators, to student, parents, and other colleagues.
9.	Reflective Practitioner. The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes assessment and professional growth to generate more learning for more students.  The teacher candidate:  9.1. applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students’ growth and learning, and the complex  interactions between them; 9.2. uses resources available for professional development;  9.3. practices professional ethical standards.
10.	Partnerships. The teacher candidate fosters relationships with school colleagues, parents and educational partners in the larger community to support student learning and well-being.  The teacher candidate:  10.1.  participates in collegial activities designed to make the entire school a productive learning environment;  10.2. talks with and listens to students, is sensitive and responsive to signs of distress, and seeks appropriate help as needed to solve students’ problems;   10.3 seeks opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being;   10.4. identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
11.	Technology in Teaching and Learning. The teacher candidate understands the theory and application of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students. The teacher candidate:  11.1. demonstrates an understanding of technology operations and concepts;  11.2. plans and designs effective learning environments and experiences supported by informational and instructional technology;  11.3. implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;  11.4 applies technology to facilitate a variety of effective assessment and evaluation strategies;  11.5. uses technology to enhance personal productivity and professional practice;  11.6 demonstrates an understanding of the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and applies that understanding in practice.
12.	Foundations of Education, Ethics, and Law. The teacher candidate knows the historical, philosophical, and social foundations of education and can make connections between the foundations and current practice to include awareness of the individual and ethical and legal responsibilities.  The teacher candidate:  12.1. becomes aware of the social and historical construction and philosophical underpinnings of the institution of American education;  12.2. becomes aware of and sensitive to his or her identity as an individual, and more broadly, as an educator, as well as to the diversity of identities with whom he or she will interact with in live;  12.3. models an ongoing, lifelong pursuit for greater understanding of his or her obligations and responsibilities as an educator, including the ethical and legal issues that are inherent in the vocation of teaching.