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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
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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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2. INSTRUCTIONAL DESIGN AND ASSESSMENT
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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2. INSTRUCTIONAL DESIGN AND ASSESSMENT
Facilitation of learning and achievement of all students (in accordance with the SBE UniversaPrinciples), including the ability to:
Standard Developing Emerging Applying Integ
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
supervisingteacher/mentor
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
supervisingteacher/mentor
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:
Standard Developing Emerging Applying Integ
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:
Standard Developing Emerging Applying Integ
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
Standard Developing Emerging Applying Integ
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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4. EFFECTIVE LEARNING ENVIRONMENTSManagement and monitoring of time, relationships, students, and classrooms to enhance learn
Standard Developing Emerging Applying Integ
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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4. EFFECTIVE LEARNING ENVIRONMENTSManagement and monitoring of time, relationships, students, and classrooms to enhance learn
Standard Developing Emerging Applying Integ
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
supervisingteacher/mentor
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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4. EFFECTIVE LEARNING ENVIRONMENTSManagement and monitoring of time, relationships, students, and classrooms to enhance learn
Standard Developing Emerging Applying Integ
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
Standard Developing Emerging Applying Integ
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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28
5. RESPONSIBI LITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM, AND STUDENT
Systematic reflection to organize and improve teaching and develop effective relationships, includin
Standard Developing Emerging Applying Integ
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
Standard Developing Emerging Applying Integ
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,
and value ofeducation and
schools in a free,
democratic, andpluralistic society.
Promotes examples
of the structure,function, purpose,
and value ofeducation and
schools in a free,
democratic, andpluralistic society.
Provides i
that integunderstan
structure,purpose, a
of educati
schools indemocrati
pluralistic
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7. TECHNOLOGY OPERATI ONS AND CONCEPTS
Use of technological tools, operations and concepts to enhance learning, personal/professional prodincluding the ability to:
Standard Developing Emerging Applying Integ
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.
With supervisingteacher/mentor
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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7. TECHNOLOGY OPERATI ONS AND CONCEPTS
Use of technological tools, operations and concepts to enhance learning, personal/professional prodincluding the ability to:
Standard Developing Emerging Applying Integ
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.
With supervisingteacher/mentor
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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7. TECHNOLOGY OPERATI ONS AND CONCEPTS
Use of technological tools, operations and concepts to enhance learning, personal/professional prodincluding the ability to:
Standard Developing Emerging Applying Integ
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.
With supervisingteacher/mentor
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).