Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS

Transcription

1 Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS Division of Professional Preparation January 2001 Revised October 2001

2 Content-Area Standards Table of Contents Introduction... Frequently Asked Questions... i ii Core Standards for Teaching Fields Illinois Professional Teaching Standards (revised October 2001)... 1 Core Language Arts Standards for All Teachers Core Technology Standards for All Teachers (revised October 2001) Teaching Fields Early Childhood Education Elementary Education Agricultural Education Business, Marketing, and Computer Education Business Computer Programming Designation Dance Drama/Theatre Arts English Language Arts English as a New Language: Bilingual/English as a Second Language Family and Consumer Sciences Foreign Language Health Careers Health Education Library Information Specialist Mathematics Music Physical Education Reading Specialist Reading Teacher Science Core Standards for All Science Teachers Standards for Biology Designation Standards for Chemistry Designation Standards for Earth and Space Science Designation Standards for Environmental Science Designation Standards for Physics Designation Social Science Core Standards for All Social Science Teachers Economics Designation Geography Designation History Designation Political Science Designation Psychology Designation Sociology and Anthropology Technology Education Technology Specialist Visual Arts Work Based Learning Teacher/Coordinator Core Standards for Administrative Fields Illinois School Leader Standards Administrative Fields Chief School Business Official Principal School Superintendent

3 Content-Area Standards for Educators Introduction In fulfillment of its goal to provide quality education that is Second to None to all Illinois children, the State Board of Education has adopted a standards-led approach to teaching and learning. The Illinois Learning Standards define what students are expected to know and be able to do, and the Illinois Professional Teaching Standards and Illinois School Leader Standards define expectations for all teachers and administrators. The Content-Area Standards continue this process by defining what educators will know and be able to do within specific content areas. The Content-Area Standards also include core standards in technology, English language arts, and special education that apply across all teaching fields. (Note: the special education standards for all teachers will be available in the near future.) Content-area standards will serve multiple purposes. They will be: a framework for the improvement of teaching and learning; the foundation for the design of teacher and administrator preparation programs at colleges and universities; the criteria for the approval of preparation programs at colleges and universities; the basis for the development of assessments for pre-service and in-service educators; the guidelines for the induction of novice teachers; the foundation for continuing professional development; and the basis for ensuring the preparation of quality educators. A new Illinois teacher certification system will become effective in July of By July 1, 2003, all approved teacher preparation programs must have been redesigned in accordance with the standards. All educators certified in Illinois will be required to meet the new Illinois Professional Teaching Standards or the Illinois School Leader Standards, in addition to the appropriate content-area standards. Teachers will also demonstrate competence in three core areas--technology, language arts and special education. These standards were developed with the participation of hundreds of teachers, administrators, and community members. The State Board gratefully acknowledges the important contribution of all who gave their time, effort, and expertise to this project. The collaborative effort involved in writing these standards was inspired by the desire to provide quality education to the children of Illinois. i

4 Frequently Asked Questions and Answers about the Content-Area Standards Why Standards? Standards define the critical knowledge and performance expectations necessary for the preparation of teachers and administrators. The certificate renewal requirements for veteran teachers also are guided by standards. Standards focus on the knowledge and skills necessary for the training of teachers and administrators rather than on the specific courses to be completed by education candidates. Standards are based on state and national research and best practices, thereby providing a state and national focus. Standards link what teachers and administrators must know and be able to do with the expectations of public school students. Standards reflect the recommendations of various national professional associations, such as the National Association for the Education of Young Children, the National Council of Teachers of English, and many others. Standards allow flexibility in the design of teacher training curricula while demanding the satisfaction of specific knowledge and performance competencies. Doesn't Illinois Have Standards for Teachers and Administrators? Yes, in 1999, the State Board of Education adopted by rule the Illinois Professional Teaching Standards (IPTS) and the Illinois School Leader Standards (ISLS). These standards define the core expectations for all teachers and all administrators. Rules indicate teacher education institutions must redesign their curricula to comply with the IPTS and the ISLS, and assessments of pre-service candidates must be based on the core standards. The Content-Area Standards define the knowledge and performance standards necessary for the preparation of teachers in specific fields, such as mathematics or foreign language, or of administrators, i.e., principals, superintendents, and chief school business officials. While the IPTS and the ISLS serve as "core" standards, those that guide the programs might be considered "enriched" standards in that they afford detail appropriate to the preparation of teachers and administrators in specialized fields. The "core" standards and those defined for specific programs complement each other. What are Indicators? Knowledge and performance indicators define the components necessary to satisfy the standard. The indicators serve to clarify the intent of the standard by providing richness of detail. A preponderance of the knowledge and skills found in the indicators must be exhibited in order to meet the standard. Are these Standards and Indicators for Programs or Candidates? The standards and indicators actually apply to both. Colleges and universities will be expected to redesign their current programs in accordance with the standards and indicators. Prospective teachers and administrators will be required to complete certification assessments based on the standards and indicators. How Will You Know if the Standards have been Met? Following are four means to determine if the standards and indicators have been satisfied: Institutions will be required to submit a curriculum portfolio of coursework and clinical experiences for each of their programs to a review panel composed of educators. The panel will examine the documentation (e.g., syllabi, assessment results, etc.) provided by the college or university and issue a recommendation to the State Board's Division of Professional Preparation and the State Teacher Certification Board. ii

5 Compliance with the standards will also be affirmed by periodic campus review visits conducted by the State Board of Education or jointly by the State Board of Education and the National Council for the Accreditation of Teacher Education. Findings of the curriculum review panel will be verified during the team visit. Teacher education institutions are required to institute performance-based assessments of teacher and administrator candidates. These standards-led assessments will help the institutions to determine that their programs are aligned with program standards and/or will identify areas in which the curriculum must be redesigned to redress deficiencies. Candidates seeking a teaching or administrative certificate must pass a battery of state assessments. These assessments will also be linked to the standards. Assessment results will reflect on the candidate and also on the teacher preparation program. Will there be New State Certification Assessments when the Standards become Effective? The State Board of Education will ensure that the "core" standards and the content-area standards guide certification assessments. Assessments in basic skills and content knowledge will continue to be required, although the tests will be redesigned to reflect the standards. In addition, the State Board is considering the adoption of a pedagogy assessment for teacher candidates. Institutions will be required to devise systematic and rigorous practices to assess the candidate's performance as well as his/her knowledge of content. Many colleges and universities will choose a portfolio approach to assure performance ability. What do these Standards Mean to Me as a Veteran Teacher or Administrator? Current teachers and administrators will retain all of their current endorsements. The Illinois Professional Teaching Standards and the Content-Area Standards for Educators will guide the continuing professional development of teachers for certificate renewal. Will Endorsements be Continued in the New System? Yes, endorsements will continue. However, the State Board of Education has expressed a commitment to eliminate many endorsement categories. For instance, the General Supervisory endorsement on the Type 75 Administrative Certificate will be deleted in Why Are the Science and Social Science Standards Different? The State Board of Education has identified a need for broadly prepared science and social science teachers. The prospective science teacher must satisfy a set of common core standards, as well as the standards in one or more of the specialized designations, such as biology or chemistry. The prospective social science teacher must satisfy a set of common core standards, as well as the standards in one or more of the specialized designations, such as history or geography. What is the Purpose of the Core Standards for All Teachers? These standards (technology, language arts, and special education) focus on the knowledge and skills that all teachers must demonstrate. The core technology standards will ensure that all teachers are prepared to take full advantage of the learning potential of technology and telecommunications. The core language arts standards require teachers to be effective classroom communicators. All teachers, from pre-kindergarten through grade 12, need the knowledge and skills necessary to help students to meet the state reading standards. The core special education standards ensure that all teachers have the knowledge and skills to work effectively with students with disabilities in regular classrooms. iii

6 Is it Possible to Complete a Standards-Based Program in 4 to 4 1/2 Years? All advisory panels were given the charge to develop and recommend standards that could be incorporated in a program to be completed in four to four and one-half years. College and university faculty served on every panel and consistently stated that program completion in four to four and one-half years is feasible. When do the Standards Go into Effect? Colleges and universities will be expected to redesign their programs in accordance with the final standards no later than July 1, Teacher education institutions are encouraged to introduce the standards in their programs before July 1, iv

7 Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining our democracy and ensuring a competitive position in a global economy. The Illinois Professional Teaching Standards should reflect the learning goals and academic standards which are established for Illinois students. We believe that the Illinois educational system must guarantee a learning environment in which all students can learn. The environment should nurture their unique talents and creativity; understand, respect, and incorporate the diversity of their experiences into the learning process; and cultivate their personal commitment to enduring habits of life-long learning. The Illinois Professional Teaching Standards should reflect the increasing diversity of the Illinois student population which requires greater understanding by teachers of learning theories, developmental levels and cultural backgrounds. We believe that Illinois must strive to ensure excellence in teaching for all students by establishing professional licensing standards and learning opportunities which will enable all teachers to develop and use professional knowledge and skills on behalf of students. The Illinois Professional Teaching Standards should reflect the changing resources available for teaching, such as technology and community options and the new expectations for accountability and the accompanying need for an understanding of assessment strategies. We believe that these standards and opportunities should enable teachers to support the intellectual, social, emotional, ethical, and physical development of students, to respond with flexibility and professional judgment to students different needs; and to actively engage students in their own learning so that they can use and generate knowledge in effective and powerful ways. The Illinois Professional Teaching Standards should reflect the changing role of the teacher, from instructor to learning guide and coach. We believe that teaching and learning should connect ideas and disciplines to each other and to the personal experiences, environments, and communities of students. Consequently, the process of teaching must be dynamic and reciprocal, responding to the many contexts within which students learn. Such teaching demands that teachers integrate their knowledge of subjects, students, community, and curriculum to create a bridge between learning goals and students lives. The Illinois Professional Teaching Standards should reflect the changing character of the curriculum, from isolated subjects to an integration of knowledge areas and thinking strategies. We believe that professional teachers assume roles that extend beyond the classroom and include responsibilities for connecting to parents and other professionals, developing the school as a learning organization, and using community resources to foster the education and welfare of students. The Illinois Professional Teaching Standards should reflect the changing character of the school as a workplace from individual isolation to collegiality and a learning community. These Standards should reflect the need for collaboration, cooperation, and shared responsibility between the school and the family, and between the school and the community. We believe that teachers professional development is a dynamic process extending from initial preparation over the course of an entire career. Professional teachers are responsible for planning and pursuing their ongoing learning, for reflecting with colleagues on their practice, and for contributing to the profession s knowledge base. Illinois and local education agencies must be responsible for investing in the growth of knowledge for individual teachers and the profession as a whole, and for establishing policies, resources, and organizational structures that guarantee continuous opportunity for teacher learning. Illinois Content-Area Standards Illinois Professional Teaching Standards 1

8 Illinois Professional Teaching Standards #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. #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. #3 Diversity The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. #4 Planning for Instruction The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. #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 selfmotivation. #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. #7 Communication The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. #8 Assessment The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. #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. #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. #11 Professional Conduct The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being. Illinois Content-Area Standards Illinois Professional Teaching Standards 2

9 ILLINOIS PROFESSIONAL TEACHING STANDARDS Public Comment Period October 31, 2001 Note: Bold sections indicate the addition of special education professional knowledge and performance indicators. STANDARD 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. Knowledge Indicators: The competent teacher 1A. Understands major concepts, assumptions, debates, principles, and theories that are central to the discipline. 1B. Understands the processes of inquiry central to the discipline. 1C. Understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning. 1D. Understands the relationship of knowledge within the discipline to other content areas and to life and career applications. 1E. Understands how a student s disability affects processes of inquiry and influences patterns of learning. Performance Indicators: The competent teacher 1F. Evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. 1G. Uses differing viewpoints, theories, "ways of knowing" and methods of inquiry in teaching subject matter concepts. 1H. Engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline. 1I. Designs learning experiences to promote student skills in the use of technologies appropriate to the discipline. 1J. Anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning. 1K. Uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding. 1L. Facilitates learning experiences that make connections to other content areas and to life and career experiences. 1M. Designs learning experiences and utilizes adaptive devices/technology to provide access to general curricular content to individuals with disabilities. STANDARD 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. Knowledge Indicator: The competent teacher 2A. Understands how students construct knowledge, acquire skills, and develop habits of mind. 2B. Understands that students' physical, social, emotional, ethical, and cognitive development influences learning. 2C. Understands human development, learning theory, neural science, and the ranges of individual variation within each domain. 2D. Understands that differences in approaches to learning and performance interact with development. Illinois Content-Area Standards Illinois Professional Teaching Standards 3

10 2E. Understands how to include student development factors when making instructional decisions. 2F. Knows the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication processes. Performance Indicators: The competent teacher 2G. 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. 2H. Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences. 2I. 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 learning needs. STANDARD 3 Diversity The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Knowledge Indicator: The competent teacher 3A. Understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Act (IDEA) and the Illinois Administrative Code. 3B. Understands the process of second language acquisition and strategies to support the learning of students whose first language is not English. 3C. Understands how students learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. 3D. Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes. 3E. 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 instruction. 3F. Understands personal cultural perspectives and biases and their effects on one s teaching. Performance Indicators: The competent teacher 3G. Facilitates a learning community in which individual differences are respected. 3H. 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 or needs. 3I. Uses information about students families, cultures, and communities as a basis for connecting instruction to students experiences. 3J. Uses cultural diversity and individual student experiences to enrich instruction. 3K. Uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs. 3L. Identifies and designs instruction appropriate to students stages of development, learning styles, strengths and needs. 3M. 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 needs. 3N. Demonstrates positive regard for the culture, religion, gender, sexual orientation, and varying abilities of individual students and their families. Illinois Content-Area Standards Illinois Professional Teaching Standards 4

11 STANDARD 4 - Planning for Instruction The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. Knowledge Indicator: The competent teacher 4A. Understands the Illinois Academic Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction. 4B. Understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory. 4C. Understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between student experiences and career and educational goals. 4D. Understands when and how to adjust plans based on student responses and other contingencies. 4E. Understands how to integrate technology into classroom instruction. 4F. Understands how to review and evaluate educational technologies to determine instructional value. 4G. Understands how to use various technological tools to access and manage information. 4H. Understands the uses of technology to address student needs. Performance Indicators: The competent teacher 4I. Establishes expectations for student learning. 4J. Applies principles of scope and sequence when planning curriculum and instruction. 4K. Creates short-range and long-term plans to achieve the expectations for student learning. 4L. Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students prior knowledge and principles of effective instruction. 4M. Creates multiple learning activities that allow for variation in student learning styles and performance modes. 4N. Incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences. 4O. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas. 4P. Develops plans based on student responses and provides for different pathways based on student needs. 4Q. Uses teaching resources and materials which have been evaluated for accuracy and usefulness. 4R. Accesses and uses a wide range of information and instructional technologies to enhance student learning. 4S. Uses IEP goals and objectives to plan instruction for students with disabilities. STANDARD 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. Knowledge Indicator: The competent teacher 5A. Understands principles of and strategies for effective classroom management. 5B. Understands how individuals influence groups and how groups function in society. 5C. Understands how to help students work cooperatively and productively in groups. 5D. Understands factors that influence motivation and engagement and how to help students become self-motivated. 5E. Knows procedures for inventorying the instructional environment to determine when and how best to meet a student s individual needs. Illinois Content-Area Standards Illinois Professional Teaching Standards 5

12 5F. Knows applicable laws, rules and regulations, procedural safeguards, and ethical considerations regarding planning and implementing behavioral change programs for individuals with disabilities. 5G. Knows strategies for intervening in situations to prevent crises from developing or escalating. 5H. Knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics. Performance Indicators: The competent teacher 5I. Maintains proper classroom decorum. 5J. 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. 5K. 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 technology, and engage in purposeful learning activities. 5L. 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. 5M. Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks. 5N. Engages students in and monitors individual and group learning activities that help them develop the motivation to achieve. 5O. Demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students). 5P. Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics. 5Q. Uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities. 5R. Uses effective methods for teaching social skill development in all students. STANDARD 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. Knowledge Indicator: The competent teacher 6A. Understands the cognitive processes associated with various kinds of learning and how these processes can be stimulated. 6B. Understands principles and techniques, along with advantages and limitations, associated with various instructional strategies. 6C. Knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources. 6D. Understands the disciplinary and interdisciplinary approaches to learning and how they relate to life and career experiences. 6E. Knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with disabilities and/or diverse learning characteristics. Performance Indicators: The competent teacher 6F. Evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs. Illinois Content-Area Standards Illinois Professional Teaching Standards 6

13 6G. Uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources. 6H. Monitors and adjusts strategies in response to learner feedback. 6I. 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. 6J. 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. 6K. Uses a wide range of instructional technologies to enhance student learning. 6L. Develops curriculum that demonstrates an interconnection between subject areas that will reflect life and career experiences. 6M. Uses strategies and techniques for facilitating meaningful inclusion of individuals with disabilities. 6N. Uses technology appropriately to accomplish instructional objectives. 6O. Adapts the general curriculum and uses instructional strategies and materials according to characteristics of the learner. 6P. Implements and evaluates individual learning objectives. STANDARD 7 Communication The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Knowledge Indicator: The competent teacher 7A. Understands communication theory, language development, and the role of language in learning. 7B. Understands how cultural and gender differences can affect communication in the classroom. 7C. Understands the social, intellectual, and political implications of language use and how they influence meaning. 7D. Understands the importance of audience and purpose when selecting ways to communicate ideas. Performance Indicators: The competent teacher 7E. Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students. 7F. Uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes. 7G. Creates varied opportunities for all students to use effective written, verbal, nonverbal and visual communication. 7H. Communicates with and challenges students in a supportive manner and provides students with constructive feedback. 7I. Uses a variety of communication modes to effectively communicate with a diverse student population. 7J. Practices effective listening, conflict resolution, and group-facilitation skills as a team member. 7K. Communicates using a variety of communication tools to enrich learning opportunities. STANDARD 8 Assessment The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. Illinois Content-Area Standards Illinois Professional Teaching Standards 7

14 Knowledge Indicator: The competent teacher 8A. Understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Academic Standards, and what kinds of experiences will support their further growth and development. 8B. Understands the purposes, characteristics and limitations of different kinds of assessments. 8C. Understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring. 8D. Understands how to use the results of assessment to reflect on and modify teaching. 8E. Understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction. 8F. Knows legal provisions, regulations, and guidelines regarding assessment (and inclusion in statewide assessments) of individuals with disabilities. 8G. Knows methods for monitoring progress of individuals with disabilities. 8H. Knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities. Performance Indicators: The competent teacher 8I. Uses assessment results to diagnose student learning needs, align and modify instruction, and design teaching strategies. 8J. 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. 8K. Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning. 8L. Maintains useful and accurate records of student work and performance and communicates student progress knowledgeably and responsibly to students, parents and colleagues. 8M. Uses appropriate technologies to monitor and assess student progress. 8N. Collaborates with families and other professionals involved in the assessment of individuals with disabilities. 8O. Uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts. 8P. Uses technology appropriately in conducting assessments and interpreting results. 8Q. Uses assessment strategies and devices which are nondiscriminatory and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students. STANDARD 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. Knowledge Indicator: The competent teacher 9A. Understands schools as organizations within the larger community context. 9B. Understands the benefits, barriers and techniques involved in parent/family relationships. 9C. Understands school and work-based learning environments and the need for collaboration with business organizations in the community. 9D. Understands the collaborative process. 9E. Understands collaborative skills which are necessary to carry out the collaborative process. 9F. Understands concerns of parents of individuals with disabilities and knows appropriate strategies to collaborate with parents in addressing these concerns. 9G. Understands roles of individuals with disabilities, parents, teachers, and other school and community personnel in planning individualized education programs for students with disabilities. Illinois Content-Area Standards Illinois Professional Teaching Standards 8

15 Performance Indicators: The competent teacher 9H. Initiates collaboration with others and creates situations where collaboration with others will enhance student learning. 9I. Works with colleagues to develop an effective learning climate within the school. 9J. Participates in collaborative decision making and problem solving with other professionals to achieve student success. 9K. 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. 9L. 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. 9M. Identifies and uses community resources to enhance student learning and to provide opportunities for students to explore career opportunities. 9N. Acts as an advocate for student needs. 9O. Collaborates in the development of comprehensive individualized education programs for students with disabilities. 9P. Coordinates and/or collaborates in directing the activities of a classroom para-educator, volunteer, or peer tutor. 9Q. Collaborates with the student and family in setting instructional goals and charting progress of students with disabilities. 9R. Communicates with team members about characteristics and needs of individuals with specific disabilities. 9S. Implements and monitors individual students programs, working in collaboration with team members. 9T. Demonstrates the ability to co-teach and co-plan. STANDARD 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. Knowledge Indicator: The competent teacher 10A. Understands that reflection is an integral part of professional growth and improvement of instruction. 10B. Understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice. 10C. Understands major areas of research on the learning process and resources that are available for professional development. 10D. Understands teachers attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities. Performance Indicators: The competent teacher 10E. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice. 10F. Collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking and giving feedback. 10G. Participates in professional dialogue and continuous learning to support his/her own development as a learner and a teacher. 10H. Actively seeks and collaboratively shares a variety of instructional resources with colleagues. 10I. Assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources. Illinois Content-Area Standards Illinois Professional Teaching Standards 9

16 STANDARD 11 - Professional Conduct and Leadership The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being. Knowledge Indicator: The competent teacher 11A. Understands the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code. 11B. Understands how school systems are organized and operate. 11C. Understands school policies and procedures. 11D. Understands legal issues in education. 11E. Understands the importance of active participation and leadership in professional education organizations. 11F. Is familiar with the rights of students with disabilities. 11G. Knows the roles and responsibilities of teachers, parents, students, and other professionals related to special education. 11H. Knows identification and referral procedures for students with disabilities. Performance Indicators: The competent teacher 11I. Contributes knowledge and expertise about teaching and learning to the profession. 11J. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives. 11K. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. 11L. Initiates and develops educational projects and programs. 11M. Actively participates in or leads in such activities as curriculum development, staff development, and student organizations. 11N. Participates, as appropriate, in policy design and development at the local level, with professional organizations, and/or with community organizations. 11O. Demonstrates commitment to developing the highest educational and quality-of-life potential of individuals with disabilities. 11P. Demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families. 11Q. Promotes and maintains a high level of integrity in the practice of the profession. 11R. Complies with local, state, and federal monitoring and evaluation requirements related to students with disabilities. 11S. Complies with local, state, and federal regulations and policies related to students with disabilities. 11T. Uses a variety of instructional and intervention strategies prior to initiating a referral of a student for special education. Illinois Content-Area Standards Illinois Professional Teaching Standards 10

17 CORE LANGUAGE ARTS STANDARDS FOR ALL TEACHERS All teachers, regardless of certification type or discipline, need to be effective classroom communicators. Illinois Learning Standards for elementary and secondary students include specific expectations for the use of reading, writing, speaking and listening in each of the seven learning areas. In addition, the introductory section within each learning area, discusses five essential cross-disciplinary abilities, including communicating. The State Board of Education has adopted a reading policy which states, in part: All teachers, from prekindergarten through grade 12, need the knowledge and skills necessary to prepare students to meet the state reading standards. Content-area teachers in the upper-elementary grades and in high school need to be able to use reading improvement strategies to enhance student learning in their own disciplines. The core language arts standards that follow are requirements for all classroom teachers. STANDARD 1 All teachers must know a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline. Knowledge Indicators: The competent teacher 1A. Understands and can articulate the needs for literacy development in general and in specific disciplines or at specific grade levels. 1B. Understands effective literacy techniques to activate prior student knowledge and build schema to enhance comprehension of "text. 1C. Knows strategies and techniques for teaching communication skills to those students whose first language is not English. Performance Indicators: The competent teacher 1D. Practices effectively the language processes of reading, writing, and oral communication in the daily classroom exchange between student and teacher, between student and student, between teacher and "text" and between student and "text." 1E. Practices effective literacy techniques to make reading purposeful and meaningful. 1F. Practices effective questioning and discussion techniques to extend content knowledge acquired from "text." 1G. Uses a variety of "text" and research resources with students in an attempt to enhance student learning from reading, learning from writing, and learning from oral communication. STANDARD 2 All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills. Knowledge Indicators: The competent teacher 2A. Knows and understands the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts. Illinois Content-Area Standards Core Language Arts Standards for All Teachers 11

18 2B. Understands how to communicate ideas in writing to accomplish a variety of purposes. Performance Indicators: The competent teacher 2C. Models the rules of English grammar, spelling, punctuation, capitalization, and syntax in both written and oral contexts. 2D. Reads, understands, and clearly conveys ideas from texts or other supplementary materials. 2E. Writes and speaks in a well-organized and coherent manner that adapts to the individual needs of readers/listeners. 2F. Expresses ideas orally with explanations, examples, and support in a clear, succinct style. 2G. Helps students understand a variety of modes of writing (persuasive, descriptive, informative, and narrative). 2H. Listens well. STANDARD 3 All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learner needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies. Knowledge Indicators: The competent teacher 3A. Understands how to analyze an audience to determine culturally appropriate communication strategies to share ideas effectively in both written and oral formats with students and their families, other faculty and administrators and the community and business in general. 3B. Understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work. Performance Indicators: The competent teacher 3C. Analyzes content materials to determine appropriate strategies and techniques to create successful learning through reading, writing, speaking and listening. 3D. Assists students whose communication skills may be impeded by learning, language, and/or cultural differences, especially those whose first language is not English. 3E. Conducts effective classroom discussions by managing groups, asking questions, eliciting and probing responses, and summarizing for comprehension. 3F. Uses a variety of media to enhance and supplement instruction. 3G. Uses multi-disciplinary instructional approaches. Illinois Content-Area Standards Core Language Arts Standards for All Teachers 12

19 CORE TECHNOLOGY STANDARDS FOR ALL TEACHERS (Revised October 2001) Note: Standard 9 has been deleted. Collaborative Relationships are addressed in Standard 9 of the Illinois Professional Teaching Standards. General Standards For All Teachers The competent teacher will have, and continually develop, the knowledge and skills in learning technologies to be able to appropriately and responsibly use tools, resources, processes, and systems to retrieve, assess and evaluate information from various media. The competent teacher will use that knowledge, along with the necessary skills and information, to assist Illinois learners in solving problems, communicating clearly, making informed decisions, and in constructing new knowledge, products, or systems in diverse, engaged learning environments. STANDARD 1 - Basic Computer/Technology Operations and Concepts The competent teacher will use computer systems to run software; to access, generate, and manipulate data; and to publish results. He or she will also evaluate performance of hardware and software components of computer systems and apply basic troubleshooting strategies as needed. Knowledge Indicator: The competent teacher 1A. Understands how to run computer software; access, generate and manipulate data; and publish results. Performance Indicators: The competent teacher 1B. Operates a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages. 1C. Uses appropriate terminology related to computers and technology in written and oral communications. 1D. Describes and implements basic troubleshooting techniques for multimedia computer systems with related peripheral devices. 1E. Uses imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software. 1F. Demonstrates knowledge of uses of computers and technology in education, business and industry, and society. STANDARD 2 - Personal and Professional Use of Technology The competent teacher will apply tools for enhancing personal professional growth and productivity; will use technology in communicating, collaborating, conducting research, and solving problems and will promote equitable, ethical, and legal use of computer/technology resources. Knowledge Indicator: The competent teacher 2A. Understands how to use technology in communicating, collaborating, conducting research, and solving problems. Illinois Content-Area Standards Technology Standards for All Teachers 13

20 Performance Indicators: The competent teacher 2B. Identifies computer and other related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator in engaged, collaborative learning environments. 2C. Uses computers and other learning technologies to support problem solving, data collection, information management, communications, presentations, and decision making. 2D. Uses productivity tools for word processing, database management, and spreadsheet applications, and basic multi-media presentations. 2E. Uses computer-based technologies including telecommunications to access information and enhance personal and professional productivity. 2F. Demonstrates awareness of resources for adaptive/assistive devices for students with special needs. 2G. Demonstrates knowledge of ethical and legal issues concerning use of computers and technology. 2H. Adheres to copyright laws and guidelines in the access and use of information from various technologies. 2I. Demonstrates knowledge of broadcast instruction, audio/video conferencing, and other distant learning applications. 2J. Ensures policies and practices are in place to provide equal access to media and technology resources for students regardless of race, ethnicity, gender, religion or socioeconomic status. STANDARD 3 - Application of Technology in Instruction The competent teacher will apply learning technologies that support instruction in their grade level and subject areas. He or she must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations. Knowledge Indicator: The competent teacher 3A. Understands how to apply learning technologies that support instruction in their grade level and subject areas. Performance Indicators: The competent teacher 3B. Explores, evaluates, and uses computer/technology resources including applications, tools, educational software, and associated documentation. 3C. Describes current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum. 3D. Designs, implements and assesses student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations. 3E. Practices socially responsible, ethical, and legal use of technology, information, and software resources. 3F. Designs student learning activities that foster equitable, ethical, and legal use of technology by students. STANDARD 4 - Social, Ethical and Human Issues The competent teacher will apply concepts and skills in making decisions concerning the social, ethical, and human issues related to computing and technology. The competent teacher will understand the changes in information technologies, their effects on workplace and society, their potential to address lifelong learning and workplace needs, and the consequences of misuse. Illinois Content-Area Standards Technology Standards for All Teachers 14

21 Knowledge Indicator: The competent teacher 4A. Understands the social, ethical, and human issues related to computing and technology. Performance Indicators: The competent teacher 4B. Describes the historical development and important trends affecting the evolution of technology and its probable future roles in society. 4C. Describes strategies for facilitating consideration of ethical, legal and human issues involving school purchasing and policy decisions. STANDARD 5 - Productivity Tools The competent teacher will integrate advanced features of technology-based productivity tools to support instruction, extend communication outside the classroom, enhance classroom management, perform administrative routines more effectively, and become more productive in daily tasks. Knowledge Indicator: The competent teacher 5A. Knows advanced features of technology-based productivity tools. Performance Indicators: The competent teacher 5B. Uses advanced features of word processing, desktop publishing, graphics programs and utilities to develop professional products. 5C. Uses spreadsheets for analyzing, organizing and displaying numeric data graphically. 5D. Designs and manipulates databases and generates customized reports. 5E. Uses teacher utility and classroom management tools to design solutions for a specific purpose. 5F. Identifies, selects and integrates video and digital images in varying formats for use in presentations, publications and/or other products. 5G. Applies specific-purpose electronic devices (such as a graphing calculator, language translator, scientific probeware, or electronic thesaurus) in appropriate content areas. 5H. Uses features of applications that integrate word processing, database, spreadsheet, communication and other tools. STANDARD 6 - Telecommunications and Information Access: The competent teacher will use telecommunications and information-access resources to support instruction. Knowledge Indicator: The competent teacher 6A. Knows how to access telecommunications resources to support instruction. Performance Indicators: The competent teacher 6B. Accesses and uses telecommunications tools and resources for information sharing, remote information access and retrieval, and multimedia/hypermedia publishing. 6C. Uses electronic mail and web browser applications for communications and for research to support instruction. 6D. Uses automated, on-line search tools and intelligent agents to identify and index desired information resources. Illinois Content-Area Standards Technology Standards for All Teachers 15

22 STANDARD 7 - Research, Problem Solving, and Product Development. The competent teacher will use computers and other technologies in research, problem solving, and product development. The competent teacher will appropriately use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed. Knowledge Indicator: The competent teacher 7A. Understands how to use computers and other technologies in research, problem solving, and product development. Performance Indicators: The competent teacher 7B. Identifies basic principles of instructional design associated with the development of multimedia and hypermedia learning materials. 7C. Develops simple hypermedia and multimedia products that apply basic instructional design principles. 7D. Selects appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose. 7E. Identifies examples of emerging programming, authoring, or problem solving environments. 7F. Collaborates with on-line workgroups to build bodies of knowledge around specific topics. 7G. Uses a computer projection device to support and deliver oral presentations. 7H. Designs and publishes simple on-line documents that present information and include links to critical resources. 7I. Develops instructional units that involve compiling, organizing, analyzing, and synthesizing of information, and uses technology to support these processes. 7J. Conducts research and evaluates on-line sources of information that support and enhance the curriculum. 7K. Makes use of development readings and other resource materials from professional and trade organizations to improve teaching and learning. 7L. Participates in courses and other professional development activities to enhance teaching and learning. STANDARD 8 - Information Literacy Skills: The competent teacher will develop information literacy skills to be able to access, evaluate and use information to improve teaching and learning. Knowledge Indicator: The competent teacher 8A. Understands how to access, evaluate and use information to improve teaching and learning. Performance Indicators: The competent teacher 8B. Models evaluation and use of information to solve problems and make decisions. 8C. Expects students to intellectually access, evaluate, and use information to solve problems and make decisions in all subject areas. 8D. Structures instruction and designs learning tasks and assignments to reflect higher level thinking skills. 8E. Structures and/or facilitates cooperative learning groups as part of students' tasks and assignments. Illinois Content-Area Standards Technology Standards for All Teachers 16

23 These standards are built upon Illinois resources, and the work of state, national, and international groups that have developed standards for pre-service preparation, beginning licensure, and advanced certification in technology areas. Among these are the standards of the International Society for Technology in Education (ISTE), the National Council for Accreditation of Teacher Education (NCATE), the Association for Educational Communications and Technology (AECT), the American Association of School Librarians (AASL), as well as existing and/or proposed technology competency guidelines from the states of Colorado, Texas, North Carolina, and Wisconsin. Illinois Content-Area Standards Technology Standards for All Teachers 17

24 EARLY CHILDHOOD EDUCATION CONTENT-AREA STANDARDS STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central concepts, tools of inquiry, and structures of the content areas and creates and integrates meaningful learning experiences that develop children's competence across all developmental areas and content areas. Knowledge Indicators: The competent early childhood teacher 1A. Demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content areas: Language and Literacy (English Language Arts); Mathematics; Science; Health, Safety, Nutrition, and Movement (Physical Development and Health); Art, Music, Drama (Fine Arts); and Social Science. 1B. Understands conceptually sound and meaningful curriculum for children from birth through grade three. 1C. Demonstrates an understanding of current research, best practice and professional standards. Performance Indicators: The competent early childhood teacher 1D. Plans, implements and evaluates integrated, conceptually sound, meaningful learning experiences for children from birth through grade three. 1E. Participates in a variety of experiences, which support the professional standards. STANDARD 2 Curriculum: English Language Arts The competent early childhood teacher demonstrates proficiency in the use of oral and written English; understands and communicates ideas, information, and perspective in reading, writing, speaking, and listening; and promotes the abilities of children from birth through grade three as they apply language and thinking skills to many different genres, concepts, and situations. Knowledge Indicators: The competent early childhood teacher 2A. Understands vocabulary and word analysis skills, which promote comprehension of meaning in a variety of contexts. 2B. Understands various language components in literacy development, which include the phonemic (sounds of the language), morphemic (words and meaningful parts of words), semantic (meaning), syntactic (sentence structure, parts of speech), and pragmatic (how language works in social context) components of language. 2C. Demonstrates knowledge of a variety of materials for promoting literacy, which include various genres and authors of children's literature, trade books (fiction and nonfiction), books designed for beginning readers, big books, anthologies, newspapers, and magazines. 2D. Understands a variety of age appropriate strategies that promote reading and listening comprehension and foster development within and among the four language arts (listening, speaking, reading, and writing), including shared, guided, and interactive reading and writing. 2E. Understands the relationships among oral language, written language, and the basic concepts of print. 2F. Understands the appropriate use of writing conventions involved in various written documents such as stories, letters, journals, and poetry. Illinois Content-Area Standards Early Childhood Education 18

25 2G. Understands skills and strategies, which promote listening and speaking for various purposes, discussion and comprehension, the ability to ask and respond to questions, and the ability to understand different literary and social contexts. 2H. Understands how to locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas. 2I. Understands children's abilities to communicate ideas through technology. Performance Indicators: The competent early childhood teacher 2J. Uses vocabulary and word analysis skills, which promote comprehension of meaning in a variety of contexts. 2K. Promotes integration of various language components in literacy development, which include the phonemic (sounds of the language), morphemic (words and meaningful parts of words), semantic (meaning), syntactic (sentence structure and parts of speech), and pragmatic (how language works in social context) components of language. 2L. Identifies, evaluates, and uses a variety of materials for promoting literacy, including various genres and authors of children's literature, trade books (fiction and nonfiction), books designed for beginning readers, big books, anthologies, newspapers, and magazines. 2M. Applies a variety of age appropriate strategies that promote reading and listening comprehension and foster development within and among the four language arts (listening, speaking, reading, and writing), including shared, guided, and interactive reading and writing. 2N. Provides opportunities for students to develop basic concepts of print and incorporates oral and written language activities. 2O. Provides opportunities for students to use writing conventions involved in various written documents such as stories, letters, journals, and poetry. 2P. Facilitates skills and strategies, which promote listening and speaking for various purposes, discussion and comprehension, the ability to ask and respond to questions, and the ability to understand different literary and social contexts. 2Q. Provides opportunities for children to locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas. 2R. Promotes children's abilities to communicate ideas through technology. STANDARD 3 Curriculum: Mathematics The competent early childhood teacher demonstrates proficiency in the use of mathematics; understands and communicates the major concepts, procedures, and reasoning processes of mathematics, which include number systems, number sense, geometry, measurement, statistics, probability, and algebra; and promotes the abilities of children from birth to grade three as they apply, interpret, and construct mathematical thinking skills in a variety of situations. Knowledge Indicators: The competent early childhood teacher 3A. Understands problem-solving approaches to investigate and understand mathematical content. 3B. Understands various approaches (estimation, mental math, manipulative modeling, pattern recognition, and technology) to explore and communicate mathematical ideas, solve problems, and investigate everyday situations. 3C. Understands concepts, skills, and procedures related to number, number sense, computation and numeration. 3D. Understands concepts, skills, and procedures related to geometry and spatial relationships. 3E. Understands concepts, skills, and procedures related to measurement attributes such as length, weight, volume, and temperature. 3F. Understands concepts, skills, and procedures needed to collect and analyze data. 3G. Understands concepts, skills, and procedures related to exploring concepts of chance. 3H. Understands and uses patterns and relationships to analyze mathematical situations. Illinois Content-Area Standards Early Childhood Education 19

26 Performance Indicators: The competent early childhood teacher 3I. Provides opportunities for students to apply problem-solving strategies to investigate and understand mathematical content. 3J. Uses various approaches (estimation, mental math, manipulative modeling, pattern recognition, and technology) to assist students as they explore and communicate mathematical ideas, solve problems, and investigate everyday situations. 3K. Provides opportunities for children to learn and apply number, number sense, computation and numeration in everyday situations. 3L. Provides opportunities for children to learn and apply geometry and spatial relationships in everyday situations. 3M. Provides opportunities for children to learn and apply measurement attributes such as length, weight, volume, and temperature in everyday situations. 3N. Provides opportunities for children to learn and apply procedures needed to collect and analyze data in everyday situations as they use graphing and estimation. 3O. Provides opportunities for children to learn and apply concepts of chance in everyday situations. 3P. Provides opportunities for children to learn and apply patterns and relationships to analyze everyday situations. STANDARD 4 Curriculum: Science The competent early childhood teacher understands the interrelationships among science, technology, and society; understands and applies fundamental concepts related to earth science (including space), life science (including the environment), and physical science; and promotes the scientific abilities of children from birth through grade three as they discover new knowledge through the use of scientific thinking, reasoning, and inquiry. Knowledge Indicators: The competent early childhood teacher 4A. Understands the process of scientific inquiry and the interrelationships among science, technology, and society. 4B. Understands the principles of earth/space, life, and the physical sciences and their interconnectedness in everyday environments. Performance Indicators: The competent early childhood teacher 4C. Promotes and encourages children's innate curiosity about objects and events, respect for living organisms, and appreciation of the environment. 4D. Provides opportunities for children to conduct experiments, solve problems, apply the scientific process, and incorporate safety practices during all investigations. 4E. Implements activities that foster children's application of the principles of earth/space, life, and physical sciences and exploration of their interconnectedness in everyday environments. STANDARD 5 Curriculum: Social Science The competent early childhood teacher understands the interrelationships among the social sciences; uses historical, geographical, economic, and political concepts and modes of inquiry; and promotes the abilities of children from birth through grade three as they begin to experience, think about, and make informed decisions as members of a culturally diverse, democratic society and interdependent world. Knowledge Indicators: The competent early childhood teacher 5A. Understands the basic concepts of and interrelationships among the social sciences and the ways in which geography, history, civics, and economics relate to everyday situations and experiences. Illinois Content-Area Standards Early Childhood Education 20

27 5B. Understands geographic concepts and phenomena. 5C. Understands the major ideas, eras, themes, developments, and turning points in the history of Illinois, the United States, and the world. 5D. Understands the rights and responsibilities of citizenship in the United States. 5E. Understands the basic concepts of economic systems with an emphasis on the United States. 5F. Understands concepts related to the structure and organization of human societies and relationships among social, economic, cultural, and political activities and institutions. Performance Indicators: The competent early childhood teacher 5G. Provides opportunities for children to develop beginning concepts, skills, and dispositions which focus on how geography, history, civics (participation and citizenship), and economics relate to everyday situations and experiences. 5H. Provides opportunities for children to use maps and symbols, observe and describe physical characteristics of local communities and explain the interdependence of people, places, and regions. 5I. Creates opportunities for children to develop beginning historical concepts involving people, cultures, families, folklore, and related events. 5J. Provides opportunities for children to explore the interrelationships among people and the roles of individuals and groups in the world in which we live. 5K. Provides opportunities for children to gather, organize, map, and interpret data, and to use technology to communicate concepts, information, and procedures. 5L. Creates opportunities for children to understand the relationship of self to others and to social, economic, cultural, and political activities and institutions. STANDARD 6 Curriculum: Physical Development and Health The competent early childhood teacher understands the comprehensive nature of the physical, emotional, and social well-being of children from birth through grade three; understands the role of human movement and physical activity as elements central to active, healthy life styles; and promotes the abilities of children from birth through grade three as they develop and practice skills that contribute to good health and enhance quality of life. Knowledge Indicators: The competent early childhood teacher 6A. Understands ways in which physical, social, and emotional well-being of children enhances enjoyment, challenge, self-expression, and social interaction. 6B. Understands basic principles and practices of personal, interpersonal, and community health and safety, including the prevention and treatment of illness and injury. 6C. Understands human body systems and interrelationships between fitness and body systems. 6D. Understands the phases, stages, and continuity of motor development. 6E. Understands the relationship between resolution of conflicts and health and well-being. 6F. Understands and respects differences among children in physical activity settings. Performance Indicators: The competent early childhood teacher 6G. Applies basic principles and practices of personal, interpersonal, and community health and safety, including the prevention and treatment of illness and injury. 6H. Provides opportunities for children to explore concepts and make decisions, which positively impact their health and safety. 6I. Applies health related physical fitness concepts and practices. 6J. Provides opportunities for children to explore movement activities in a variety of contexts. 6K. Provides opportunities for children to resolve conflicts, communicate positively, and cooperate in a variety of contexts. Illinois Content-Area Standards Early Childhood Education 21

28 STANDARD 7 Curriculum: Fine Arts The competent early childhood teacher understands the content, function, and achievements of dance, music, drama, and visual arts as primary media for communication, inquiry, and insight and promotes the abilities of children from birth through grade three as they express themselves through the arts. Knowledge Indicators: The competent early childhood teacher 7A. Understands the concepts, techniques, and materials of the visual arts, the cultural dimensions of the visual arts and the interrelationships between the visual arts and other art forms. 7B. Understands the concepts, techniques, and materials for producing, listening to, and responding to music, the cultural dimensions of music, and the interrelationships between music and other art forms. 7C. Understands concepts, techniques, and materials related to drama and dance, the cultural dimension of drama and dance, and interrelationships between drama and dance and other art forms. 7D. Understands various tools, including technology, for creating, analyzing, and performing works of art. 7E. Understands the interrelationship of the arts and their representations in past and present society. 7F. Understands the elements of visual art, music, dance, and drama. Performance Indicators: The competent early childhood teacher 7G. Provides opportunities for children to explore media, techniques, and processes to communicate ideas, experiences, and stories. 7H. Provides opportunities for children to explore music in a variety of contexts and communicate ideas, experiences, and stories through music. 7I. Provides opportunities for children to explore drama and dance in a variety of contexts and to communicate ideas. 7J. Provides opportunities for children to apply various tools, including technology, as they create, interpret, and perform. 7K. Provides opportunities for children to examine relationships among the arts. STANDARD 8 Human Development and Learning The competent early childhood teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three. Knowledge Indicators: The competent early childhood teacher 8A. Understands how children from birth through grade three develop physically, socially, emotionally, cognitively, linguistically, and aesthetically. 8B. Understands how to provide learning opportunities, which support and enhance each area of development-physical, social, emotional, cognitive, linguistic, and aesthetic. 8C. Understands how brain development from birth through grade three is promoted through developmentally and culturally appropriate learning experiences. 8D. Understands how children from birth through grade three differ in their development and in their approaches to learning. 8E. Understands how to support the development and learning of individual children from birth through grade three. 8F. Understands the developmental consequences of stress and trauma on children and their families, including attention to protective factors and resilience. 8G. Understands the development of mental health and the importance of supportive relationships. Illinois Content-Area Standards Early Childhood Education 22

29 8H. Understands basic health, nutrition, and safety needs of children from birth through grade three, including specific procedures related to health, safety, and nutrition for infants and toddlers. 8I. Understands appropriate procedures for responding to childhood illnesses and communicable diseases. Performance Indicators: The competent early childhood teacher 8J. Applies knowledge of development and individual differences when designing developmentally and culturally appropriate learning experiences for children from birth through grade three. 8K. Analyzes and evaluates learners' performance in order to design and facilitate learning experiences, which are responsive to children's interests, developmental levels, and learning styles. 8L. Examines the developmental consequences of stress and trauma on children and their families and responds by designing learning opportunities that promote resilience and support. 8M. Applies knowledge of mental health and supportive relationships when providing learning opportunities for children from birth through grade three. 8N. Follows appropriate procedures and designs learning opportunities, which are responsive to the health, safety, and nutritional needs of children from birth through grade three, including specific procedures and learning opportunities related to the health, safety, and nutrition of infants and toddlers. 8O. Follows appropriate procedures when responding to childhood illnesses and communicable diseases. STANDARD 9 Diversity The competent early childhood teacher understands how children and families differ in their perspectives and approaches to learning and creates opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three. Knowledge Indicators: The competent early childhood teacher 9A. Understands conditions that affect children's development and learning, including risk factors, developmental variations, and developmental patterns of specific disabilities. 9B. Understands cultural and linguistic diversity and the significance of familial, sociocultural, and political contexts for development and learning. 9C. Recognizes that children are best understood within the contexts of family, culture, and society. 9D. Understands the function of the home language in the development of young children and the interrelationships among culture, language, and thought. Performance Indicators: The competent early childhood teacher 9E. Creates and modifies environments and experiences which meet the individual needs of all children from birth through grade three and their families, including children with disabilities, developmental delays, and special abilities. 9F. Respects and affirms culturally and linguistically diverse children from birth through grade three and their families. 9G. Supports home language preservation and promotes anti-bias approaches through the creation of learning environments and experiences. 9H. Demonstrates sensitivity to differences in family structures and social and cultural backgrounds. 9I. Works effectively over time with children of diverse ages (infants, toddlers, preprimary and primary students), with children of differing abilities, and with children reflecting culturally and linguistically diverse family systems. Illinois Content-Area Standards Early Childhood Education 23

30 STANDARD 10 Planning for Instruction The competent early childhood teacher understands instructional planning and designs learning opportunities based on knowledge of the children, their families, and their communities, and of content areas and curriculum goals. Knowledge Indicators: The competent early childhood teacher 10A. Understands how to plan developmentally and culturally appropriate curriculum. 10B. Understands the rationale for developmentally and culturally appropriate practice. 10C. Understands how to develop short- and long-range instructional plans, which are based on play, open-ended inquiry, and long-term investigation. 10D. Understands how to use and integrate appropriate technology resources into classroom instruction. Performance Indicators: The competent early childhood teacher 10E. Plans, implements, and evaluates developmentally and culturally appropriate curriculum and instructional practices, which are based on knowledge of individual children, their families, and their communities, and of content areas and curriculum goals. 10F. Incorporates a variety of instructional strategies when designing learning experiences that promote children's physical, social, emotional, aesthetic, linguistic, and cognitive development. 10G. Develops, implements, and evaluates an integrated curriculum that focuses on children's needs and interests and takes into account culturally valued content and children's home experiences. 10H. Creates, selects, evaluates, and incorporates developmentally and culturally appropriate materials and equipment into the instructional plans. 10I. Uses and integrates appropriate technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) in instructional planning for problem solving, communication, and the illustration of thoughts, ideas, and stories. STANDARD 11 Learning Environment The competent early childhood teacher uses an understanding of individual and group motivation and behavior as well as of children's developmental levels and needs to create a learning environment that encourages positive social interaction, active engagement in learning, intrinsic motivation, and self-esteem. Knowledge Indicators: The competent early childhood teacher 11A. Understands how to create, select, and evaluate developmentally appropriate materials, equipment and technology for inclusion in the learning environment. 11B. Understands how to adapt strategies to meet the specific needs of all children from birth through grade three, including those with disabilities, developmental delays, or special abilities. 11C. Understands how to design learning environments that support the educational needs and interests of all children from birth through grade three. 11D. Understands how to design and maintain physically and psychologically safe, healthy, and productive learning environments. 11E. Understands the influence of the physical setting, schedule, routines, and transitions on children from birth through grade three. 11F. Understands how to interpret and apply formative and summative program evaluation information to ensure a quality learning environment for children, their families, and the community. Illinois Content-Area Standards Early Childhood Education 24

31 Performance Indicators: The competent early childhood teacher 11G. Creates and modifies learning environments, which meet the individual needs of children from birth through grade three, including children with disabilities, developmental delays and special abilities. 11H. Designs learning environments for children from birth through grade three, which include and integrate developmentally and culturally appropriate materials, equipment, and technology resources. 11I. Integrates and applies individual and group guidance and problem-solving strategies, which develop positive and supportive relationships, encourage positive social interaction, promote conflict resolution, and develop personal self-control, self-motivation, and self-esteem for children from birth through grade three. 11J. Designs and maintains physically and psychologically safe, healthy, and productive learning environments for children from birth through grade three. 11K. Applies an understanding of developmentally appropriate physical settings, schedules, routines, and transitions when promoting the development and learning of children from birth through grade three. 11L. Interprets and applies formative and summative program evaluation information to ensure a quality learning environment for children, their families, and the community. STANDARD 12 Instructional Delivery The competent early childhood teacher uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. Knowledge Indicators: The competent early childhood teacher 12A. Understands the rationale for a variety of instructional strategies, including play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences for children from birth through grade three. 12B. Understands how to enhance the intellectual curiosity, problem solving, and decision making of children from birth through grade three. 12C. Understands how to select, integrate, and implement technology and multimedia resources with children from birth through grade three, including assistive technologies for children with special needs. 12D. Understands the importance of utilizing knowledge and strategies from multiple disciplines and systems in instructional delivery and in the development of Individualized Family Service Plans (IFSPs) and Individualized Education Plans (IEPs) for children from birth through grade three. Performance Indicators: The competent early childhood teacher 12E. Implements and evaluates a variety of instructional strategies, which include play, small group projects, open-ended questioning, group discussion, problem-solving, cooperative learning, and inquiry experiences for children from birth through grade three. 12F. Implements and evaluates instructional strategies, which promote the development of intellectual curiosity, problem solving, and decision making for children from birth through grade three. 12G. Selects, evaluates, and implements technology and multimedia resources and activities for children from birth through grade three and is able to include and adapt assistive technologies for children with special needs. 12H. Makes decisions regarding intervention strategies and daily activities which incorporate knowledge and strategies from multiple disciplines, including health and social service systems, for children from birth through grade three and their families with Individualized Family Service Plans (IFSP's) and Individualized Education Plans (IEP's). Illinois Content-Area Standards Early Childhood Education 25

32 STANDARD 13 Communication The competent early childhood teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Knowledge Indicators: The competent early childhood teacher 13A. Understands communication theory, language development and the role of language in learning. 13B. Understands how cultural, gender, and socioeconomic differences can affect communication in the classroom. 13C. Understands the interrelationships among language and thought and the function of the home language in the development of young children. 13D. Understands the interrelationships among culture, language, and thought and the function of the home language in the development of young children. 13E. Understands the importance of audience and purpose when selecting ways to communicate ideas. Performance Indicators: The competent early childhood teacher 13F. Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students. 13G. Uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes. 13H. Creates varied opportunities for all students to use effective written, verbal, nonverbal and visual communication. 13I. Communicates with and challenges students in a supportive manner and provides students with constructive feedback. 13J. Uses a variety of communication modes to effectively communicate with a diverse student population. 13K. Practices effective listening, conflict resolution, and group-facilitation skills as a team member. 13L. Communicates using a variety of communication tools to enrich learning opportunities. 13M. Uses individual and group guidance and problem-solving skills to develop positive and supportive relationships with children, to encourage positive social interaction among children, and to develop personal self-control, self-motivation, and self-esteem. STANDARD 14 Assessment The competent early childhood teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all children. Knowledge Indicators: The competent early childhood teacher 14A. Understands assessment as a means of evaluating how children learn, what they know and are able to do in meeting national, state, and local standards, and what kinds of experiences will support their further growth and development. 14B. Understands the purposes, characteristics and limitation of different kinds of assessments. 14C. Understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring. 14D. Understands how to use the results of assessment to reflect on and modify teaching. 14E. Understands how to select, construct and use assessment and evaluation strategies and instruments for diagnosis and prescription. Illinois Content-Area Standards Early Childhood Education 26

33 Performance Indicators: The competent early childhood teacher 14F. Uses a variety of assessment results to diagnose student learning and development, develop a student profile, align and modify instruction, and design teaching strategies. 14G. Maintains useful, accurate and ethical records of student work and performance, and communicates student progress knowledgeably and responsibly to students, parents, school and community. 14H. Uses assessment results for the purpose of planning appropriate programs, environments, and interactions and adapting for individual differences. 14I. Participates and assists other professionals in conducting family-centered assessments. 14J. Selects, evaluates, and interprets formal, standardized assessment instruments and information used in the assessment of children, and integrates authentic classroom assessment data with formal assessment information. 14K. Communicates assessment results and integrates assessment results from others as an active participant in the development and implementation of Individual Education Plans (IEPs) and Individual Family Service Plan (IFSP) goals for children with special developmental and learning needs. 14L. Involves families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities. 14M. Uses appropriate technologies to monitor and assess student progress. STANDARD 15 Collaborative Relationships The competent early childhood teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and community service agencies, to support children's learning and well-being. Knowledge Indicators: The competent early childhood teacher 15A. Understands schools as organizations within the larger community context. 15B. Understands the benefits, barriers and techniques involved in parent/family relationships. 15C. Understands the collaborative process and skills, which are necessary to carry out the process. Performance Indicators: The competent early childhood teacher 15D. Uses appropriate health appraisal procedures and recommends referral to appropriate community health and social services when necessary. 15E. Establishes and maintains positive collaborative relations with families, colleagues, and other professionals working effectively to support child development, learning and well-being. 15F. Develops relationships with parents/family to acquire an understanding of the students' lives outside of the school and to support parents/family in making decisions related to their child's development and learning. 15G. Supports parents in making decisions related to their child's development and parenting. 15H. Applies family systems theory, knowledge of the dynamics, roles, and relationships within families and communities. 15I. Links families with a range of family-oriented services based on identified resources, priorities, and concerns. 15J. Establishes and maintains positive, collaborative relationships with colleagues, other professionals and families, and works effectively as a member of a professional team. 15K. Identifies and uses community resources to enhance children's development, learning, and wellbeing and to explore career opportunities. Illinois Content-Area Standards Early Childhood Education 27

34 STANDARD 16 Reflection and Professional Growth The competent early childhood 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. Knowledge Indicators: The competent early childhood teacher 16A. Understands that reflection is an integral part of professional growth and improvement of instruction. 16B. Understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice. 16C. Understands major areas of research on the learning process and resources that are available for professional development. Performance Indicators: The competent early childhood teacher 16D. Reflects on practices, articulates a philosophy and rationale for decisions, and continually self-assesses and evaluates the effects of choices and actions on others (young children, parents, and other professionals) as a basis for program planning and modification, and continuing professional development. 16E. Actively seeks out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources, and experiences to inform and improve practice. 16F. Participates in a variety of settings in which young children, from birth through age eight, are served (such as public and private centers, schools, and community agencies). 16G. Demonstrates ability to work effectively serving children of two different age groups (infant/toddler, preprimary, or primary age) and with varying abilities. 16H. Analyzes and evaluates experiences in working with parents and with interdisciplinary teams of professionals. 16I. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice. STANDARD 17 Professional Conduct and Leadership The competent early childhood teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve children's learning and well-being. Knowledge Indicators: The competent early childhood teacher 17A. Understands the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code. 17B. Understands how school systems are organized and operate. 17C. Understands school policies and procedures. 17D. Understands legal issues in education. 17E. Understands the importance of active participation and leadership in professional education organizations. Performance Indicators: The competent early childhood teacher 17F. Demonstrates an understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies affecting children, families; and programs for young children and the early childhood profession. 17G. Demonstrates an understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice. Illinois Content-Area Standards Early Childhood Education 28

35 17H. Follows codes of professional conduct and exhibits knowledge of expectations of current legal directives. 17I. Serves as an advocate on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators. 17J. Demonstrates an understanding of basic principles of administration, organization, and operation of early childhood programs, including supervision of staff and volunteers and program evaluation. 17K. Recognizes signs of emotional distress, child abuse, and neglect in young children and understands the responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities. 17L. Communicates effectively with other professionals concerned with children and with agencies in the larger community to support children's development, learning, and well-being. 17M. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. These standards are aligned with the Illinois Learning Standards, the standards of the National Association for the Education of Young Children (NAEYC) and the professional standards for early childhood special education jointly developed and adopted by DEC (the Division of Early Childhood of the Council for Exceptional Children) and NAEYC. Illinois Content-Area Standards Early Childhood Education 29

36 ELEMENTARY EDUCATION CONTENT-AREA STANDARDS STANDARD 1 Curriculum The competent elementary teacher understands and demonstrates the central concepts, tools of inquiry, and structures of content and creates meaningful integrated learning experiences that develop all students' competence in subject matter and skills for various developmental levels. Knowledge Indicators: The competent elementary teacher 1A. Understands various content area connections to analyze ideas, problems, and real-world situations within and across content areas. 1B. Understands various content area connections to interpret and communicate information, reasoning, concepts, and procedures within and across content areas. Performance Indicators: The competent elementary teacher 1C. Uses teaching techniques that demonstrate analysis of ideas, problems, and real-world situations within and across content areas. 1D. Interprets and communicates information, reasoning, concepts, and procedures within and across content areas. STANDARD 2 Curriculum: English Language Arts The competent elementary teacher demonstrates proficiency in the use of oral and written English; understands and communicates ideas, information, and perspectives in reading, writing, speaking, and listening; and promotes all students' ability to apply language and thinking skills to many different genres, concepts, and situations. Knowledge Indicators: The competent elementary teacher 2A. Understands phonological, word analysis, and vocabulary strategies. 2B. Understands skills and strategies involved in reading for various purposes: factual information, personal response, literary appreciation, critical analysis, and social interactions. 2C. Understands a diverse body of works, authors and movements of U.S. and world literature, children's and young adult literature, and characteristic features of various literary genres. 2D. Understands skills and strategies involved in writing for various purposes and audiences, incorporating knowledge of English grammar and mechanics, and the critical analysis of written work in terms of organization, clarity, and style. 2E. Understands skills and strategies involved in listening for various purposes: factual information, personal response, literary appreciation, critical analysis, and social interactions. 2F. Understands skills and strategies involved in speaking to audiences for various purposes: information, persuasion, and entertainment. 2G. Understands the research process and study skills. Performance Indicators: The competent elementary teacher 2H. Demonstrates proficiency in the use of oral and written English. 2I. Teaches the reading, writing, speaking and listening processes. 2J. Teaches using a diverse body of works, authors, and movements of U.S. and world literature, children's and young adult literature, and characteristic features of various literary genres. 2K. Selects and uses a wide range of instructional resources and technologies to support reading, writing, and research. Illinois Content-Area Standards Elementary Education 30

37 STANDARD 3 Curriculum: Mathematics The competent elementary teacher demonstrates proficiency in the use of mathematics; understands, communicates, and connects the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics, probability and algebra; and promotes all students' ability to apply, interpret, and construct mathematical thinking skills in a variety of situations. Knowledge Indicators: The competent elementary teacher 3A. Understands various approaches used (estimation, mental mathematics, manipulative modeling, numerical/geometric/algebraic pattern recognition, and technology) to analyze mathematical ideas, solve problems, and investigate real-world situations. 3B. Understands approaches used (estimation, mental mathematics, manipulative modeling, numerical/geometric/algebraic pattern recognition, and technology) to interpret and communicate mathematical information, reasoning, concepts, applications, and procedures. 3C. Understands concepts, skills, and procedures related to number (natural, integer, rational, and real numbers), number sense, and numeration and their use in real-world situations. 3D. Understands concepts, skills, and procedures related to synthetic/analytical geometry and spatial relationships and their use in real-world situations. 3E Understands concepts, skills, and procedures related to algebraic relations/functions and their use in real-world situations. 3F. Understands concepts, skills, and procedures related to measurement and their use in real-world situations. 3G. Understands concepts, skills, and procedures related to statistics/data analysis and their use in real-world situations. 3H. Understands concepts, skills, and procedures related to probability/expectations and their use in real-world situations. Performance Indicators: The competent elementary teacher 3I. Demonstrates proficiency in the use of mathematics. 3J. Teaches major concepts, procedures and reasoning processes of number systems, and number sense, geometry, measurement, statistics, probability, and algebra. 3K. Selects and uses a wide range of manipulatives, instructional resources, and technologies to support the learning of mathematics. STANDARD 4 Curriculum: Science The competent elementary teacher understands the interrelationships among science, technology, and society; understands the fundamental concepts of life, physical, environmental, earth and space sciences; and uses strategies to engage all students in discovering new knowledge through the use of scientific thinking and reasoning. Knowledge Indicators: The competent elementary teacher 4A. Understands the interrelationships among science, technology, and society in historical and contemporary contexts. 4B. Understands the fundamental concepts, principles, and interconnections of life, physical, environmental, earth and space sciences and their use to interpret, analyze, and explain phenomena. 4C. Understands principles and procedures, including safety practices, related to the design and implementation of scientific investigations and the application of inquiry skills and processes to develop explanations of natural phenomena. 4D. Understands scientific investigation and inquiry skills across the sciences to conduct experiments and solve problems. Illinois Content-Area Standards Elementary Education 31

38 Performance Indicators: The competent elementary teacher 4E. Demonstrates and communicates the concepts, theories, and practices of science. 4F. Demonstrates and uses strategies to engage students in discovering new knowledge through the use of scientific thinking and reasoning. 4G. Selects and uses a wide range of instructional resources and technologies to support scientific learning. STANDARD 5 Curriculum: Social Science The competent elementary teacher understands the interrelationships among the social sciences; uses history, geography, economics, political science, sociology, anthropology, psychology, and archaeology concepts and modes of inquiry; and promotes all students' ability to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Knowledge Indicators: The competent elementary teacher 5A. Understands the rights and responsibilities of citizenship in the United States and the skills, knowledge, and attitudes necessary for successful participation in civic life. 5B. Understands the interrelationships of economic and political principles, concepts, and systems and their relationship to historical and contemporary developments in Illinois, the United States and the world. 5C. Understands from multiple perspectives the significant eras, themes, developments, and turning points in the history of Illinois, the United States, and the world. 5D. Understands the interrelationships between people and their environment. 5E. Understands geographic concepts and phenomena and their impact on Illinois, the United States, and the world. 5F. Understands concepts related to the structure and organization of human societies and processes of socialization and social interaction. 5G. Understands the implications of cultural heritage and diversity, as well as cohesion, within and across groups. Performance Indicators: The competent elementary teacher 5H. Demonstrates proficiency in the principles of social science. 5I. Uses history and modes of inquiry to make informed decisions. 5J. Uses children's and young adult literature to support learning in the social sciences. 5K. Uses social science processes, skills, and concepts (e.g., gathering, organizing, mapping, interpreting, and analyzing). 5L. Models and teaches the rights and responsibilities of citizenship in a democratic society. 5M. Selects and uses a wide range of instructional resources and technologies to support learning in the social sciences. STANDARD 6 Curriculum: Physical Development and Health The competent elementary teacher understands the comprehensive nature of students' physical, emotional, and social well-being; understands the role of human movement and physical activity as elements central to active healthy lifestyles; and promotes all students' ability to develop and practice skills that contribute to good health and enhanced quality of life. Knowledge Indicators: The competent elementary teacher 6A. Understands concepts related to movement, sports, and team-building skills. 6B. Understands human body systems, physical fitness concepts and practices, and interrelationships between fitness and body systems. Illinois Content-Area Standards Elementary Education 32

39 6C. Understands basic principles and practices of personal, interpersonal, and community health and safety. 6D. Understands conflict resolution and its relationship to health and well-being. Performance Indicators: The competent elementary teacher 6E. Uses communication and decision-making skills to promote personal, interpersonal, and community health and well-being. 6F. Promotes and adapts skills that contribute to health and safety. 6G. Provides opportunities for individual and team physical activities. 6H. Models, teaches, and promotes conflict resolution and its relationship to health and well-being. 6I. Selects and uses a wide range of instructional resources and technologies to support physical development and health. STANDARD 7 Curriculum: Fine Arts The competent elementary teacher understands the educational, communicative, and aesthetic value of dance, drama, music, and visual art and the role fine arts plays in reflecting history and culture and promotes all students' ability to express themselves creatively. Knowledge Indicators: The competent elementary teacher 7A. Understands concepts, techniques, and materials of the visual arts; cultural dimensions of the visual arts; and interrelationships among the visual arts and the other art forms. 7B. Understands concepts, techniques, and materials for producing, listening to, and responding to music; cultural dimensions of music; and interrelationships among music and the other art forms. 7C. Understands concepts, techniques, and materials related to drama; cultural dimensions of drama; and interrelationships among drama and the other art forms. 7D. Understands concepts, techniques, and materials related to dance; cultural dimensions of dance; and interrelationships among dance and the other art forms. Performance Indicators: The competent elementary teacher 7E. Promotes artistic development, appreciation, and performance. 7F. Teaches the use of various tools, including technology, for creating, analyzing and performing works of art. STANDARD 8 Human Development and Learning The competent elementary teacher understands how individuals grow, develop, and learn and provides learning opportunities that support all students' cognitive, social, emotional, moral/ethical, and physical development. Knowledge Indicators: The competent elementary teacher 8A. Understands that physical, social, emotional, moral/ethical, cognitive, and linguistic development influence learning when planning curriculum, delivering instruction, and constructing assessment. 8B. Understands human and cognitive development, learning theories, and the ranges of individual variation within each domain. Performance Indicators: The competent elementary teacher 8C. Assesses individual and group performance in relation to cognitive, social, emotional, moral/ ethical, and physical development. 8D. Recognizes and respects differences and designs instruction so all students can learn. Illinois Content-Area Standards Elementary Education 33

40 STANDARD 9 Diversity The competent elementary teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Knowledge Indicators: The competent elementary teacher 9A. Understands characteristics of gifted and talented and the areas of exceptionality in learning as defined in the Individuals with Disabilities Education Act (IDEA) and the Illinois Administrative Code. 9B. Understands the process of second-language acquisition and strategies to support the learning of students whose first language is not English. 9C. Understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. 9D. Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes. Performance Indicators: The competent elementary teacher 9E. Facilitates a learning community in which individual differences and cultural diversity are respected. 9F. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for all students. 9G. Uses information about students' families, cultures, and communities as a basis for connecting instruction to students' experiences. 9H. Uses cultural diversity and individual student experiences to enrich instruction. 9I. Uses a wide range of instructional strategies and technologies to meet diverse student needs. 9J. Identifies and accesses appropriate services or resources to assist students with exceptional learning needs. STANDARD 10 Planning for Instruction The competent elementary teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, community, and curriculum goals. Knowledge Indicators: The competent elementary teacher 10A. Understands the Illinois Learning Standards, content knowledge, learning theories, and student needs, including IEPs. 10B. Understands how to develop flexible short- and long-range plans consistent with curriculum goals, learner diversity, and learning theories. 10C. Understands how to integrate career awareness in the curriculum. 10D. Understands how individualized education programs (IEPs) impact instruction. 10E. Understands how to evaluate and integrate technologies, including individual-assisted technology, into classroom instruction. 10F. Understands how to use various technological tools to access and manage information. Performance Indicators: The competent elementary teacher 10G. Establishes goals and selects learning materials based on the Illinois Learning Standards, content knowledge, learning theories, and student needs, including IEPs. 10H. Creates flexible short-range and long-term plans, based on scope and sequence when planning curriculum and instruction. 10I. Creates learning activities to allow for variation in student learning styles and performance modes. Illinois Content-Area Standards Elementary Education 34

41 10J. Incorporates experiences into instructional practices that relate to the students' life experiences, and to future career and work experiences. 10K. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas. 10L. Selects and uses a wide range of instructional resources and technologies. STANDARD 11 Learning Environment The competent elementary teacher understands individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Knowledge Indicators: The competent elementary teacher 11A. Understands principles of and strategies for effective classroom management. 11 B. Understands how individuals influence groups, how groups influence individuals, and how groups function in society. 11 C. Understands how to help students work cooperatively and productively in groups. 11 D. Understands factors that influence motivation and engagement and how to help students become self-motivated. Performance Indicators: The competent elementary teacher 11 E. Creates a learning community in which students take responsibility for themselves and others, participate in decision making, work independently and in cooperative learning groups. 11 F. Promotes social relationships, student motivation and engagement in productive work through mutual respect, and support for one another. 11 G. Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks. STANDARD 12 Instructional Delivery The competent elementary teacher understands and uses a variety of instructional strategies to encourage all students' development of critical-thinking, problem-solving, and performance skills. Knowledge Indicators: The competent elementary teacher 12A. Understands cognitive processes associated with various kinds of learning. 12B. Understands principles and techniques associated with various instructional strategies. 12C. Understands how to enhance learning through the use of a wide variety of materials and resources. 12D. Understands the disciplinary and interdisciplinary approaches to learning and how they relate to life and career experiences. Performance Indicators: The competent elementary teacher 12E. Uses multiple teaching and learning strategies and varied resources to promote the development of critical- and creative-thinking skills. 12F. Monitors and adjusts strategies in response to learner feedback. 12G. Varies one's 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. 12H. Uses a variety of clear, accurate presentations and representations of concepts; uses alternative explanations; and presents diverse perspectives. 12I. Presents curriculum that demonstrates an interconnection among subject areas that will reflect life and career experiences. 12J. Selects and uses a wide range of instructional resources and technologies to support learning. Illinois Content-Area Standards Elementary Education 35

42 STANDARD 13 Communication The competent elementary teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction. Knowledge Indicators: The competent elementary teacher 13A. Understands communication theory, language development, and the role of language in learning. 13B. Understands how individual, cultural, linguistic, and gender differences can affect communication in the classroom. 13C. Understands the social, intellectual, and political implications of language use. 13D. Understands the importance of audience and purpose when communicating ideas. Performance Indicators: The competent elementary teacher 13E. Models accurate, effective modes of communication and uses a variety of communication tools, including technology. 13F. Uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes. 13G. Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication. 13H. Communicates with all students in a supportive manner. 13I. Practices effective listening, conflict-resolution, and group-facilitation skills as a team member. STANDARD 14 Assessment The competent elementary teacher understands and uses various formal and informal assessment strategies to support the learning of all students. Knowledge Indicators: The competent elementary teacher 14A. Understands assessment as a means of evaluating how students learn; what they know and are able to do in meeting national, state, and local standards; and what kinds of experiences will support students' future growth and development. 14B. Understands the purposes, characteristics, and limitations of different kinds of assessments. 14C. Understands measurement theory and assessment-related issues such as validity, reliability, bias, and scoring. 14D. Understands how to select, construct, and use assessment and evaluation strategies and instruments for diagnosis and prescription for the learner. Performance Indicators: The competent elementary teacher 14E. Uses assessment results to diagnose student learning, develop a student profile, align and modify instruction, and design teaching strategies. 14F. Develops and uses a variety of formal and informal assessments to evaluate the progress and performance of students. 14G. Involves students in self-assessment, reflection, and goal setting. 14H. Maintains useful, accurate, and ethical records of student work and performance, and communicates student progress knowledgeably and responsibly to students, parents, school, and community. 14I. Selects and uses appropriate instructional resources and technologies to monitor and assess student progress. Illinois Content-Area Standards Elementary Education 36

43 STANDARD 15 Collaborative Relationships The competent elementary teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/family, and the community to promote the cognitive, social, emotional, moral/ethical, and physical growth of all learners. Knowledge Indicators: The competent elementary teacher 15A. Understands schools as organizations within the larger community context. 15B. Understands the benefits of, barriers to, and techniques for working collaboratively with parents/family, community, colleagues, specialists, support personnel, and administrators. 15C. Understands school and work-based learning environments and the need for collaboration with business organizations in the community. Performance Indicators: The competent elementary teacher 15D. Initiates and creates situations for collaborative decision making and problem solving with parents/family and other professionals, including colleagues, specialists, and support personnel, to facilitate student progress and advocate for students' needs. 15E. Develops relationships with parents/family and other community professionals in a professional manner that is fair and equitable to acquire an understanding of the students' lives outside of the school. 15F. Works effectively with parents/family and other members of the community from diverse homes and community situations. 15G. Identifies and uses community resources to enhance student learning and to provide opportunities for students to explore career opportunities. STANDARD 16 Reflection and Professional Growth The competent elementary teacher is a reflective practitioner who continually evaluates and actively seeks opportunities to grow professionally. Knowledge Indicators: The competent elementary teacher 16A. Understands that reflection is an integral part of professional growth and improvement of instruction. 16B. Understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies. 16C. Understands major resources for professional development, including professional literature, professional associations, professional development opportunities, and procedures for action-based research. Performance Indicators: The competent elementary teacher 16D. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice. 16E. Collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking and giving feedback. 16F. Participates in continuous learning to support one's own development. 16G. Applies knowledge of current research related to national, state, and local guidelines/standards. Illinois Content-Area Standards Elementary Education 37

44 STANDARD 17 Professional Conduct and Leadership The competent elementary teacher understands education as a profession, maintains standards of professional conduct, serves as a positive role model, and provides leadership to improve student learning and well-being. Knowledge Indicators: The competent elementary teacher 17A. Understands the unique characteristics of education as a profession including the professional code of conduct as defined by the Illinois School Code. 17B. Understands how school systems are organized and operate. 17C. Understands school policies and procedures. 17D. Understands legal issues in education. 17E. Understands the importance of active participation and leadership in professional organizations. Performance Indicators: The competent elementary teacher 17F. Contributes knowledge and expertise about teaching and learning to the profession. 17G. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives. 17H. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. 17L. Initiates and develops educational projects and programs. 17J. Participates actively in curriculum development, staff development, and student organizations. 17K. Participates, as appropriate, in policy design and development at the local level, with professional organizations, and/or with community organizations. Illinois Content-Area Standards Elementary Education 38

45 AGRICULTURAL EDUCATION CONTENT-AREA STANDARDS STANDARD 1 The competent agricultural education teacher understands the foundations of work, the career development process, occupational skills standards, and workplace skill requirements. Knowledge Indicators: The competent agricultural education teacher 1A. Understands the history, organization, and future of work and how work relates to needs and functions of the economy and society. 1B. Understands career development concepts, the relationship between work and learning, and the career planning process. 1C. Understands Illinois Occupational Skills Standards or recognized industry standards. Performance Indicators: The competent agricultural education teacher 1D. Relates workplace cultural expectations to workplace skills. 1E. Develops partnerships with members of the business community to provide learning opportunities for students. 1F. Provides advice in the career planning process. 1G. Selects appropriate skill standards for the program areas. STANDARD 2 The competent agricultural education teacher demonstrates the ability to plan, deliver, and evaluate instruction based upon knowledge of subject matter in the field; student organizations; student, community and work needs; curriculum goals; and findings of educational research. Knowledge Indicators: The competent agricultural education teacher 2A. Understands pedagogy unique to the discipline. 2B. Understands the rationale for integrating student organization activities into the curriculum. 2C. Understands professional literature relating to specific content area and to workplace needs. 2D. Understands economic/socio-economic conditions, patterns of business development, and changing labor and career opportunities and their impact on the relevancy of classroom instruction. Performance Indicators: The competent agricultural education teacher 2E. Utilizes appropriate pedagogy unique to the individual discipline within career and technical education. 2F. Creates learning environments and classroom activities that develop life/workplace skills and knowledge in the discipline. 2G. Identifies and utilizes educational research findings that justify teaching strategies. 2H. Applies curricular content and processes in order to achieve the goals of student organizations. 2I. Applies post-secondary admission standards and occupational skill standards when designing curriculum and assessment. 2J. Designs appropriate assessment plans for and by students. 2K. Develops collaborative partnerships with students, colleagues, community, business/industry, and parents to maximize resources. 2L. Participates in appropriate professional organizations and develops a plan for continued personal and professional growth. Illinois Content-Area Standards Agricultural Education 39

46 2M. Plans, organizes, and manages laboratories/technical facilities for instruction, which meet diverse needs of students (i.e., safety, inventory, filing, requisitioning equipment and materials, maintenance, budgeting). 2N. Implements laws and policies relating to safe environments and incorporates appropriate safety standards, healthy practices, and ergonomic needs. STANDARD 3 The competent agricultural education teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of agricultural education. Knowledge Indicators: The competent agricultural education teacher 3A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 3B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 3C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 3D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 3E. Understands the relationship between oral and silent reading. 3F. Understands the role of subject area vocabulary in developing reading comprehension. 3G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 3H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent agricultural education teacher 3I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 3J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 3K. Plans and models use of comprehension strategies before, during, and after reading of text. 3L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 3M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 3N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 3O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 3P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 3Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 3R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Agricultural Education 40

47 STANDARD 4 The competent agricultural education teacher understands the curriculum in the area of agricultural science. Knowledge Indicators: The competent agricultural education teacher 4A. Understands scientific principles and the scientific method of investigation. 4B. Understands biological concepts and principles in the animal sciences. 4C. Understands biological concepts and principles of agronomic crops. 4D. Understands characteristics, components, and properties of soil. Performance Indicators: The competent agricultural education teacher 4E. Directs student experimentation following the scientific method of investigation. 4F. Applies biological concepts and principles to agricultural management practices for animals. 4G. Applies biological concepts and principles to agricultural management practices for plants. 4H. Applies characteristics, components, and properties of soil to management practices of drainage irrigation, soil testing, and conservation. STANDARD 5 The competent agricultural education teacher understands the curriculum in the area of agricultural mechanization. Knowledge Indicators: The competent agricultural education teacher 5A. Understands agricultural power. 5B. Understands agricultural surveying. 5C. Understands agricultural electricity. 5D. Understands agricultural structures. 5E. Understands agricultural machinery. 5F. Understands agricultural construction processes. 5G. Understands agricultural technology. Performance Indicators: The competent agricultural education teacher 5H. Applies concepts of agricultural power to the repair of engines and machinery. 5I. Uses surveying equipment in agricultural applications. 5J. Applies knowledge of electricity to installation and repair of electrical systems. 5K. Applies knowledge of structures to agricultural applications. 5L. Applies skills in repairing and maintaining agricultural machinery. 5M. Applies skills for carpentry, masonry, and plumbing in agricultural construction. 5N. Uses technology in agricultural applications. STANDARD 6 The competent agricultural education teacher understands the curriculum in the area of agricultural business. Knowledge Indicators: The competent agricultural education teacher 6A. Understands agricultural marketing and economics. 6B. Understands the concepts of agricultural sales and service. Illinois Content-Area Standards Agricultural Education 41

48 6C. Understands principles of entrepreneurship. 6D. Understands economic policies and how they influence agriculture. Performance Indicators: The competent agricultural education teacher 6E. Applies principles of marketing and economics in agricultural business operations. 6F. Applies strategies for effective sales and service in agricultural applications. 6G. Applies entrepreneurship principles to the development and operation of an agricultural business. 6H. Analyzes economic policies and their influence on agriculture. STANDARD 7 The competent agricultural education teacher understands the curriculum in the area of horticulture. Knowledge Indicators: The competent agricultural education teacher 7A. Understands plant systems. 7B. Understands plant propagation. 7C. Understands integrated pest management. 7D. Understands greenhouse management. 7E. Understands fruit and vegetable crops. 7F. Understands floral design. 7G. Understands landscaping. 7H. Understands turf management. Performance Indicators: The competent agricultural education teacher 7I. Applies principles of plant growth and reproduction to the cultivation of horticultural plants. 7J. Uses approved procedures for propagating horticultural plants. 7K. Uses integrated pest management practices to control horticultural plant pests. 7L. Operates a greenhouse facility for the production of plants. 7M. Uses approved methods for the production of fruit and vegetable crops. 7N. Applies principles of floral design to create floral arrangements. 7O. Applies principles of landscaping to design, plant, and maintain landscaped areas. 7P. Applies principles of turf management to the production and maintenance of turf. STANDARD 8 The competent agricultural education teacher understands the curriculum in the area of agriculture resources. Knowledge Indicators: The competent agricultural education teacher 8A. Understands the relationship among agriculture, the environment, and society. 8B. Understands the role of forest and agricultural management in protecting habitats and species. 8C. Understands land-use issues in agriculture. Performance Indicators: The competent agricultural education teacher 8D. Applies principles of ecology in agricultural resource management. 8E. Applies principles of conservation in protecting habitats and species. 8F. Applies knowledge of land use to agricultural applications. Illinois Content-Area Standards Agricultural Education 42

49 STANDARD 9 The competent agricultural education teacher is able to develop and implement a comprehensive agriculture program reflective of student, community, and industry interaction. Knowledge Indicators: The competent agricultural education teacher 9A. Understands the development and effective use of advisory councils in the agriculture program. 9B. Understands agricultural literacy programs, K-Adult. 9C. Understands the development of partnerships with constituent support groups. 9D. Understands student and industry needs in career and technical education. Performance Indicators: The competent agricultural education teacher 9E. Establishes an active advisory council for the agriculture program. 9F. Conducts agricultural literacy activities for K-Adult populations. 9G. Develops partnerships with constituent support groups. 9H. Develops programs to meet student and industry needs in career and technical education. STANDARD 10 The competent agricultural education teacher understands the principles of leadership and applies that knowledge through the activities of the FFA, an agricultural education student organization. Knowledge Indicators: The competent agricultural education teacher 10A. Understands the development of student development activities in the FFA. 10B. Understands the development of chapter development activities in the FFA. 10C. Understands the development of community development activities in the FFA. Performance Indicators: The competent agricultural education teacher 10D. Advises students in planning and conducting student development activities. 10E. Advises students in planning and conducting chapter development activities. 10F. Advises students in planning and conducting community development activities. STANDARD 11 The competent agricultural education teacher understands and provides individual career experiences through experiential learning in Supervised Agricultural Experiences (SAEs). Knowledge Indicators: The competent agricultural education teacher 11A. Understands that SAEs are to be planned and comprehensive. 11B. Understands that SAEs are linked to the curriculum and a career. 11C. Understands that SAEs are individualized and student managed. 11D. Understands that SAEs are documented by using recordkeeping and analysis. 11E. Understands that SAEs allow students to receive recognition. Performance Indicators: The competent agricultural education teacher 11F. Assists students in developing planned and comprehensive SAEs. 11G. Assists students in selecting an SAE linked to the curriculum and a career. Illinois Content-Area Standards Agricultural Education 43

50 11H. Assists students in managing their individualized SAE. 11I. Supervises SAEs and assists with recordkeeping and analysis. 11J. Provides opportunities for recognition of student SAEs. STANDARD 12 The competent agricultural education teacher understands appropriate instructional strategies integrating the unique components of a comprehensive agricultural education program, including FFA, SAE, classroom and laboratory instruction, and adult education. Knowledge Indicators: The competent agricultural education teacher 12A. Understands the methods and strategies used in teaching the unique instructional areas of agriculture education, including FFA and SAE. 12B. Understands the references and resources used in teaching agricultural education. 12C. Understands the development of effective adult education programs. Performance Indicators: The competent agricultural education teacher 12D. Uses a variety of methods and strategies in teaching agriculture. 12E. Develops a library of references and resources for teaching agriculture. 12F. Develops an effective adult education program. Illinois Content-Area Standards Agricultural Education 44

51 BUSINESS, MARKETING, AND COMPUTER EDUCATION CONTENT-AREA STANDARDS STANDARD 1 The competent business, marketing, and computer education teacher understands the foundations of work, the career development process, occupational skills standards, and workplace skill requirements. Knowledge Indicators: The competent business, marketing, and computer education teacher 1A. Understands the history, organization, and future of work and how work relates to needs and functions of the economy and society. 1B. Understands career development concepts, the relationship between work and learning, and the career planning process. 1C. Understands Illinois Occupational Skills Standards or recognized industry standards. Performance Indicators: The competent business, marketing, and computer education teacher 1D. Relates workplace cultural expectations to workplace skills. 1E. Develops partnerships with members of the business community to provide learning opportunities for students. 1F. Provides advice in the career planning process. 1G. Selects appropriate skill standards for the program areas. STANDARD 2 The competent business, marketing, and computer education teacher demonstrates the ability to plan, deliver, and evaluate instruction based upon knowledge of subject matter in the field; student organizations; student, community and work needs; curriculum goals; and findings of educational research. Knowledge Indicators: The competent business, marketing, and computer education teacher 2A. Understands pedagogy unique to the discipline. 2B. Understands the rationale for integrating student organization activities into the curriculum. 2C. Understands professional literature relating to specific content area and to workplace needs. 2D. Understands economic/socio-economic conditions, patterns of business development, and changing labor and career opportunities and their impact on the relevancy of classroom instruction. Performance Indicators: The competent business, marketing, and computer education teacher 2E. Utilizes appropriate pedagogy unique to the individual discipline within career and technical education. 2F. Creates learning environments and classroom activities that develop life/workplace skills and knowledge in the discipline. 2G. Identifies and utilizes educational research findings that justify teaching strategies. 2H. Applies curricular content and processes in order to achieve the goals of student organizations. 2I. Applies post-secondary admission standards and occupational skill standards when designing curriculum and assessment. 2J. Designs appropriate assessment plans for and by students. 2K. Develops collaborative partnerships with students, colleagues, community, business/industry, and parents to maximize resources. Illinois Content-Area Standards Business, Marketing, and Computer Education 45

52 2L. Participates in appropriate professional organizations and develops a plan for continued personal and professional growth. 2M. Plans, organizes, and manages laboratories/technical facilities for instruction, which meet diverse needs of students (i.e., safety, inventory, filing, requisitioning equipment and materials, maintenance, budgeting). 2N. Implements laws and policies relating to safe environments and incorporates appropriate safety standards, healthy practices, and ergonomic needs. Standard 3 The competent business, marketing, and computer education teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of business, marketing, and computer education. Knowledge Indicators: The competent business, marketing, and computer education teacher 3A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 3B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 3C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 3D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 3E. Understands the relationship between oral and silent reading. 3F. Understands the role of subject area vocabulary in developing reading comprehension. 3G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 3H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent business, marketing, and computer education teacher 3I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 3J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 3K. Plans and models use of comprehension strategies before, during, and after reading of text. 3L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 3M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 3N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 3O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 3P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 3Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 3R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Business, Marketing, and Computer Education 46

53 STANDARD 4 The business, marketing, and computer education teacher understands computational and accounting principles and practices. Knowledge Indicators: The competent business, marketing, and computer education teacher 4A. Understands the various steps of the accounting cycle for a proprietorship, partnership, and corporation. 4B. Understands assets, liabilities, and owner's equity according to generally accepted accounting principles. 4C. Understands accounting principles as they apply to ownership, payroll, income taxation, and managerial systems. 4D. Understands computational and algebraic operations. Performance Indicators: The competent business, marketing, and computer education teacher 4E. Prepares, interprets, and analyzes financial statements using manual and computerized systems. 4F. Applies appropriate accounting principles to various forms of ownership payroll, income taxation, and managerial systems. 4G. Uses planning and control principles to evaluate the performance of an organization and applies differential analysis and present value concepts to make decisions. 4H. Uses statistical analysis to interpret consumer and business data to solve problems. STANDARD 5 The business, marketing, and computer education teacher understands content related to economics and consumer economics. Knowledge Indicators: The competent business, marketing, and computer education teacher 5A. Understands the basic features of different economic systems. 5B. Understands the major features of the U.S. economy. 5C. Understands the role of exchange and money in an economic system. 5D. Understands the role of government in an economic system, especially the necessary and desirable role of government in the U.S. economy. 5E. Understands the role of international trade and investment and international monetary relations in the global economy. 5F. Understands the different consumer agencies that address consumer issues and concerns. Performance Indicators: The competent business, marketing, and computer education teacher 5G. Identifies opportunity costs and trade-offs involved in making choices about how to use scarce economic resources. 5H. Explains why societies develop economic systems. 5I. Describes the effect of interdependence on economic activity. 5J. Describes different types of competitive structures and illustrates the role of competitive markets in the U.S. and other economies. 5K. Examines the importance of economic relationships among nations. 5L. Applies problem-solving skills to consumer economic principles of purchasing auto, health, and life insurance, food, clothing, and recreation. 5M. Demonstrates financial decision making in the areas of budgeting and investing (stock market, precious metals, jewelry, and collectibles), and taxes. 5N. Chooses among checking and savings options offered by banks and credit unions. Illinois Content-Area Standards Business, Marketing, and Computer Education 47

54 STANDARD 6 The business, marketing, and computer education teacher understands the principles of marketing, entrepreneurship, management, law, and international business. Knowledge Indicators: The competent business, marketing, and computer education teacher 6A. Understands external business factors' impact on marketing. 6B. Understands the principles of the four Ps of marketing (product, price, place, promotion). 6C. Understands the role of marketing and its impact on individuals, businesses, and society. 6D. Understands the basic tenets of management theories and why they are important. 6E. Understands the importance of the basic tenets of management theories in the successful operation of the organization. 6F. Understands various organizational structures and the advantages and disadvantages of each. 6G. Understands the role of organized labor and its influences on government and business. 6H. Understands the relevance of generally accepted operations management principles and procedures in order to be able to design an operations plan. 6I. Understands the relationship between ethics and the law, the sources of the law, the structure of the court system, the different classifications of procedural law, and the different classifications of substantive law. 6J. Understands the relationships among contract law, law of sales, and consumer law. 6K. Understands the role and importance of agency law and employment law as they relate to the conduct of business in the national and international marketplaces. 6L. Understands legal rules that apply to personal property and real property. 6M. Understands the advancements of computer technology and how they impact on areas such as property law, contract law, criminal law, and international law. 6N. Understands international business related to ethics, finance, management, marketing, import/export trade concepts, communication/culture, and the environment. Performance Indicators: The competent business, marketing, and computer education teacher 6O. Develops a marketing plan, using the principles of the four Ps of marketing. 6P. Applies forecasting principles to marketing data. 6Q. Illustrates how the functions of management are implemented and explains why they are important. 6R. Analyzes financial data influenced by internal and external factors in order to make long-term and short-term management decisions. 6S. Describes the activities of human resource managers. 6T. Develops and uses general managerial skills such as time management, technology, networking, and entrepreneurial thinking. 6U. Defines, develops, and applies a code of ethics to various issues confronted by businesses. 6V. Identifies unique characteristics of an entrepreneur and evaluates the degree to which one possesses those characteristics. 6W. Applies economic concepts when making decisions for an entrepreneurial venture. 6X. Develops a business plan for an entrepreneurial venture. STANDARD 7 The business, marketing, and computer education teacher understands the principles of business communications and is able to apply them in oral, written, and electronic forms. Knowledge Indicators: The competent business, marketing, and computer education teacher 7A. Understands principles of appropriate oral, written, and electronic communications. 7B. Understands the effects of non-verbal communication. Illinois Content-Area Standards Business, Marketing, and Computer Education 48

55 Performance Indicators: The competent business, marketing, and computer education teacher 7C. Communicates in a clear, courteous, concise, and correct manner on personal and professional levels. 7D. Applies basic social communication skills in personal and professional situations. 7E. Uses technology to enhance the effectiveness of communications. 7F. Demonstrates proficiency in written and oral communication, using manual and electronic methods. STANDARD 8 The business, marketing, and computer education teacher understands and applies basic concepts of keyboarding and computer applications. Knowledge Indicators: The competent business, marketing, and computer education teacher 8A. Understands learning principles as related to psychomotor skill development when learning keyboarding and computer applications. Performance Indicators: The competent business, marketing, and computer education teacher 8B. Demonstrates keyboarding skills to enter and manipulate text and data with acceptable speed and accuracy, using appropriate techniques. 8C. Formats business documents according to industry standards. 8D. Selects and uses word processing, desktop publishing, database, spreadsheet, and presentation software. 8E. Uses computer systems to run software to access, generate and manipulate data, and to publish results. 8F. Evaluates the performance of hardware and software components of computer systems. 8G. Applies basic troubleshooting strategies as needed. 8H. Applies tools for enhancing professional growth and productivity. 8I. Uses technology in communicating, collaborating, conducting research, and solving problems. 8J. Plans and participates in activities that encourage lifelong learning and promote equitable, ethical, and legal use of computer/technology resources. 8K. Uses computers and related technologies to support instruction. 8L. Plans and delivers instructional units that integrate a variety of software applications and learning tools, all reflecting effective grouping and assessment strategies for diverse populations. Illinois Content-Area Standards Business, Marketing, and Computer Education 49

56 Business Computer Programming In addition to the 8 core standards for all business, marketing, and computer education teachers, those who specialize in the teaching of business computer programming will demonstrate competency in the following standard. STANDARD 1 The business, marketing, and computer education teacher understands and demonstrates competence in computer technology, systems, and programming. Knowledge Indicators: The competent business, marketing, and computer education teacher 1A. Understands the logic and abstraction of programming. 1B. Understands the societal issues of computing. 1C. Understands computer architecture and operating systems. 1D. Understands the theory of networking. 1E. Understands database management concepts. Performance Indicators: The competent business, marketing, and computer education teacher 1F. Designs, codes, enters, runs, and debugs computer programs. 1G. Differentiates among generations of programming languages. 1H. Analyzes the impact of computers on society and the environment. 1I. Configures, installs, and upgrades computer systems. 1J. Installs, upgrades, and customizes application software. 1K. Diagnoses and solves problems with various types of operating systems. 1L. Compares and contrasts network topologies. 1M. Plans and designs communication systems. 1N. Applies knowledge of protocol standards to solve connectivity problems. 1O. Creates, edits, adds, and deletes records using database management software. 1P. Performs queries and create reports using database management software. Illinois Content-Area Standards Business Computer Programming 50

57 DANCE CONTENT-AREA STANDARDS STANDARD 1 The competent dance teacher possesses knowledge of the basic vocabulary of dance including elements, organizational principles, expressive qualities, processes, and body and mind as the primary tool for dance. Knowledge Indicators: The competent dance teacher 1A. Understands elements of dance - body (actions, shapes and relationships), space (level, direction, pathway, and range); time (tempo, rhythm, and beat); and movement quality, e.g., the way energy factors (flow, weight, time, and spatial attitude) are combined. 1B. Understands organizational principles-repetition, contrast, sequence, variety, rhythm, transition, balance, unity, harmony, and climax. 1C. Understands expressive qualities - emotion, mood, and dynamics. 1D. Understands processes - creating, (improvising, exploring, composing, choreographing), performing, responding. 1E. Understands body and mind as primary tools for dance. Performance Indicators: The competent dance teacher 1F. Defines the basic vocabulary of dance. 1G. Analyzes and evaluates dance events using the basic vocabulary of dance. 1H. Describes how the body and mind are used as tools for dance. STANDARD 2 The competent dance teacher possesses the knowledge and skills needed to create dance using the organizational principles, processes and structures of dance (choreography). Knowledge Indicators: The competent dance teacher 2A. Understands organizational principles - repetition, contrast, sequence, variety, rhythm, transition, balance, unity, harmony, and climax. 2B. Understands choreographic processes - reordering, chance, exploring, improvising, perceiving, and analyzing. 2C. Understands structures - (choreographic forms) AB, ABA, rondo, canon, theme and variation, call and response, and narrative. Performance Indicators: The competent dance teacher 2D. Identifies and describes organizational principles of dance. 2E. Describes processes to consider in choreography. 2F. Describes choreographic forms. STANDARD 3 The competent dance teacher possesses the knowledge and skills needed to perform dance expressively and with technical accuracy within the school setting. Knowledge Indicators: The competent dance teacher 3A. Understands performance techniques from various dance styles and forms (e.g., ballet, modern, jazz, tap, folk, and social). Illinois Content-Area Standards Dance 51

58 3B. Understands major skeletal structures and proper alignment; basic principles of kinesiology and movement analysis; common dance injuries and injury prevention. Performance Indicators: The competent dance teacher 3C. Demonstrates use of movement elements, expressive qualities, and technical proficiency in performing dance. 3D. Identifies and describes performance techniques from various dance styles and forms. 3E. Applies basic principles of kinesiology to analyze types of movement. 3F. Describes common types and causes of dance injuries and methods for injury prevention. STANDARD 4 The competent dance teacher possesses the knowledge needed to produce dance. Knowledge Indicators: The competent dance teacher 4A. Understands the ways the design elements (scenery, costumes, lighting, props), modern media, and technologies enhance dance. 4B. Understands careers related to the production of dance. Performance Indicators: The competent dance teacher 4C. Describes ways the design elements (scenery, costumes, lighting, and props), modern media, and technologies enhance dance. 4D. Describes the careers related to the production of dance. STANDARD 5 The competent dance teacher understands and analyzes the role of dance within a variety of cultures and from different historical periods. Knowledge Indicators: The competent dance teacher 5A. Understands how dance shapes and reflects ideas, issues or themes in a variety of cultures. 5B. Understands how technology and societal changes have influenced dance. Performance Indicators: The competent dance teacher 5C. Describes the role and function of dance and movement in various cultures from different historical periods (e.g., ritual, celebration). 5D. Describes important influences, developments and innovations in the history of various dance styles and forms. STANDARD 6 The competent dance teacher is able to relate knowledge and skills within and across the arts. Knowledge Indicators: The competent dance teacher 6A. Understands the function of dance as an art form. 6B. Understands the relationship of dance to other art forms. 6C. Understands the relationship of dance to other subject areas. Illinois Content-Area Standards Dance 52

59 Performance Indicators: The competent dance teacher 6D. Describes the functions of dance as an art form. 6E. Describes the relationship of dance to other art forms. 6F. Integrates dance with other subject areas. STANDARD 7 The competent dance teacher understands and is able to apply pedagogical knowledge and skills appropriate to the teaching of dance in a school setting. Knowledge Indicators: The competent dance teacher 7A. Understands child development and the psychological principles of learning. 7B. Understands current age-appropriate methods and materials in all fields and levels of dance education. 7C. Understands the need for continuing study, self-evaluation and professional growth. Performance Indicators: The competent dance teacher 7D. Articulates logical rationale for the role of dance in the school curriculum, including philosophical and social foundations for dance education. 7E. Develops age- and needs-appropriate learning experiences, applies techniques for assessing student aptitudes and skills, and integrates dance with other art forms/subject areas. 7F. Sets personal goals and standards for improvement. Illinois Content-Area Standards Dance 53

60 DRAMA/THEATRE ARTS CONTENT-AREA STANDARDS STANDARD 1 The competent drama/theatre arts teacher possesses knowledge of the basic vocabulary of theatre including elements, processes and tools. Knowledge Indicators: The competent drama/theatre arts teacher 1A. Understands the sensory elements, organizational principles and expressive qualities of drama/theatre: sensory elements - movement, and sound spectacle organizational principles - plot and conflict, setting, character, language, rhythm and unity expressive qualities - emotion, mood, ideas and dynamics. 1B. Understands artistic process of drama/theatre: comprehension - perceiving and responding translation - imaging and creating performance - communicating and evaluating. 1C. Understands tools of drama/theatre: body, voice, and mind. 1D. Understands support tools in drama/theatre: costume, set, lights, props, makeup, and sound. Performance Indicators: The competent drama/theatre arts teacher 1E. Identifies and applies elements, processes and tools within story making, improvisation and pantomime. 1F. Identifies and applies the elements, processes and tools within acting. 1G. Identifies and applies the elements, processes and tools within directing. 1H. Identifies and applies the elements, processes and tools within designing and craft. 1I. Identifies and applies the elements, processes and tools within playwriting. STANDARD 2 The competent drama/theatre arts teacher possesses knowledge and skills needed to create the informal and formal processes utilizing elements of Theatre. Knowledge Indicators: The competent drama/theatre arts teacher 2A. Understands voice production. 2B. Understands the principles of acting. 2C. Understands the principles of improvisation and pantomime. 2D. Understands creative drama, process drama, and story making. 2E. Understands the expressive qualities of mood, emotion and ideas in a dramatic performance and production. Performance Indicators: The competent drama/theatre arts teacher 2F. Analyzes the development of voice and movement techniques. 2G. Applies voice techniques. 2H. Analyzes and applies characterization techniques and procedures. 2I. Analyzes and applies the principles of improvisation and pantomime. 2J. Applies creative and process drama and story-making techniques. 2K. Identifies factors and techniques in writing, selecting and plays for performance. 2L. Analyzes and applies the use of sensory elements in dramatic performance and production. 2M. Analyzes and applies skills and techniques used in movement and stage blocking. Illinois Content-Area Standards Drama/Theatre 54

61 STANDARD 3 The competent drama/theatre arts teacher possesses knowledge and skills needed to perform theatre within the given educational drama setting. Knowledge Indicators: The competent drama/theatre arts teacher 3A. Understands the principles of design in a technical production. 3B. Understands theatre facilities and their characteristics. 3C. Understands directing techniques and procedures. 3D. Understands principles and techniques of auditioning, casting, and crew selection. 3E. Understands theatre auditorium and management skills and concerns. 3F. Understands appropriate safety procedures and relevant legal requirements in a theatrical setting. Performance Indicators: The competent drama/theatre arts teacher 3G. Applies directing skills in stage movement and blocking. 3H. Applies actor-coaching skills. 3I. Applies oral interpretation skills. 3J. Applies skills in designing and constructing scenery. 3K. Applies skills and techniques in theatrical lighting and sound. 3L. Applies make-up skills and procedures. 3M. Applies costuming skills and procedures. 3N. Analyzes dramatic material for a theatrical production. STANDARD 4 The competent drama/theatre arts teacher possesses knowledge and skills needed to evaluate theatre using theatrical assessment criteria. Knowledge Indicators: The competent drama/theatre arts teacher 4A. Understands the evaluation of student theatrical performance. 4B. Understands specialized theatre arts instruction. 4C. Understands professional resources for theatre arts. 4D. Understands an ability to assess and interpret student theatrical performance. Performance Indicators: The competent drama/theatre arts teacher 4E. Designs assessment strategies appropriate for specialized theatre arts instruction. 4F. Identifies and uses professional resources for theatre arts. STANDARD 5 The competent drama/theatre arts teacher understands and analyzes the role of theatre and dramatic literature within a culture. Knowledge Indicators: The competent drama/theatre arts teacher 5A. Understands the basic principles of theatre. 5B. Understands theatre and drama criticism. Illinois Content-Area Standards Drama/Theatre 55

62 Performance Indicators: The competent drama/theatre arts teacher 5C. Analyzes the organizational principles of dramatic literature. 5D. Identifies types of dramatic literature. 5E. Analyzes the use of literary techniques in dramatic literature. STANDARD 6 The competent drama/theatre arts teacher understands and analyzes the developments in and distinguishing characteristics of historical and contemporary theatrical works by style and period in a variety of cultures. Knowledge Indicators: The competent drama/theatre arts teacher 6A. Understands the distinguishing characteristics of period and style found throughout the historical development of drama in a variety of cultures. 6B. Understands the historical development of theatrical performance and production. Performance Indicators: The competent drama/theatre arts teacher 6C. Analyzes the historical development of drama through characteristics of period and style. 6D. Analyzes the historical development of theatrical performance and production. STANDARD 7 The competent drama/theatre arts teacher understands and analyzes major works and playwrights from historical and contemporary periods within a variety of cultures. Knowledge Indicators: The competent drama/theatre arts teacher 7A. Understands Theatre of the Classical Greek and Roman periods. 7B. Understands Theatre of the Medieval, Elizabethan, and Jacobean periods. 7C. Understands Theatre of the Renaissance. 7D. Understands Theatre from the Restoration through E. Understands Theatre of the Nineteenth and Twentieth centuries. 7F. Understands Contemporary American and World theatre. 7G. Understands theatrical traditions and dramatic literature of Asia, the Middle East, Africa and Latin America. Performance Indicators: The competent drama/theatre arts teacher 7H. Analyzes the historical development of drama. 7I. Identifies the major works of playwrights throughout the historical development of drama. 7J. Analyzes the historical development of theatrical performance and production. 7K. Analyzes how the functions of theatre shape and reflect ideas, issues, or themes in a variety of cultures. STANDARD 8 The competent drama/theatre arts teacher is able to relate knowledge and skills within and across the arts. Knowledge Indicators: The competent drama/theatre arts teacher 8A. Understands the function of theatre as an art form. Illinois Content-Area Standards Drama/Theatre 56

63 8B. Understands the relationship of theatre to other art forms. 8C. Understands the relationship of theatre to other subject areas. Performance Indicators: The competent drama/theatre arts teacher 8D. Analyzes the function of theatre as an art form. 8E. Analyzes the relationship of theatre to other art forms. 8F. Identifies ways to integrate theatre with other subject areas. STANDARD 9 The competent drama/theatre arts teacher understands and is able to apply pedagogical knowledge and skills appropriate to the teaching of the fine arts. Knowledge Indicators: The competent drama/theatre arts teacher 9A. Understands child development and the psychological principles of learning as they apply to drama/theatre education. 9B. Understands current age-appropriate and special needs methods and materials in all fields and levels of drama/theatre education. 9C. Understands the need for continuing study, self-evaluation and professional growth. Performance Indicators: The competent drama/theatre arts teacher 9D. Articulates logical rationale for the role of drama/theatre in the school curriculum, including philosophical and social foundations for drama/theatre education. 9E. Identifies and applies techniques for assessing student backgrounds, aptitudes, skills, interests, and special needs appropriate to a school drama/theatre program. 9F. Develops age-appropriate learning experiences to meet assessed needs. 9G. Identifies and applies teaching methods for integrating drama/theatre with other art forms and other subject areas at age-appropriate levels. 9H. Identifies and applies technology appropriate for a school drama/theatre program at age-appropriate levels. These standards are aligned with the Illinois Learning Standards; the Illinois Teaching Standards for Fine Arts, National Evaluation Systems, Inc.; and the National Teaching Standards for Theatre. Illinois Content-Area Standards Drama/Theatre 57

64 ENGLISH LANGUAGE ARTS CONTENT-AREA STANDARDS STANDARD 1 The competent English language arts teacher understands and uses good pedagogical skills. Knowledge Indicators: The competent English language arts teacher 1A. Understands how to design, select, modify, and evaluate materials that reflect curriculum goals, current knowledge, and the interests, motivation, and needs of individual learners. 1B. Understands and is sensitive to the diversity that exists among learners and how differences influence reading, learning, and communicating. 1C. Understands cultural, linguistic, and ethnic diversity and recognizes the positive contributions of diversity. 1D. Understands the role of motivation and interest in learning to read. 1E. Understands the influence of school programs (e.g., remedial, gifted, tracking) on student's learning. 1F. Recognizes and understands that assessment must take into account the complex nature of reading, writing, and language and must be based on a range of authentic literacy tasks using a variety of texts and resources. 1G. Recognizes and understands the importance of aligning assessment with curriculum and instruction. 1H. Recognizes and understands the importance of technological resources in teaching and learning. Performance Indicators: The competent English language arts teacher 1I. Promotes the development of a literate environment that fosters interest and growth in all aspects of literacy. 1J. Models reading aloud. 1K. Models good grammar and appropriate sentence construction in both oral and written communication. 1L. Practices effective listening techniques. 1M. Provides students with appropriate and constructive evaluation and feedback. 1N. Uses a variety of instructional strategies and devices to be inclusive of all learners' needs. 1O. Promotes interdisciplinary relevancy. 1P. Uses literature and instructional materials relative to all disciplines in appropriate fictional and non-fictional contexts. 1Q. Models sensitivity to the cultural, linguistic, and ethnic diversity of all learners. 1R. Uses technological resources to enhance teaching and learning. STANDARD 2 The competent English language arts teacher understands the nature of reading, how it develops, and the implications of its many uses for instructional programs. Knowledge Indicators: The competent English language arts teacher 2A. Knows that literacy is a lifelong activity that enables personal fulfillment and successful functioning in society, including participation as a citizen. 2B. Understands, respects, and values cultural, linguistic, and ethnic diversity and their relationship to learning to read. 2C. Understands reading as a process of constructing meaning through the interaction of the reader's existing knowledge and experience, the information suggested by written language, and the context of the reading situation. Illinois Content-Area Standards English Language Arts 58

65 2D. Understands the roles of motivation and interest in learning to read. 2E. Understands language development, cognition, and learning as applied to reading development. 2F. Understands the role that various language components play in reading development, including knowing about the phonemic (sounds of the language), morphemic (words and meaningful parts of words), semantic (meaning), syntactic (sentence structure), and pragmatic (how language works in a social context) components of language. 2G. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking) and knows how to provide opportunities to integrate these through instruction. 2H. Understands the importance of using reading and writing in all content areas including social studies, mathematics, and science. 2I. Understands emergent literacy and home and school experiences that support it. STANDARD 3 The competent English language arts teacher knows the benefits and limitations of various materials and selects and uses these materials appropriately. Knowledge Indicators: The competent English language arts teacher 3A. Knows a variety of materials that can be used for teaching reading, including trade books (both fiction and nonfiction), commercial basals or anthologies, magazines, predictable and decodable texts, and electronic media. 3B. Knows how to create, organize, and use a classroom library. Performance Indicators: The competent English language arts teacher 3C. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 3D. Uses students' interests, knowledge and experiences, cultural backgrounds, and developmental levels as the basis for selecting materials. 3E. Selects and uses quality technological materials as a resource for reading and learning (CD-ROM, Internet, etc.). STANDARD 4 The competent English language arts teacher uses and extends oral language to develop reading. Knowledge Indicators: The competent English language arts teacher 4A. Understands similarities and differences in oral and written language learning. 4B. Is aware of students' dialects and language differences and understands the implications of these differences in teaching children to read standard English. 4C. Knows how oral language activities can be used effectively to teach reading. 4D. Knows a variety of approaches to develop and assess phonemic awareness including activities that encourage rhyming and the blending, manipulation, and segmentation of phonemes. Performance Indicators: The competent English language arts teacher 4E. Provides oral language experiences that extend language growth and support reading development. 4F. Engages students in various types of discussion and talks about texts that are read to them. 4G. Engages students in readers' theater, choral reading, and other oral language activities that are related to reading. Illinois Content-Area Standards English Language Arts 59

66 STANDARD 5 The competent English language arts teacher plans, teaches, and assesses student knowledge in multiple areas of word identification. Knowledge Indicators: The competent English language arts teacher 5A. Recognizes the types of words that should be learned as sight words and is aware of various lists of sight words. 5B. Knows the common letter-sound correspondences and English spelling patterns. 5C. Knows the organization of phonics instruction. 5D. Knows how to teach basic concepts of print (where to begin reading on a page and that print refers to speech, directionality, text format, concept of word, punctuation, etc.). 5E. Knows how to teach the letters of the alphabet. 5F. Knows ways to teach sight vocabulary effectively. 5G. Knows ways to teach phonics effectively, including word analogies, word sorting, and systematic explicit instruction. 5H. Knows how spelling and phonics relate and how to use children's writing to stimulate phonics learning and to evaluate its progress. Performance Indicators: The competent English language arts teacher 5I. Assesses emergent reading abilities including phonemic awareness, concepts of print, and letter knowledge. 5J. Assesses students' sight word knowledge. 5K. Encourages students to use phonics knowledge together with context to help figure out unknown words. 5L. Teaches students to use common affixes to aid word identification. STANDARD 6 The competent English language arts teacher plans, teaches, and assesses lessons to enhance reading fluency. Knowledge Indicators: The competent English language arts teacher 6A. Knows that oral reading fluency requires accuracy, speed, and expression and understands its role in reading development. 6B. Understands the relationship between oral and silent reading. 6C. Knows how to use predictable books, poetry, and songs as the basis for early fluency development. Performance Indicators: The competent English language arts teacher 6D. Responds to dialect differences or developmental speech problems in oral reading. 6E. Reads to students in ways that support fluency development. 6F. Encourages independent reading by students. 6G. Uses strategies for developing fluency, including shared reading, choral reading, repeated reading, and dramatization. 6H. Assesses students' fluency by listening to them read. Illinois Content-Area Standards English Language Arts 60

67 STANDARD 7 The competent English language arts teacher knows how to plan and teach effective vocabulary (knowledge of word meanings) lessons and how to encourage the types of reading likely to stimulate progress in vocabulary learning. Knowledge Indicators: The competent English language arts teacher 7A. Understands the role of vocabulary in reading comprehension and learning from text in subject areas. 7B. Knows how to use technology to enhance and encourage vocabulary skills. Performance Indicators: The competent English language arts teacher 7C. Uses teacher reading effectively to build new vocabulary knowledge. 7D. Engages students in word play, games, and dramatization activities that teach word meanings. 7E. Develops knowledge of concepts and knowledge of words and recognizes when each would be appropriate. 7F. Teaches students to use context and reference materials for the learning of word meanings. 7G. Teaches the meanings of common word structures (affixes, prefixes, and common roots). 7H. Teaches students to define words in a variety of ways, including categories, synonyms, antonyms, definitions, contexts, pictorial representations, and analogies. 7I. Teaches students to develop connections or relationships among words, contexts, and personal experiences. 7J. Teaches students to review vocabulary to increase retention. 7K. Encourages both a breadth and depth of reading experiences to build new vocabulary. STANDARD 8 The competent English language arts teacher plans and teaches lessons that support and extend students' comprehension abilities with a variety of materials, and assesses student reading comprehension. Knowledge Indicators: The competent English language arts teacher 8A. Knows the relationship between listening comprehension and reading comprehension. 8B. Knows how types of questions affect reading comprehension and how they can be used to promote comprehension and learning. 8C. Recognizes the types of questions and levels of understanding expected in different subject areas. 8D. Knows how different types of questions affect comprehension and how they can be used to promote comprehension and learning. Performance Indicators: The competent English language arts teacher 8E. Encourages students to respond personally to literary and informational materials and helps them to connect their prior knowledge and experiences to text. 8F. Plans and teaches guided reading lessons that model and guide student use of comprehension strategies before, during, and after text reading. 8G. Encourages a variety of student responses to text, including dramatization, art, discussion, and multi-media presentation. 8H. Teaches students to use a variety of book features (such as table of contents and index), and organizational patterns common to information text to improve understanding and recall of text. 8I. Plans and teaches lessons on how to preview and prepare to read a text effectively. 8J. Plans and teaches lessons on how to monitor comprehension and how to correct confusions and misunderstandings that arise during reading. Illinois Content-Area Standards English Language Arts 61

68 8K. Plans and teaches lessons that enable students to summarize, analyze critically, evaluate, and synthesize information read. 8L. Plans and teaches units that require students to conduct research or inquiry using multiple texts and other sources of information. 8M. Encourages students to write about what they read in order to improve understanding. 8N. Teaches students to identify a variety of literary elements to enhance comprehension. STANDARD 9 The competent English language arts teacher knows that all instruction should be based upon an assessment of students' current knowledge and abilities. Knowledge Indicators: The competent English language arts teacher 9A. Understands the use of standardized and informal reading assessments, including on-going observations. 9B. Knows how to conduct a parent interview to gain the parent's perspective on the child's reading development. 9C. Understands the implications of cultural, linguistic and ethnic differences for interpretation of assessments. 9D. Recognizes technological resources appropriate to student knowledge and ability. Performance Indicators: The competent English language arts teacher 9E. Determines students' independent, instructional and frustration reading levels. 9F. Interprets appropriately the results of standardized reading tests, including the state assessment. 9G. Provides continuous monitoring of student progress through observations, work samples, and various informal assessments. 9H. Assesses students' reading attitudes, motivation, and interest through observations and other informal means. 9I. Utilizes assessment information to plan instruction. 9J. Encourages and supports student self-evaluation of reading ability. STANDARD 10 The competent English language arts teacher plans, organizes, and manages reading instruction to create a positive environment that encourages independent reading. Knowledge Indicators: The competent English language arts teacher 10A. Knows ways to encourage independent reading. 10B. Knows ways to involve parents and communicates with them. 10C. Knows how or when technology can contribute to a positive learning environment. 10D. Recognizes when a student's reading problems justify referral to various special services, and initiates referral. Performance Indicators: The competent English language arts teacher 10E. Establishes a physical environment appropriate for the instructional strategies being used. 10F. Plans lessons that provide sufficient instructional time for all aspects of reading development, and that are sufficiently varied to support student attention. 10G. Differentiates instruction to meet students' varying needs. 10H. Organizes students effectively by reading abilities and interests. 10I. Uses cooperative grouping techniques. 10J. Establishes a positive literacy environment that encourages interest and learning, and that highlights student work and progress. Illinois Content-Area Standards English Language Arts 62

69 10K. Engages parents in the educational process within and outside the classroom. 10L. Summarizes evaluative information about children's learning and communicates it effectively to parents. 10M. Assigns appropriate homework that supports reading growth. 10N. Models independent reading. STANDARD 11 The competent English language arts teacher understands, models, and teaches how writers convey meaning through literary elements and techniques in a variety of genres and media. Knowledge Indicators: The competent English language arts teacher 11A. Identifies characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, myths, biographies, autobiographies, essays, poetry, folk tales, legends, fiction, nonfiction, fantasy, documentaries). 11B. Identifies literary elements including character, plot, setting, theme, conflict, resolution, climax, and mood and explains their influence on the effectiveness of the literary piece. 11C. Identifies point of view in a literary text (e.g., distinguishes between first and third person) and explains its effect on the reader. 11D. Identifies and explains ways that an author uses language structure, literary form, word choice style, and format to convey the author's viewpoint and to elicit an emotional response from the reader. 11E. Identifies and describes a variety of literary techniques and devices (e.g., figurative language, allusion, foreshadowing, flashback, suspense, dialogue, description, word choice, dialect, characterization, narration, symbolism) in classic and contemporary literature representing a variety of genres and media. Performance Indicators: The competent English language arts teacher 11F. Demonstrates competence in general skills and strategies for reading literature. 11G. Formulates inferences and conclusions about story elements (e.g., main and subordinate characters, setting, theme, missing details). 11H. Analyzes complex elements of plot (e.g., conflict and resolution). 11I. Analyzes devices used to develop characters in a variety of literary texts and genre (e.g., character traits, motivations, changes, and stereotypes). 11J. Analyzes and evaluates the development of form (e.g., short stories, essays, speeches, poetry, plays, novels), style, and point of view and their purpose in American, British and world literature. 11K. Analyzes a variety of literary techniques, devices, and structures (e.g., figurative language, allusion, foreshadowing, flashback, suspense, dialogue, description, word choice, images, dialect, characterization, narration, symbolism, and stream of consciousness) in classic and contemporary literature representing a variety of genres and media. STANDARD 12 The competent English language arts teacher reads and interprets a variety of literary works and genres. Knowledge Indicators: The competent English language arts teacher 12A. Identifies and explains the defining characteristics of a variety of literary forms and genres (e.g., short stories, novels, drama, fables, myths, biographies, autobiographies, essays, poetry, folk tales, legends, fiction, nonfiction, fantasy, documentaries). 12B. Recognizes the importance of using a wide variety of print and electronic materials throughout the curriculum, including high-quality child/adolescent literature and diverse expository materials appropriate to the age and developmental level of the learners. Illinois Content-Area Standards English Language Arts 63

70 12C. Identifies recurring themes across literary works from a variety of eras, cultures, traditions and genres. 12D. Recognizes the value of reading aloud to learners using a variety of genres. 12E. Recognizes the importance of providing time for reading of extended text for authentic purposes. 12F. Recognizes that literature can be a means for transmitting moral and cultural values within a community. 12G. Recognizes that people experience varying responses to literature. Performance Indicators: The competent English language arts teacher 12H. Demonstrates a familiarity with selected literary works of enduring quality. 12I. Analyzes and expresses an interpretation of literary work from a variety of eras, cultures, traditions, and genres. 12J. Selects literature appropriate to the level and interests of the student. 12K. Creates a literature-rich environment. 12L. Provides opportunities for students to be exposed to various purposes for reading. 12M. Critiques ideas and impressions generated by oral, visual, written, and electronic materials. 12N. Models reading aloud from a variety of genres to demonstrate appropriate interpretation and appreciation. 12O. Models and teaches students to apply reading skills and strategies to analyze, comprehend, and appreciate a variety of literary genres (e.g., short stories, novels, drama, fables, myths, biographies, autobiographies, essays, poetry, folk tales, legends, fiction, nonfiction, fantasy, documentaries). 12P. Models and teaches students how to draw on prior experience, interaction with other readers and writers, word-identification strategies, knowledge of word meaning, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics) to better understand literature and electronic media. 12Q. Models and teaches students to respond to literary material by making inferences; drawing conclusions; making comparisons from personal, creative, and critical points of view; and sharing responses with peers. 12R. Models and teaches students to respond to and interpret what they read in a constructive or transactional process. 12S. Models and provides opportunities for students to read a wide variety of literature from many periods and genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 12T. Designs and demonstrates a variety of examples and multiple learning activities to teach students to identify, explain, compare and contrast common literary themes across various societies, eras, and genres and to identify recurring themes across literary works. 12U. Models and teaches students to understand and relate literary works and their elements (characters, theme, setting, plot, conflict, and resolution) to current and historical events, people, perspectives, and personal experiences. 12V. Analyzes form, content, purpose, and major themes of American, British, and world literature in their historical perspectives. 12W. Applies knowledge gained from literature as a means of understanding contemporary and historical economic, social, and political issues and perspectives. STANDARD 13 The competent English language arts teacher understands, models, and teaches recognition of rhetorical sensibilities within the writing process. Knowledge Indicators: The competent English language arts teacher 13A. Recognizes that different writing situations, as determined by varying purposes and audiences, call for different forms, organizational strategies, styles, formats, rules of evidence, and composing processes. 13B. Recognizes various response strategies for helping students revise texts for appropriateness in a variety of rhetorical situations. Illinois Content-Area Standards English Language Arts 64

71 13C. Understands how to compose writing assignments that challenge students to practice writing for a variety of rhetorical situations. 13D. Understands how technology may be used to enhance written documents for various and specific rhetorical situations. Performance Indicators: The competent English language arts teacher 13E. Models and teaches analysis of various and specific rhetorical situations. 13F. Models and teaches writing processes for a variety of writing modes (e.g., narrative, expository, and persuasive). 13G. Enables students to write for real or potentially real situations and audiences that dictate a variety of rhetorical analyses. STANDARD 14 The competent English language arts teacher understands, models, and teaches prewriting strategies necessary for the student to meet a variety of rhetorical situations. Knowledge Indicators: The competent English language arts teacher 14A. Understands the importance and value of prewriting as a component in the writing process. 14B. Recognizes that different writing situations, as determined by varying purpose and audiences, call for different prewriting strategies. 14C. Recognizes that learning styles of individual students are variable factors in using prewriting strategies within the writing process. 14D. Understands how to compose writing assignments that challenge students to practice a variety of prewriting strategies. 14E. Understands the role of precomposition in creating computer-generated documents. Performance Indicators: The competent English language arts teacher 14F. Explains and reinforces the importance of prewriting as a component in the writing process. 14G. Explains the importance of precomposition in creating computer-generated documents. 14H. Models and teaches a variety of prewriting strategies as a means of generating and organizing ideas within the writing process (e.g., mapping, listing, outlining, and drafting). 14I. Enables students to analyze learning styles and rhetorical situations and apply appropriate prewriting strategies. STANDARD 15 The competent English language arts teacher understands, models, and teaches strategies within the writing process that enable students to progress from prewriting to drafting documents for various and specific rhetorical situations. Knowledge Indicators: The competent English language arts teacher 15A. Understands that drafting is an important, recursive component in the writing process. 15B. Commands knowledge of spelling and grammar conventions (e.g., capitalization, punctuation, appropriate use of the eight parts of speech, syntax, diction). 15C. Understands the elements of composition (e.g., thesis development, focus, organization, support and elaboration, paragraph unity, and coherence). 15D. Understands how to compose writing assignments that provide opportunities to practice drafting documents. 15E. Understands conference techniques that assist students with the drafting of documents. Illinois Content-Area Standards English Language Arts 65

72 Performance Indicators: The competent English language arts teacher 15F. Explains and reinforces the recursive nature of drafting within the writing process. 15G. Models and teaches the elements of composition in a variety of rhetorical situations (e.g., short stories, essays, letters, and reports). 15H. Models and teaches strategies that enable students to spell high frequency words accurately. 15I. Enables students to write complete sentences and effective paragraphs using standard English conventions. 15J. Models and teaches the use of modifiers to expand ideas, transitions to produce an effective control of language and ideas, and effective paragraph organization. 15K. Enables students to write multi-paragraph documents that convey ideas and information in a clear and concise style. 15L. Enables students to discover and improve a distinct voice in their writing. 15M. Conferences with students to help them with the drafting of written documents. 15N. Enables students to use technology to facilitate recursive drafting of composition. STANDARD 16 The competent English language arts teacher understands, models, and teaches strategies within the writing process that enable students to revise drafts of documents written for a variety of rhetorical situations. Knowledge Indicators: The competent English language arts teacher 16A. Understands the importance and value of revision as a recursive component of the writing process. 16B. Understands that English conventions, style, diction, voice, and rhetorical situation drive the revision component of the writing process. 16C. Commands knowledge of revision strategies appropriate to a variety of writing modes and rhetorical situations. 16D. Understands how to compose writing assignments that provide practice of revision techniques. Performance Indicators: The competent English language arts teacher 16E. Explains and reinforces the value of revision as an important, recursive component in the writing process. 16F. Models and teaches revision strategies affecting diction, syntax, transitions, organization, and point of view. 16G. Models and teaches revision strategies affecting paragraph coherence and organization. 16H. Models and teaches revision strategies addressing various and specific rhetorical situations. 16I. Models and teaches revision strategies using contemporary technology. STANDARD 17 The competent English language arts teacher understands, models, and teaches proofreading and editing techniques for documents that address various and specific rhetorical situations. Knowledge Indicators: The competent English language arts teacher 17A. Understands the importance and value of editing as a component in the writing process. 17B. Commands an understanding of standard English conventions including grammar, semantics, syntax, morphology, and phonology. 17C. Understands the application of language structure and conventions in the critiquing and editing of written documents. 17D. Commands an array of strategies used to comprehend, interpret, and evaluate written documents. Illinois Content-Area Standards English Language Arts 66

73 17E. Understands the value and practice of self-editing and peer editing as strategies within the writing process. 17F. Understands how to compose writing assignments to provide students practice in editing techniques with a variety of documents. Performance Indicators: The competent English language arts teacher 17G. Explains and emphasizes editing as an important component in the writing process. 17H. Models and teaches proofreading and editing techniques for standard English conventions, clarity, and style in various and specific rhetorical situations. 17I. Models and teaches evaluation and makes recommendations for effectiveness of written documents using a variety of writing modes (e.g., self-editing and peer editing). 17J. Models and teaches editing techniques using contemporary technology. STANDARD 18 The competent English language arts teacher understands, models, and teaches the preparation of written documents for publication. Knowledge Indicators: The competent English language arts teacher 18A. Understands the importance and value of publishing as an integral component of the writing process. 18B. Understands the importance of providing hands-on experience with the technology required for preparing documents for publication. 18C. Understands specific formats required for publishing a variety of written documents for variable and specific rhetorical situations. 18D. Commands the technological awareness necessary to produce written documents suitable for submission or publication. Performance Indicators: The competent English language arts teacher 18E. Explains and emphasizes the importance of preparing documents for submission or publication. 18F. Models and teaches text formats appropriate for submitting and publishing written documents. 18G. Models and teaches the use of contemporary technology to produce documents of publication quality. 18H. Enables students to produce grammatically correct documents using standard manuscript specifications for a variety of rhetorical situations. 18I. Provides students the opportunity to publish their written documents. STANDARD 19 The competent English language arts teacher recognizes the components of the communication process and understands the importance of effective communication in the classroom. Knowledge Indicators: The competent English language arts teacher 19A. Understands the communication process (speaker, listener, message, medium, feedback, and noise). 19B. Understands audience analysis. 19C. Knows the differences among oral, written, and electronic communication processes. 19D. Knows the role of feedback in communication. 19E. Knows the relationship between nonverbal and verbal communication. 19F. Knows different purposes for communicating. 19G. Understands the shared responsibilities of speakers and listeners. 19H. Understands stated and implied meanings of a message. Illinois Content-Area Standards English Language Arts 67

74 Performance Indicators: The competent English language arts teacher 19I. Models and teaches vocal qualities (pitch, rate, tone, volume, etc.) and nonverbal cues to create and interpret meaning. 19J. Models and teaches audience analysis to adapt message and communication behaviors to the audience and situation. 19K. Demonstrates and teaches the ability to focus attention on a speaker's message. 19L. Models and teaches appropriate and effective feedback. 19M. Models and teaches listening behaviors to accommodate the listening situation. 19N. Models and teaches differences among oral, written, and electronic communication. STANDARD 20 The competent English language arts teacher understands the influence presented by people, their relationship to each other, and the ability to adapt their communications to the needs of their constituencies and the situations or settings in which they communicate. Knowledge Indicators: The competent English language arts teacher 20A. Understands the importance of adapting communication to the situation and setting. 20B. Understands strategies for appropriate and effective small-group communication, including components and group variables (roles, norms, and leadership). 20C. Understands the influence of context on communication. 20D. Knows the delivery types, their use, and impacts. 20E. Knows a variety of organizational formats appropriate for different speaking situations. 20F. Knows questioning skills for interviewing and gathering first-hand information. 20G. Knows problem-solving strategies that can be used in group situations. 20H. Knows how to use electronic media for effective communication. Performance Indicators: The competent English language arts teacher 20I. Models and teaches how to organize appropriate and effective messages to support a clearly stated thesis. 20J. Models and teaches how to adapt messages to fit the audience. 20K. Models and teaches selection of appropriate and effective supporting material considering topic, audience, occasion, and purpose. 20L. Models and teaches appropriate and effective participation in a problem-solving group discussion. 20M. Models and teaches the use of multi-media electronic media and suggests modes of improvement. 20N. Models and teaches effective leadership of group discussion. 20O. Models and teaches uses of electronic messaging and other Internet resources as information resources. 20P. Models and teaches uses of nonverbal techniques to enhance messages in personal, group, and public communication situations. 20Q. Models and teaches how to adapt language for specific audiences and settings. 20R. Models and teaches uses of feedback to improve future communication. STANDARD 21 The competent English language arts teacher understands and is aware of diversity as he/she communicates. Knowledge Indicators: The competent English language arts teacher 21A. Understands the concepts of individual, social and cultural diversity and their impact on communication. Illinois Content-Area Standards English Language Arts 68

75 21B. Knows when others do not understand. 21C. Understands the role of self-concept, disclosure, and conflict in relationships. 21D. Recognizes the importance of diverse individual perceptions in interpersonal relationships. 21E. Understands the role of constructive criticism in interpersonal relationships. 21F. Understands strategies for analyzing audiences, and how to use appropriate strategies in communicating with them. 21G. Understands the difference between supportive and non-supportive audiences. 21H. Knows various problem-solving strategies. Performance Indicators: The competent English language arts teacher 21I. Models and teaches how information about audience members is used to create and deliver messages. 21J. Models and teaches the recognition of and response to cultural and social differences within audiences. 21K. Models and teaches creation and use of messages that are culturally inclusive. 21L. Models and teaches appropriate and effective negotiation skills. 21M. Models and teaches use of constructive criticism. 21N. Models and teaches making adjustments of presentations to promote understanding. STANDARD 22 The competent English language arts teacher knows how to evaluate oral messages on the basis of their purpose, quality, and appropriateness. Knowledge Indicators: The competent English language arts teacher 22A. Knows functions of communication and oral presentations (informing, influencing, relating, imagining, appreciating, and ritualizing). 22B. Understands criteria for selecting content and support for a given communication situation. 22C. Understands criteria (topic, context, and goals) for evaluating the content, organization, and support of communication strategies. 22D. Knows the various types and strengths of supporting materials. Performance Indicators: The competent English language arts teacher 22E. Recognizes appropriately organized and supported presentations in various contexts. 22F. Recognizes appropriate strategies used in a given communication situation according to their function and appropriateness. 22G. Evaluates the short- and long-term effects of speaking by others in various communication contexts. 22H. Evaluates the quality of presentations by applying authoritative criteria. STANDARD 23 The competent English language arts teacher understands the role of communication in relation to ethical issues in a democratic society. Knowledge Indicators: The competent English language arts teacher 23A. Understands the importance of freedom of speech in a democratic society. 23B. Understands the importance of ethical communication. 23C. Knows inclusive language when addressing others. 23D. Understands ethical responsibility to challenge harmful stereotypical or prejudicial communication. 23E. Knows the effects of their communication choices on others. Illinois Content-Area Standards English Language Arts 69

76 Performance Indicators: The competent English language arts teacher 23F. Models and teaches how to communicate in a manner that respects the rights of others. 23G. Models and teaches how to interpret the behaviors of others without making stereotypical or prejudicial judgments. 23H. Models and teaches the importance of accuracy and relevance of material to be quoted. 23I. Models and teaches how to cite sources of evidence accurately. 23J. Models and teaches modification of messages to remove stereotypical and prejudicial language. STANDARD 24 The competent English language arts teacher knows and uses oral messages that inform, clarify, persuade, and/or inspire while respecting differences in listeners' backgrounds. Knowledge Indicators: The competent English language arts teacher 24A. Understands that communication choices should be sensitive to listener's backgrounds. 24B. Understands how verbal and nonverbal messages clarify meaning, organization, and the goals of speaking. Performance Indicators: The competent English language arts teacher 24C. Models and teaches a variety of effective presentations that meet standards of accuracy, timeliness, support, and clarity of explanation. 24D. Models and teaches vivid, clear and concise communication of ideas. 24E. Models and teaches selection of language that is appropriate to the occasion, purpose, audience, and context. 24F. Models and teaches adaptation of messages according to feedback received. 24G. Models and teaches effective and interesting delivery techniques appropriate to the situation. STANDARD 25 The competent English language arts teacher manages or overcomes communication anxiety and helps assist students manage and control their anxiety. Knowledge Indicators: The competent English language arts teacher 25A. Understands that anxiety is a normal response to many communication situations but may vary in impact among various communication contexts. 25B. Knows and understands strategies to help minimize and/or manage communication anxiety. 25C. Understands physiological and psychological reactions to anxiety. 25D. Understands the individual and social factors that may lead to communication anxiety. Performance Indicators: The competent English language arts teacher 25E. Models and teaches strategies that can help alleviate communication anxiety. 25F. Models and teaches how to appear confident while speaking. 25G. Creates experiences for students to address, manage, or overcome their communication anxieties. Illinois Content-Area Standards English Language Arts 70

77 STANDARD 26 The competent English language arts teacher uses appropriate and effective listening skills. Knowledge Indicators: The competent English language arts teacher 26A. Knows various types and purposes of listening. 26B. Understands skills unique to each listening type and purpose. 26C. Understands the listener's role and responsibility in a communication situation. 26D. Understands appropriate and effective listening responses across a variety of communication situations. Performance Indicators: The competent English language arts teacher 26E. Models and teaches skills appropriate to each type and purpose of listening. 26F. Models and teaches how to monitor his or her own listening behaviors. 26G. Demonstrates and teaches attentiveness through verbal and nonverbal behaviors. 26H. Models and teaches questioning, perception checking, summarizing, and paraphrasing to understand a message. 26I. Understands and teaches respect for the rights of others to have opposing viewpoints. 26J. Models and teaches evaluation of his or her own listening behavior. STANDARD 27 The competent English language arts teacher identifies and manages barriers to listening. Knowledge Indicators: The competent English language arts teacher 27A. Knows listening barriers such as bias, close-mindedness, preconceived attitudes, indifference, and emotional involvement in communication situations. 27B. Understands the effects of physical conditions and physiological ability on listening. 27C. Knows the effects of receiver apprehension on listening. Performance Indicators: The competent English language arts teacher 27D. Models and teaches management of internal and external distractions. 27E. Models and teaches validation of others by listening to them. STANDARD 28 The competent English language arts teacher understands how to locate, organize, and use information from resources representing diverse perspectives and transcending a variety of media and modalities. Knowledge Indicators: The competent English language arts teacher 28A. Understands methods of information acquisition including a variety of sources such as books, interviews, CD-ROMs, web sites, library reference materials, etc. 28B. Understands organizational strategies (i.e., graphic organizers, sequencing, notes, etc.) in both print and electronic formats. 28C. Understands practical uses of information from a variety of sources. 28D. Understands how to relate to the needs of a diverse community of learners and various perspectives/approaches of sources. Illinois Content-Area Standards English Language Arts 71

78 28E. Recognizes diversity issues within reference materials, distinguishes among them, and addresses diverse student needs. Performance Indicators: The competent English language arts teacher 28F. Demonstrates and teaches methods to identify, formulate, and answer questions relative to the acquisition of data from a variety of sources relative to a research topic. 28G. Illustrates and teaches the development of a research plan to aid in the solution of problems ranging from personal, to local, to global in nature. 28H. Models and teaches organization and integration of data from a variety of sources in an effective, efficient manner, as with graphic organizers to sequence, prioritize, and plan in both print and electronic formats. 28I. Illustrates and teaches the capacity to relate referenced information cohesively from and within many different genres, concepts, and situations into reports and projects. 28J. Promotes and facilitates appropriate design and development of multi-faceted, student-driven projects based on contemporary issues. 28K. Promotes and provides a climate conducive to a forum that allows for the presentation of a class or individual product to an academic, business, or community audience. 28L. Provides structure and support for the writing of a formal research product, including a thesis statement and synthesis of information in logical sequence. STANDARD 29 The competent English language arts teacher understands the process of discriminating between types of information by analyzing and evaluating that information from a variety of sources and perspectives. Knowledge Indicators: The competent English language arts teacher 29A. Understands methods of analysis, and evaluation of research sources and information gathered from a variety of sources. 29B. Understands appropriate sources from a variety of locations and modalities. 29C. Understands the importance of discriminating between credible primary and secondary sources. 29D. Understands the ethical attributes of responsible research and reporting. 29E. Recognizes credible information that will enable the learner to distinguish between viable and flawed information. Performance Indicators: The competent English language arts teacher 29F. Demonstrates and teaches the ability to select, analyze, and evaluate information and sources that aid in the solution of problems ranging from personal, to local, to global. 29G. Models and teaches the distinction between credible and non-credible research data, sources, and reports using critical analysis of information and sources. 29H. Models and teaches discrimination among sources by evaluating the purpose, credibility, reliability, validity, perspectives of author, and content quality of the source. 29I. Demonstrates and teaches source citation format (i.e., works cited, bibliography) and explains the importance of ethical standards when preparing a research product within any concept, genre, or situation. 29J. Demonstrates and teaches effective and efficient models of research analysis and evaluation using the integration of multiple forms of data. 29K. Promotes and provides for a climate conducive to an honest and open critical analysis and evaluation via self-assessment and student-assessment forum. Illinois Content-Area Standards English Language Arts 72

79 STANDARD 30 The competent English language arts teacher understands the methodology of applying acquired information, concepts, and ideas to communicate in a variety of formats for various purposes and acknowledges the power and potential of print and non-print media in the understanding of contemporary culture. Knowledge Indicators: The competent English language arts teacher 30A. Understands practical application of information within the context of the intended task. 30B. Understands various modalities available for effective communication of documented information including electronic media. 30C. Understands how to synthesize information gathered into letters, stories, reports, or other communicated products. 30D. Recognizes effective communication modes such as research papers, debates, narratives, expositions, and multi-media presentations. 30E. Recognizes critical attributes of effective oral and written communication. 30F. Distinguishes among different communication modalities and ascertains which modality will be most effective for different purposes. 30G. Recognizes proficiency expectations for technology skills such as word processing, Internet access and function, PowerPoint, Hyper Studio, etc. Performance Indicators: The competent English language arts teacher 30H. Demonstrates and teaches the use of print, non-print, human, and technological resources to acquire and use information in the planning, composition, editing, and revision stages of a research product relating to real-life topics. 30I. Provides the opportunity for learners to recognize, acknowledge, and use diversity and related issues within reference materials, modalities, and individual experiences to strengthen and enrich the research product. 30J. Provides the opportunity for learners to support and defend a thesis statement using a variety of sources and expressing varying modalities. 30K. Provides multiple information acquisition and dissemination opportunities for student-designed products with support for oral, visual, and/or electronic formats. 30L. Designs a forum allowing students the opportunity to prepare for and participate in formal debates about contemporary issues using sound research skills. Illinois Content-Area Standards English Language Arts 73

80 ENGLISH AS A NEW LANGUAGE: BILINGUAL/ENGLISH AS A SECOND LANGUAGE CONTENT-AREA STANDARDS STANDARD 1 Content Knowledge The competent ENL (ESL and Bilingual) teacher has a comprehensive command of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building the students' linguistic and cultural diversity. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 1A. Understands main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language. 1B. Understands how students' conceptual frameworks and previous experiences relate to a domain of knowledge and can influence their learning. 1C. Understands the relationship between content-area domains and instruction for ENL learners. 1D. Understands the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-english language (bilingual teacher). 1E. Understands the relationship between proficiency in English and the non-english Language to life and career applications. 1F. Understands the structure of the English language (ESL and bilingual teachers) and the structure of the non-english language (bilingual teachers). Performance Indicators: The competent ENL (ESL and bilingual) teacher 1G. Evaluates teaching resources and curriculum materials for their comprehensibility, inclusivity, accuracy, and appropriateness for students for whom English is a new language. 1H. Uses differing viewpoints, theories, "ways of knowing," methods of inquiry, complexities of language, and choices of language (bilingual teacher) in teaching subject matter concepts. 1I. Engages students in generating and testing knowledge using a variety of methods that are appropriate for students for whom English is a new language. 1J. Designs learning experiences to promote student skills in the use of appropriate technologies in all areas of study. 1K. Anticipates and adjusts instruction to facilitate optimal learning for all students, deliberately attempting to stretch all students and holding them to high expectations. 1L. Uses a variety of instructional strategies, including language scaffolding and various modalities of learning to help students develop in-depth conceptual understanding and applications of subject matter. 1M. Facilitates learning experiences that make connections to English, students' proficiency in two or more languages, other content areas, and to life and career experiences. 1N. Considers the students' native language, prior knowledge, and educational background in the design, planning, and delivery of instruction for ENL learners. 1O. Facilitates students' transfer of knowledge and strategies from one language to another. STANDARD 2 Human Development The competent ENL (ESL and bilingual) teacher understands how individuals grow, develop and learn and provides effective learning opportunities that support the intellectual, social, linguistic, and personal development of all students. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 2A. Understands that the students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language. Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 74

81 2B. Understands factors such as the students' cultures, socioeconomic status, previous experiences, and emotional and cognitive development can influence learning. 2C. Understands that human development, the neural system, and the range of individual variation within each domain are mediated by language and culture. 2D. Understands how the acculturation process affects students' development. 2E. Understands that educational systems vary and that differences in approaches to learning and performance interact with development. 2F. Understands how to include student development factors, and the students' social, cultural and educational backgrounds in order to make appropriate instructional decisions and promote a multicultural school climate. Performance Indicators: The competent ENL (ESL and bilingual) teacher 2G. Analyzes individual and group performance in order to design instruction that meets learners' current needs. 2H. Provides opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural competence and language proficiency in English and the non-english language. 2I. Introduces concepts and principles at different levels of competency, taking into consideration language and culture so that the concepts and principles are meaningful to students at their varying levels of development and need. 2J. Incorporates students' home language and culture in the design, planning and implementation of a multicultural school climate. STANDARD 3 Diversity The competent ENL (ESL and bilingual) teacher understands how students differ in their approaches to learning based on their cultural background and individual experiences and creates instructional opportunities that are adapted to diverse learners. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 3A. Understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Education Act (IDEA) and the Illinois Administrative Code as they pertain to students from culturally diverse backgrounds. 3B. Understands how individual experiences, talents, prior knowledge, language, culture, and family and community values influence student learning. 3C. Understands differences in approaches to learning and performance including different learning styles, multiple intelligences and performance modes. 3D. Understands cultural dynamics and community diversity through a well-grounded framework. 3E. Understands the process of acculturation and the instructional strategies that can be used to facilitate the learning of culture for all students. Performance Indicators: The competent ENL (ESL and bilingual) teacher 3F. Creates a learning community in which individual and cultural differences are respected and celebrated. 3G. Uses multiple cultural perspectives and individual student experiences to inform and enrich instruction. 3H. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for all students based on their individual learning differences or needs. 3I. Seeks and uses information about students' families, culture and communities as a basis for connecting instruction to students' experiences. 3J. Identifies when and how to access appropriate services or resources to assist students with exceptional learning needs. 3K. Uses strategies to mediate cross cultural conflicts and teach collaboration skills to students. Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 75

82 3L. Evaluates and uses appropriate materials that feature multiple perspectives and authentic information and that are free of bias. 3M. Implements instructional experiences that facilitate students' adaptation to U.S. society while validating and maintaining the students' own cultures. STANDARD 4 Planning and Instruction The competent ENL (ESL and bilingual) teacher understands instructional planning and designs instruction based upon knowledge of the discipline, educational materials, technology, diversity of the community, and curriculum goals. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 4A. Understands the Illinois Learning Standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and knows how to incorporate this knowledge in planning and instruction. 4B. Understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity (including linguistic and cultural aspects), and learning theory. 4C. Understands how to take into account the students' language proficiency, interests and career needs in planning instruction. 4D. Understands when and how to adjust plans based on students' responses and other contingencies, such as prior content-area knowledge and English-proficiency level. 4E. Understands how to integrate technology into classroom instruction and student assessment. 4F. Understands how to review and evaluate instructional materials. 4G. Understands that a student's native language is a valuable tool for advancing learning. 4H. Understands how to use the student's native language to advance learning (bilingual teacher). Performance Indicators: The competent ENL (ESL and bilingual) teacher 4I. Establishes high expectations for student learning in content areas, in English (ESL and bilingual teacher) and in the non-english language (bilingual teacher). 4J. Applies principles of scope and sequence when planning curriculum and instruction. 4K. Creates short- and long-term plans to achieve expectations for student learning. 4L. Creates multiple learning activities that allow for variation in student learning styles, performance modes, and students' English language proficiency level. 4M. Incorporates students' multicultural experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences. 4N. Creates approaches to learning that are interdisciplinary and address various modalities of learning. 4O. Develops plans based on student responses and provides for different pathways based on student needs. 4P. Uses teaching resources and materials that are inclusive and non-biased and that have been evaluated for accuracy and usefulness. 4Q. Accesses and uses a wide range of information, instructional technologies, and approaches in assessment and instruction. 4R. Creates the opportunity for meaningful communication that allows students to interact with subject matter while building proficiency in English (ESL and bilingual teachers) and the non-english language (bilingual teachers). 4S. Uses content as a means for language learning and language development. 4T. Creates real world experiences for students. 4U. Provides meaningful classroom experiences that are developmentally appropriate for ENL students who have exceptional needs. Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 76

83 STANDARD 5 Learning Environment The competent ENL (ESL and bilingual) teacher understands the use of individual and group motivation and behavior to establish a caring, inclusive, safe, and linguistically and culturally rich community of learning. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 5A. Understands principles of and strategies for effective classroom management by minimizing inter and intra-group friction and fostering understanding and respect among all cultural groups. 5B. Understands how individuals influence groups and how groups function in a multicultural environment. 5C. Understands how to help students work cooperatively and productively in groups, so that all students feel empowered. 5D. Understands cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated. Performance Indicators: The competent ENL (ESL and bilingual) teacher 5E. Creates an atmosphere where students from linguistically and culturally diverse backgrounds feel welcomed, valued, respected, confident, and challenged. 5F. Uses strategies to create a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities. 5G. Analyzes the classroom environment to enhance social relationships, student motivation, mutual respect, cooperation, and support for students from linguistically and culturally diverse backgrounds. 5H. Organizes, allocates, and manages time, materials, and physical space in order to engage all students in productive tasks. STANDARD 6 Instructional Delivery The competent ENL (ESL and bilingual) teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills in the learning of both content and languages. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 6A. Understands the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language. 6B. Understands principles, advantages and limitations of various instructional strategies as applied to all content areas and learning styles. 6C. Understands how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ENL students. 6D. Understands the disciplinary and interdisciplinary approaches to learning, as applied to individual instruction, and how they relate to life and career experiences for ENL students. Performance Indicators: The competent ENL (ESL and bilingual) teacher 6E. Evaluates how to achieve learning goals and make instructional modifications to meet students' needs. 6F. Uses appropriate teaching and learning strategies in English (ESL and bilingual teacher) and the students' native language (bilingual teacher) to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities that help students assume responsibility for identifying and using learning resources. Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 77

84 6G. Monitors and adjusts strategies in response to learner feedback. 6H. Varies his/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. 6I. Diversifies instruction to meet a culturally and linguistically diverse student body. 6J. Uses a wide range of appropriate technologies to enhance student learning and to build student competencies and confidence in the use of such devices. 6K. Develops curriculum that demonstrates an interconnection among subject areas and English proficiency, and students' bilingualism that reflects life and career. STANDARD 7 Communications The competent ENL (ESL and bilingual) teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 7A. Understands communication theory, language development and the role of language learning as it pertains to first and second language acquisition. 7B. Understands how cultural and gender differences can affect communication in the classroom. 7C. Understands the social, intellectual, and political implications of language use. 7D. Understands the importance of audience and purpose when selecting ways to communicate appropriately in both academic and social settings. 7E. Understands that literacy is a developmental process and a necessary aspect of first and second language learning. 7F. Understands approaches, methodologies, and strategies that promote first and second language acquisition. 7G. Understands that language acquisition is a constructive process and that language learning is an interactive process. Performance Indicators: The competent ENL (ESL and bilingual) teacher 7H. Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students in the language of instruction. 7I. Develops and effectively uses appropriate levels of instruction. 7J. Uses effective questioning techniques and stimulates discussion using the language of instruction for specific instructional purposes. 7K. Creates and modifies the learning environment to enable linguistically diverse students to use effective written, verbal, nonverbal, and visual communication in English (ESL and bilingual teacher) and the non-english language (bilingual teacher). 7L. Models culturally sensitive behavior when practicing effective listening, conflict resolution, and group-facilitation skills. 7M. Uses a variety of communicative tools to make language comprehensible and to lower anxiety when eliciting student expression. 7N. Provides learning experiences that use conventional and technological means of communication. STANDARD 8 Assessment The competent ENL (ESL and bilingual) teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 8A. Understands how to assess how well students are meeting the Illinois Learning Standards. 8B. Understands the purposes, characteristics, and limitations of different kinds of assessments for students for whom English is a new language. Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 78

85 8C. Understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring. 8D. Understands how to use assessment results to reflect on and modify teaching. 8E. Understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-english language (bilingual teacher). Performance Indicators: The competent ENL (ESL and bilingual) teacher 8F. Appropriately uses assessment results to diagnose, align, and modify instruction, as well as design teaching strategies to meet the learning needs of students for whom English is a new language. 8G. 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. 8H. Involves students in self-assessment activities to help them become aware of their strengths and needs and encourage them to establish goals for learning. 8I. Maintains useful and accurate records of student work and performance and communicates student progress knowledgeably and responsibly to students, parents, and colleagues. 8J. Uses appropriate technologies to monitor and assess student progress. 8K. Involves students in appropriate instructional activities that allow for the assessment and development of social skills. STANDARD 9 Collaborative Relationships The competent ENL (ESL and bilingual) teacher understands the role of community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students' learning and well-being. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 9A. Understands the community the school serves to better communicate with parents. 9B. Understands the benefits, barriers, and techniques involved in establishing and fostering relationships with parents/families. 9C. Understands school and work-based learning environments and the need for collaboration with community businesses and agencies to promote cooperation among educational partners. 9D. Understands collaborative skills that are necessary to interact on behalf of students. Performance Indicators: The competent ENL (ESL and bilingual) teacher 9E. Fosters collaboration with others who affect the ways the system meets students' needs. 9F. Creates forums and two-way communication vehicles to foster home and school links that build effective learning climates for ENL students and their families. 9G. Seeks opportunities and develops relationships with parents, guardians, and extended family to acquire an understanding of the students' lives and culture. 9H. Joins collaborative groups that form partnerships with local businesses and agencies to seek equitable learning opportunities for students. 9I. Uses a variety of means to communicate educational goals, standards, and implications of instructional activities and student assessment results to parents, students, colleagues, collaborative partners, and the educational community at large. 9J. Works with colleagues in an interdisciplinary manner to develop an integrative, pluralistic learning environment that values the background of all students. Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 79

86 STANDARD 10 Reflection and Professional Growth The competent ENL (ESL and bilingual) teacher is a reflective practitioner who continually evaluates how his/her choices and actions affect culturally and linguistically diverse students and their parents and therefore seeks opportunities to grow professionally from interactions with students, their parents and other professionals. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 10A. Understands that reflection is an integral part of professional growth and improvement of instruction. 10B. Understands how his/her own philosophy, culture, and experiences impact the instruction of culturally and linguistically diverse learners. 10C. Understands a variety of self-assessment strategies. 10D. Understands the research in the field of bilingual and ESI, education on language learning and on cognitive/academic development of ENL learners. 10E. Understands where to find resources for professional development in the field. 10F. Understands the need to continually analyze, evaluate and use research-based best practices. Performance Indicators: The competent ENL (ESL and bilingual) teacher 10G. Uses classroom observation, on-going assessment, pedagogical knowledge, and research as sources for reflection, evaluation and revision practice. 10H. Examines and evaluates his/her own strengths and weaknesses and employs that knowledge in planning for instruction. 10I. Analyzes varied perspectives and keeps abreast of significant developments and debates in the field of teaching ENL learners. 10J. Interacts with other professionals, explores new resources, studies the professional literature, participates in advanced educational programs, and contributes to the advancement of the profession of teaching ENL learners. STANDARD 11 Professional Conduct and Leadership The competent ENL (ESL and bilingual) teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve the learning and well-being of students for whom English is a new language. Knowledge Indicators: The competent ENL (ESL and bilingual) teacher 11A. Understands the unique characteristics of the Bilingual/ESL Education profession and the general professional code of conduct as defined by the Illinois School Code. 11B. Understands the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ENL students. 11C. Understands school and district policies and procedures for serving ENL students. 11D. Understands the Illinois mandate for assessing and providing services to ENL learners. 11E. Understands the importance of active participation and leadership in professional education organizations. Performance Indicators: The competent ENL (ESL and bilingual) teacher 11F. Provides leadership to administrators and instructional staff on ways to meet the needs of ENL learners for academic success, and comfort in their new educational and social setting. 11G. Espouses the value of multilingualism and serves as an advocate for the appropriate use of the non-english language in the school setting. Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 80

87 11H. Seeks to ensure that proper identification, assessment, placement, referral, and reclassification procedures are followed and that the ENL students receive appropriate and equitable services and meaningful instruction. 11I. Advocates for equal access to extracurricular and enrichment activities for ENL learners and participates in and leads student organizations. 11J. Engages families of ENL learners in ways that enable and empower them to advocate on their own behalf. 11K. Reviews existing structures and policies, challenge ideas, requirements, and curricular assumptions that may inhibit effectiveness, equity, school quality, and learning, and initiates and develops curricular and staff development projects and programs that enhance learning for ENL students. 11L. Contributes knowledge and expertise about teaching ENL learners to the profession and actively influences norms in the school, encouraging collaboration and professionalism within a multicultural context. 11M. Meets with local education agencies, professional organizations, and/or community organizations to advocate for ENL learners. 11N. Follows codes of professional conduct, school policy, and procedures, respecting the boundaries of professional responsibilities when working with students, families, colleagues, and community organizations. These standards are aligned with the Professional Development Standards For The Preparation of Bilingual/Multicultural Teachers, National Association for Bilingual Education, October 1992; English as a New Language, Draft Standards for National Board Certification, National Board For Professional Teaching Standards, May 1996; and Preparing Educators For The 21' Century, November Illinois Content-Area Standards English as a New Language: Bilingual/English as a Second Language 81

88 FAMILY AND CONSUMER SCIENCES CONTENT-AREA STANDARDS STANDARD 1 The competent family and consumer sciences teacher understands the foundations of work, the career development process, occupational skills standards, and workplace skill requirements. Knowledge Indicators: The competent family and consumer sciences teacher 1A. Understands the history, organization, and future of work and how work relates to needs and functions of the economy and society. 1B. Understands career development concepts, the relationship between work and learning, and the career planning process. 1C. Understands Illinois Occupational Skills Standards or recognized industry standards. Performance Indicators: The competent family and consumer sciences teacher 1D. Relates workplace cultural expectations to workplace skills. 1E. Develops partnerships with members of the business community to provide learning opportunities for students. 1F. Provides advice in the career planning process. 1G. Selects appropriate skill standards for the program areas. STANDARD 2 The competent family and consumer sciences teacher demonstrates the ability to plan, deliver, and evaluate instruction based upon knowledge of subject matter in the field; student organizations; student, community and work needs; curriculum goals; and findings of educational research. Knowledge Indicators: The competent family and consumer sciences teacher 2A. Understands pedagogy unique to the discipline. 2B. Understands the rationale for integrating student organization activities into the curriculum. 2C. Understands professional literature relating to specific content area and to workplace needs. 2D. Understands economic/socio-economic conditions, patterns of business development, and changing labor and career opportunities and their impact on the relevancy of classroom instruction. Performance Indicators: The competent family and consumer sciences teacher 2E. Utilizes appropriate pedagogy unique to the individual discipline within career and technical education. 2F. Creates learning environments and classroom activities that develop life/workplace skills and knowledge in the discipline. 2G. Identifies and utilizes educational research findings that justify teaching strategies. 2H. Applies curricular content and processes in order to achieve the goals of student organizations. 2I. Applies post-secondary admission standards and occupational skill standards when designing curriculum and assessment. 2J. Designs appropriate assessment plans for and by students. 2K. Develops collaborative partnerships with students, colleagues, community, business/industry, and parents to maximize resources. Illinois Content-Area Standards Family and Consumer Sciences 82

89 2L. Participates in appropriate professional organizations and develops a plan for continued personal and professional growth. 2M. Plans, organizes, and manages laboratories/technical facilities for instruction, which meet diverse needs of students (i.e., safety, inventory, filing, requisitioning equipment and materials, maintenance, budgeting). 2N. Implements laws and policies relating to safe environments and incorporates appropriate safety standards, healthy practices, and ergonomic needs. STANDARD 3 The competent family and consumer sciences teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of family and consumer sciences. Knowledge Indicators: The competent family and consumer sciences teacher 3A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 3B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 3C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 3D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 3E. Understands the relationship between oral and silent reading. 3F. Understands the role of subject area vocabulary in developing reading comprehension. 3G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 3H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent family and consumer sciences teacher 3I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 3J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 3K. Plans and models use of comprehension strategies before, during, and after reading of text. 3L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 3M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 3N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 3O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 3P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 3Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 3R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Family and Consumer Sciences 83

90 STANDARD 4 - Comprehensive Standard for Family and Consumer Sciences Educators: The competent family and consumer sciences teacher guides learners to develop their abilities in identifying, creating, and evaluating goals and alternative solutions to significant recurring issues of everyday life. In addition to competencies in family relationships, parenting-interpersonal relationships, consumer and resource management, human/child development, standards must also be met in at least one of the following three areas: nutrition, wellness and hospitality, apparel and textiles, or living environments. Knowledge Indicators: The competent family and consumer sciences teacher 4A. Comprehends the work of the family, which involves resolution of the everyday situations faced by families including maintaining adequate nutrition, meeting clothing and textile needs, providing a positive physical and emotional environment for family members, and balancing the requirements of employment and family life. 4B. Comprehends critical and creative thinking skills to address the significant recurring issues of everyday life for individuals and families. 4C. Comprehends the variety of family structures which contribute to the optimal development of individual members. 4D. Comprehends management processes for individual and family resource utilization, including food, clothing, shelter, utilities, health care, recreation, and transportation. 4E. Comprehends the principles of human development throughout the life span from prenatal to old age. 4F. Comprehends factors which contribute to personal and family wellness in both physical and mental dimensions. 4G. Comprehends the influence of public policy on family well-being. 4H. Comprehends the unique perspective of family and consumer sciences which integrates the knowledge of resource utilization (clothing, food, housing, money, time and other resources related to daily needs of families) with the knowledge of human development to enhance family well-being. 4I. Comprehends the value of human worth and accepting responsibility for one's actions for success in family and work life. 4J. Comprehends the use of Family, Career and Community Leaders of America (FCCLA) to promote student learning, chapter leadership, and communities activities and services. Performance Indicators: The competent family and consumer sciences teacher 4K Demonstrates the ability to apply knowledge of family systems of action to a family or consumer-oriented issue. 4L. Integrates family and consumer sciences knowledge to address everyday recurring situations faced by families in different situations. 4M. Analyzes the impact of family as a system on individuals and society. 4N. Demonstrates appreciation for diverse perspectives, needs, and characteristics of individuals and families. 4O. Applies the unique perspective of family and consumer sciences which integrates knowledge of resource utilization (clothing, food, housing, money, time, and other resources related to daily needs of families) with knowledge of human development to enhance family well-being. 4P. Creates unique solutions for recurring everyday situations based on unique family situations and structures. 4Q. Evaluates mechanisms for developing public policies that will have a positive impact on family and individual well-being. 4R. Displays skills in responsible citizenship and leadership for improving the family, community, and work environments. 4S. Applies technology to carry out functions of the family and career responsibilities. 4T. Demonstrates the use of FCCLA student learning and development activities, chapter development activities and projects, and community services and activities. Illinois Content-Area Standards Family and Consumer Sciences 84

91 STANDARD 5 - Family Relationships, Parenting, and Interpersonal Relationships: The competent family and consumer sciences teacher understands significant recurring issues that establish and enhance family well-being. Knowledge Indicators: The competent family and consumer sciences teacher 5A. Comprehends the significance of family and its impact on the well-being of individuals and society. 5B. Comprehends strategies which integrate knowledge, skills, and practices required for roles and relationships in the family, community, and workplace. 5C. Comprehends the impact of parenting roles and responsibilities on strengthening the well-being of individuals and families. 5D. Comprehends career paths in family and human services. Performance Indicators: The competent family and consumer sciences teacher 5E. Identifies societal conditions and cultural differences that impact family, parenting, and interpersonal relationships across the life span. 5F. Examines the impact of various stages of the family life cycle on interpersonal relationships. 5G. Analyzes functions and expectations of various types of relationships. 5H. Examines factors and processes needed to build and maintain healthy family, parenting, and interpersonal relationships. 5I. Examines skills and conditions needed to create an environment that encourages and respects the ideas, perspectives, and contributions of all group members in the family, workplace, and community. 5J. Evaluates parenting practices that maximize human growth and potential. 5K. Determines consequences of parenting practices to the individual, family, and society. 5L. Evaluates external support systems, community resources, and public policies and human services that provide services for parents and families. STANDARD 6 - Consumer and Resource Management: The competent family and consumer sciences teacher utilizes knowledge of the interrelatedness between the family and its environments in addressing significant recurring issues in the management and allocation of resources. Knowledge Indicators: The competent family and consumer sciences teacher 6A. Comprehends policies that support consumer rights and responsibilities. 6B. Comprehends the impact of technology on individual and family resources. 6C. Comprehends interrelationships between the economic system and consumer actions. 6D. Comprehends that management of human and non-human resources can help individuals and families meet goals across the life span. 6E. Comprehends principles of money management, including comparison shopping, installment purchasing, budgeting, saving, investing, and retirement planning. 6F. Comprehends career paths within consumer and financial service industries. Performance Indicators: The competent family and consumer sciences teacher 6G. Manages individual and family resources, including food, clothing, shelter, utilities, health care, recreation, and transportation. 6H. Analyzes policies that support consumer rights and responsibilities. 6I. Analyzes interrelationships between the economic system and consumer actions. Illinois Content-Area Standards Family and Consumer Sciences 85

92 6J. Applies management processes for human and non-human resources in meeting the goals of individuals and families across the life span. 6K. Evaluates the principles of money management, including comparison shopping, installment purchasing, budgeting, saving, investing, and retirement planning and use of financial services. STANDARD 7 - Human and Child Development: The competent family and consumer sciences teacher understands and is able to address issues that impact human growth and development across the life span within the family context and in educational services. Knowledge Indicators: The competent family and consumer sciences teacher 7A. Comprehends the principles of physical, emotional, social, and intellectual growth and development across the life span and the interrelationship among them. 7B. Comprehends the impact of biological, social, economic, and technological conditions that influence human growth and development. 7C. Comprehends the effects of gender, ethnicity, culture, family relationships, and life events on individual development needs. 7D. Comprehends the principles and procedures of conflict resolution. 7E. Comprehends career paths in human and child development and educational and human services. Performance Indicators: The competent family and consumer sciences teacher 7F. Analyzes principles of physical, emotional, social, and intellectual growth and development across the life span and the interrelationship among them. 7G. Analyzes the impact of biological, social, economic, and technological conditions that influence human growth and development. 7H. Analyzes the effects of gender, ethnicity, culture, family relationships, and life events on individual development needs. 7I. Explores career paths in human and child development and educational and human services. STANDARD 8 Nutrition, and Wellness, and Hospitality: The competent family and consumer sciences teacher understands and applies advanced expertise in nutrition, wellness, and hospitality when addressing significant recurring issues relating to nutrition, wellness, and food practices that enhance individual, consumer, and family well-being. Knowledge Indicators: The competent family and consumer sciences teacher who teaches nutrition, wellness, and hospitality. 8A. Comprehends the factors that influence nutrition and wellness practices across the human life span. 8B. Comprehends the principles for acquiring, handling, preparing, and serving foods to meet the nutrition and wellness needs of individuals and families across the life span. 8C. Comprehends food safety and sanitation practices from production through consumption. 8D. Comprehends the impact of science and technology on food composition, safety, and other issues. 8E. Comprehends career paths in the nutrition, food and hospitality industries and services. Illinois Content-Area Standards Family and Consumer Sciences 86

93 Performance Indicators: The competent family and consumer sciences teacher who teaches nutrition, wellness, and hospitality. 8F. Evaluates the nutritional needs of individuals and families in relation to health and wellness across the life span. 8G. Demonstrates ability to acquire, handle, prepare, and use foods to meet nutrition and wellness needs of individuals and families across the life span. 8H. Evaluates safety and sanitation practices from production through consumption. 8I. Applies science and technology principles to the areas of food composition, safety, and other issues. 8J. Evaluates knowledge, skills, and practices required for food careers in the nutrition, food and hospitality industries. STANDARD 9 - Apparel and Textiles: The competent family and consumer sciences teacher understands and applies advanced expertise in textiles and apparel when addressing significant recurring issues relating to apparel and textiles which enhance the individual's and family's near environment. Knowledge Indicators: The competent family and consumer sciences teacher who teaches apparel and textiles 9A. Comprehends the properties, characteristics, and uses of fibers and textiles. 9B. Comprehends the elements of textile and apparel production and merchandising. 9C. Comprehends the principles, factors, and conditions which influence textile and apparel needs of individuals and families across the life span. 9D. Comprehends the impact of technology, globalization, and environmental issues on textile and apparel availability, selection, and use. 9E. Comprehends career paths within the textile and apparel industries, including wholesale/retail and design operations. Performance Indicators: The competent family and consumer sciences teacher who teaches apparel and textiles 9F. Creates a pleasing work environment that provides safety and security. 9G. Evaluates apparel and textile principles, processes, and quality. 9H. Applies processes needed to construct, alter, care for, and repair textile products and apparel. 9I. Analyzes apparel and textile principles and processes in family and commercial settings. 9J. Examines the impact of technology, globalization, and environmental issues on textile and apparel availability, selection, and use. 9K. Analyzes career paths within the textile and apparel design industries, including wholesale/retail operations. STANDARD 10 - Living Environments: The competent family and consumer sciences teacher understands and applies advanced expertise in living environments when addressing significant recurring issues relating to housing, interiors, and furnishings to enhance quality of life. Knowledge Indicators: The competent family and consumer sciences teacher who teaches living environments 10A. Comprehends housing alternatives in relation to individual and family needs and available resources. 10B. Comprehends the use of housing and interior furnishings and products in meeting individual and family needs. Illinois Content-Area Standards Family and Consumer Sciences 87

94 10C. Comprehends historical, cultural, economic, and technological influences on architectural and furniture design and development. 10D. Comprehends the effect of principles and elements of design in housing and interiors. 10E. Comprehends career paths within the housing, interiors, and furnishings industry. Performance Indicators: The competent family and consumer sciences teacher who teaches living environments 10F. Critiques housing alternatives in relation to individual and family needs and available resources. 10G. Selects appropriate housing and interior furnishings and products to meet individual and family needs. 10H. Analyzes historical, cultural, economic, and technological influences on architectural and furniture design and development. 10I. Evaluates client's needs, goals, and resources in creating design plans for housing, interiors, and furnishings. 10J. Analyzes career paths within the housing, interiors, and furnishings industries, including wholesale/retail operations. Illinois Content-Area Standards Family and Consumer Sciences 88

95 FOREIGN LANGUAGE CONTENT-AREA STANDARDS STANDARD 1 The competent foreign language teacher comprehends the processes involved in acquiring another language. Knowledge Indicators: The competent foreign language teacher 1A. Comprehends the processes involved in developing listening skills in a second language. 1B. Comprehends the processes involved in developing speaking skills in a second language. 1C. Comprehends the processes involved in developing reading comprehension skills in a second language. 1D. Comprehends the processes involved in developing writing skills in a second language. Performance Indicators: The competent foreign language teacher 1E. Applies knowledge about second language acquisition by designing a simple activity to promote listening skills. 1F. Applies knowledge about second language acquisition by critiquing an activity for developing speaking skills. 1G. Applies knowledge about second language acquisition by designing an appropriate comprehension activity for a selected reading. 1H. Applies knowledge about second language acquisition by designing a simple writing activity. STANDARD 2 The competent foreign language teacher understands oral communication and interacts appropriately in the target language in various settings. Knowledge Indicators: The competent modern foreign language teacher 2A. Has the ability to understand the main idea and details of oral and audio presentations unsupported by visual aids. Performance Indicators: The competent modern foreign language teacher 2B. Participates in conversations on familiar topics related to daily activities and personal environment with a high degree of grammatical accuracy. 2C. Initiates, sustains, and brings to a close uncomplicated communicative exchanges in response to a given situation. 2D. Makes oral presentations in academic, social, or work situations. 2E. Approximates native-like pronunciation, intonation, and inflection. Knowledge Indicator: The competent classical language teacher 2F. Has the ability to understand the main idea and details of oral and audio presentations supported by visual aids. Performance Indicators: The competent classical language teacher 2G. Uses the target language with a high degree of grammatically accuracy. 2H. Initiates, sustains, and brings to a close uncomplicated communicative exchanges in a classroom context. Illinois Content-Area Standards Foreign Language 89

96 2I. Uses the target language in academic, social, or work situations. 2J. Uses appropriate pronunciation, intonation, and inflection. STANDARD 3 The competent foreign language teacher understands and creates written materials in the target language for a variety of purposes and audiences. Knowledge Indicator: The competent foreign language teacher 3A. Comprehends the main message, supporting details, and cultural context of complex materials. Performance Indicators: The competent foreign language teacher 3B. Uses printed information obtained from various sources, including electronic media. 3C. Creates written materials that include description, definition, and analysis. STANDARD 4 The competent foreign language teacher is able to use the target language to explain its structure in a manner understandable to a variety of learners. Knowledge Indicators: The competent foreign language teacher 4A. Has a thorough understanding of the grammar and syntax of the target language. 4B. Is aware that differences exist in language use among different groups in such areas as vocabulary, pronunciation, and level of formality. Performance Indicators: The competent foreign language teacher 4C. Organizes parts of speech into grammatically and syntactically correct sentences. 4D. Analyzes linguistic structures of the target language. 4E. Compares and contrasts distinctions among standard and non-standard varieties of the target language. STANDARD 5 The competent foreign language teacher understands manners, customs, and ranges of cultural expression of various target language societies. Knowledge Indicator: The competent foreign language teacher 5A. Understands cultural practices of one or more areas where the target language is spoken. Performance Indicators: The competent foreign language teacher 5B. Identifies and models culturally appropriate social behaviors (e.g., greeting rituals, gestures, etc.) in a variety of contexts. 5C. Compares and contrasts cultural practices and social roles (e.g., bartering, ceremonies, interpersonal relationships, etc.) among various countries where the target language is spoken. Illinois Content-Area Standards Foreign Language 90

97 STANDARD 6 The competent foreign language teacher demonstrates general knowledge of expressive forms (e.g., music, dance, folk art, visual art, drama and architecture) related to various target language societies. Knowledge Indicators: The competent foreign language teacher 6A. Knows the essential target language vocabulary referring to tools, processes, and products (e.g., art materials, painting, portrait, etc.) in one or more of the art forms. 6B. Understands the cultural and historical significance of characteristic art forms of a target language society. Performance Indicators: The competent foreign language teacher 6C. Uses the essential target language vocabulary referring to tools, processes, and products in one or more of the art forms. 6D. Explains the cultural and historical significance of characteristic art forms of a target language society. 6E. Describes characteristics and origins of various art forms, using target language vocabulary. STANDARD 7 The competent foreign language teacher understands representative types of literature and various media of target language societies. Knowledge Indicators: The competent foreign language teacher 7A. Understands literary themes and perspectives across authors and genres. 7B. Comprehends meaning and implications drawn from various target language media. Performance Indicators: The competent foreign language teacher 7C. Compares and analyzes literary themes and perspectives across authors and genres. 7D. Explains the influence of historical context on form and point of view for a variety of literary works. 7E. Compares and analyzes topics as presented in various media (e.g., television, radio, CD-ROM, software, films, Internet sites, periodicals, inscriptions, graffiti, and other text). STANDARD 8 The competent foreign language teacher understands the history, geography, social institutions, and contemporary events of various target language societies. Knowledge Indicators: The competent foreign language teacher 8A. Understands the significance of key figures (e.g., scientists, mathematicians, inventors, leaders,) and events, both past and present. 8B. Understands geographical aspects (e.g., natural resources, weather/climate, population distribution, and main economic activities) and how they relate to the development of at least two of the target language countries where appropriate. 8C. Understands social structures, roles and attitudes (e.g., class, gender, population, family, work, leisure) of at least two of the target language countries where appropriate. 8D. Understands political systems and institutions (e.g., government, education, law, and justice) of at least two of the target language countries where appropriate. Illinois Content-Area Standards Foreign Language 91

98 Performance Indicators: The competent foreign language teacher 8E. Uses maps, charts, graphs, electronic images, and other geographical representations to describe and discuss target language countries. 8F. Identifies and describes significant social institutions, roles, and perspectives of the target language cultures. 8G. Compares and contrasts the impact of key figures and events on the development of target language countries. 8H. Analyzes different perspectives of historical and contemporary events of target language countries, using a variety of media and technology. STANDARD 9 The competent foreign language teacher uses the target language to reinforce and further the knowledge of other disciplines. Knowledge Indicator: The competent foreign language teacher 9A. Understands connections among various disciplines and the target language. Performance Indicators: The competent foreign language teacher 9B. Solves math problems and analyzes data (e.g., based on timetables, schedules, charts and graphs) in the target language. 9C. Describes and compares nutrition, physical fitness, sports, and leisure activities in areas where the target language is spoken. 9D. Identifies the currency, principal agricultural and manufactured products, and systems of trade and exchange (e.g., bargaining and bartering) of target language countries. 9E. Analyzes science issues from more than one cultural perspective. STANDARD 10 The competent foreign language teacher uses the target language to demonstrate knowledge and understanding of a variety of career options. Knowledge Indicators: The competent foreign language teacher 10A. Is aware of various occupations and career opportunities for people who are proficient in the target language. Performance Indicators: The competent foreign language teacher 10B. Explains advantages of target language proficiency for careers in the global marketplace. 10C. Identifies, describes, and compares occupations in situations where the target language is spoken. 10D. Uses print, electronic, and other resources to obtain information on careers (e.g., roles, status, and qualifications) in which a second language is an asset. It is important to consider the special character of the classical languages, Latin and Ancient Greek. Although orality may be one common component of instruction in these languages, the main thrust of the curriculum is the comprehension of written language rather than fluency in speaking. This fact must be considered when applying the standards to the classical languages and learning benchmarks found within this document. In addition to reading and writing skills, a social-cultural-historical emphasis may also be an important curricular goal in the classical language classroom. Illinois Content-Area Standards Foreign Language 92

99 The standards included in this document are intended to address common elements of all foreign language instruction. Since all languages have differing vocabulary, syntactic structures, sound systems, writing systems, and cultures, they offer a different set of challenges to English-speaking students. Foreign Language Advisory Panel Recommendations Oral language proficiency Rationale: In order for students to meet the Illinois Learning Standards, it is absolutely essential that teachers of foreign languages be competent communicators in the languages they teach. The present system in Illinois certifies foreign language teachers who may or may not be proficient in the foreign language. The Panel recommends that: proficiency be evaluated in order to obtain either the foreign language certificate or endorsement in all modern languages. an appropriate oral proficiency instrument be used, such as the ACTFL (American Council on the Teaching of Foreign Languages) Oral Proficiency Interview with a recommended proficiency level of "Intermediate High" for initial certification and "Advanced Mid" for renewal. oral proficiency standards be waived for teachers of classical languages. Expansion of certification tests for other languages Rationale: The Illinois Certification Testing System is presently available only to prospective teachers of French, German, Hebrew, Italian, Latin, Russian, and Spanish. There is a need in Illinois for teachers of languages that are less commonly taught. The Panel recommends that: the process of certification of teachers of foreign languages be extended to teachers of less commonly taught languages, such as Arabic, Chinese, Japanese, Modern Greek, Polish, and Swahili. Certification for elementary foreign language teachers Rationale: There is a growing need to provide an articulated program of instruction in foreign languages from K-16. The present Illinois certification of teachers of foreign languages is restricted to grades The Panel recommends that: the State Board of Education develop a program of certification with appropriate professional development and preparation for elementary foreign language teachers. Illinois Content-Area Standards Foreign Language 93

100 HEALTH CAREERS (HEALTH OCCUPATIONS) CONTENT-AREA STANDARDS STANDARD 1 The competent health careers teacher understands the foundations of work, the career development process, occupational skills standards, and workplace skill requirements. Knowledge Indicators: The competent health careers teacher 1A. Understands the history, organization, and future of work and how work relates to needs and functions of the economy and society. 1B. Understands career development concepts, the relationship between work and learning, and the career planning process. 1C. Understands Illinois Occupational Skills Standards or recognized industry standards. Performance Indicators: The competent health careers teacher 1D. Relates workplace cultural expectations to workplace skills. 1E. Develops partnerships with members of the business community to provide learning opportunities for students. 1F. Provides advice in the career planning process. 1G. Selects appropriate skill standards for the program areas. STANDARD 2 The competent health careers teacher demonstrates the ability to plan, deliver, and evaluate instruction based upon knowledge of subject matter in the field; student organizations; student, community and work needs; curriculum goals; and findings of educational research. Knowledge Indicators: The competent health careers teacher 2A. Understands pedagogy unique to the discipline. 2B. Understands the rationale for integrating student organization activities into the curriculum. 2C. Understands professional literature relating to specific content area and to workplace needs. 2D. Understands economic/socio-economic conditions, patterns of business development, and changing labor and career opportunities and their impact on the relevancy of classroom instruction. Performance Indicators: The competent health careers teacher 2E. Utilizes appropriate pedagogy unique to the individual discipline within career and technical education. 2F. Creates learning environments and classroom activities that develop life/workplace skills and knowledge in the discipline. 2G. Identifies and utilizes educational research findings that justify teaching strategies. 2H. Applies curricular content and processes in order to achieve the goals of student organizations. 2I. Applies post-secondary admission standards and occupational skill standards when designing curriculum and assessment. 2J. Designs appropriate assessment plans for and by students. 2K. Develops collaborative partnerships with students, colleagues, community, business/industry, and parents to maximize resources. 2L. Participates in appropriate professional organizations and develops a plan for continued personal and professional growth. Illinois Content-Area Standards Health Careers (Occupations) 94

101 2M. Plans, organizes, and manages laboratories/technical facilities for instruction, which meet diverse needs of students (i.e., safety, inventory, filing, requisitioning equipment and materials, maintenance, budgeting). 2N. Implements laws and policies relating to safe environments and incorporates appropriate safety standards, healthy practices, and ergonomic needs. STANDARD 3 The competent health careers teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of health careers education. Knowledge Indicators: The competent health careers teacher 3A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 3B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 3C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 3D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 3E. Understands the relationship between oral and silent reading. 3F. Understands the role of subject area vocabulary in developing reading comprehension. 3G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 3H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent health careers teacher 3I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 3J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 3K. Plans and models use of comprehension strategies before, during, and after reading of text. 3L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 3M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 3N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 3O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 3P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 3Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 3R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Health Careers (Occupations) 95

102 STANDARD 4 The health careers teacher must be currently registered, licensed, or certified to practice in the specific health profession for which he/she has been educated. Knowledge Indicator: The competent health careers teacher 4A. Understands the body of knowledge necessary to fulfill requirements for obtaining a license, certificate, or registration to practice in a specific health career. Performance Indicator: The competent health careers teacher 4B. Demonstrates the expertise required to obtain a license, certificate, or registration in a specific health career. STANDARD 5 The competent health careers teacher understands the basic concepts and issues in health care. Knowledge Indicators: The competent health careers teacher 5A. Understands the concepts of wellness and illness and basic health maintenance practices. 5B. Understands career development concepts, understands career ladders and occupational restrictions within the health field. Performance Indicators: The competent health careers teacher 5C. Exhibits workplace skills and relates workplace cultures/expectations. 5D. Demonstrates the ability to develop partnerships with individuals and agencies in health care systems to provide access to learning opportunities. STANDARD 6 The competent health careers teacher understands human biology and growth and development. Knowledge Indicators: The competent health careers teacher 6A. Understands basic functions of relationships among the systems of the human body. 6B. Understands human physical, cognitive, emotional, and social growth and development. Performance Indicator: The competent health careers teacher 6C. Recognizes how human biology impacts growth and development. STANDARD 7 The competent health careers teacher explains health maintenance and disease prevention. Knowledge Indicators: The competent health careers teacher 7A. Understands nutritional principles, nutritional requirements, and health problems involving nutrition. Illinois Content-Area Standards Health Careers (Occupations) 96

103 7B. Understands the impact of stress and the need for exercise, rest, relaxation, and sleep. 7C. Understands causes and prevention of communicable diseases. 7D. Understands non-communicable diseases, hereditary diseases, chronic diseases, disabilities, and terminal illnesses. 7E. Understands social pathologies including violence, child and spousal abuse, sexual abuse, and substance abuse. 7F. Understands causes and treatments of mental illness. 7G. Understands community and societal health. Performance Indicators: The competent health careers teacher 7H. Promotes healthy habits. 7I. Assists students and clients to model principles of health maintenance and disease prevention. STANDARD 8 The competent health careers teacher demonstrates fundamental procedures in patient care and safety precautions in health situations. Knowledge Indicators: The competent health careers teacher 8A. Understands fundamental patient care procedures. 8B. Understands standard transmission (universal) and OSHA standards. Performance Indicators: The competent health careers teacher 8C. Executes fundamental procedures in patient care and safety precautions in health-related situations. 8D. Demonstrates emergency medical procedures and procedures for preventing, reporting, and reacting to fires, accidents, and natural disasters. STANDARD 9 The competent health careers teacher describes the current health care industry. Knowledge Indicators: The competent health careers teacher 9A. Understands the current health care industry. 9B. Understands career options and requirements in health care. Performance Indicators: The competent health careers teacher 9C. Demonstrates ability to work in a health care setting. 9D. Demonstrates ability to work within a system. Illinois Content-Area Standards Health Careers (Occupations) 97

104 HEALTH EDUCATION CONTENT-AREA STANDARDS STANDARD 1 The competent health education teacher understands the components and functions of human body systems and is able to apply that knowledge to the promotion of social, emotional, physical, mental and environmental health. Knowledge Indicators: The competent health education teacher 1A. Understands human body systems as they pertain to health, growth, and human development. 1B. Understands health-related data about social and cultural environments. 1C. Understands social, mental, physical, emotional, and environmental health issues as they apply to the content areas of mental and emotional health, personal health, family life, consumer health, nutrition, substance use and abuse, environmental health, prevention and control of disease, injury prevention and safety, and community health. 1D. Understands the social, mental, physical, emotional, and environmental health issues as they apply to the Center for Disease Control and Prevention adolescent risk behaviors: tobacco use; dietary patterns contributing to disease and sedentary lifestyle; sexual behaviors that result in HIV infection/other sexually transmitted diseases and unintended pregnancy; alcohol and other drug use; and behaviors that result in intentional and unintentional injury. Performance Indicators: The competent health education teacher 1E. Selects and is able to use valid sources of information about human body systems and social, emotional, mental, physical, and environmental health issues as they impact the health of individuals across the life span. 1F. Describes the effects of health-related actions and environmental factors on body systems including but not limited to behaviors related to nutrition, family living, HIV/AIDS and other sexually transmitted diseases, substance use and abuse, personal health, mental and emotional health, consumer health, environmental health, injury prevention and safety, and community health. 1G. Explains and predicts immediate and long-term effects of health behaviors on body systems. STANDARD 2 The competent health education teacher understands the theories and principles of health promotion and disease prevention. Knowledge Indicators: The competent health education teacher 2A. Understands health behavior theories. 2B. Comprehends the processes of health promotion and disease prevention. 2C. Understands the effects of cultural and economic factors on the health of individuals and society. 2D. Knows how individual and community actions and policies influence the health of the community and environment. 2E. Knows how public health policies function to prevent illness and promote public health and well-being. Performance Indicators: The competent health education teacher 2F. Obtains data about factors that impact health behaviors. 2G. Prioritizes needs as identified by health data. 2H. Selects health promotion practices consistent with current theory and data. Illinois Content-Area Standards Health Education 98

105 STANDARD 3 The competent health education teacher understands the process and is able to apply the knowledge needed to conduct effective health education needs assessment. Knowledge Indicators: The competent health education teacher 3A. Knows valid sources of information about health needs and information. 3B. Understands strategies for utilizing computerized sources of health-related information. 3C. Recognizes appropriate and relevant data gathering instruments. 3D. Understands the role of learning and affective experience in shaping patterns of health behavior. Performance Indicators: The competent health education teacher 3E. Interprets needs assessment data. 3F. Determines priority areas of need for health education. STANDARD 4 The competent health education teacher understands the processes and is able to apply the knowledge and skills necessary to plan effective comprehensive school health education. Knowledge Indicators: The competent health education teacher 4A. Understands how to involve key personnel and agencies in the planning of comprehensive school health education. 4B. Knows how to develop a scope and sequence plan for comprehensive school health education. 4C. Comprehends measurable cognitive, affective and behavioral objectives in comprehensive school health education. 4D. Knows a wide range of teaching strategies and learning activities for a diverse group of learners in comprehensive school health education. Performance Indicators: The competent health education teacher 4E. Develops strategies for involving key personnel and agencies for support and assistance in planning comprehensive school health education. 4F. Develops a logical scope and sequence plan for comprehensive school health education. 4G. Formulates appropriate measurable cognitive, affective and behavioral objectives for comprehensive school health education. STANDARD 5 The competent health education teacher understands the processes and is able to apply the knowledge and skills necessary to implement comprehensive school health education. Knowledge Indicators: The competent health education teacher 5A. Understands the efficacy of various curricular models pertaining to the ten key content areas of health instruction and the Center for Disease Control and Prevention adolescent risk factors. 5B. Comprehends various educational methods and techniques capable of addressing the needs and concerns of diverse learners. 5C. Understands strategies for incorporating technology and other educational media into the health instruction process. Illinois Content-Area Standards Health Education 99

106 Performance Indicators: The competent health education teacher 5D. Develops and modifies instructional strategies that adhere to national, state, and professional standards. 5E. Selects instructional strategies that best facilitate the attainment of program goals and objectives. 5F. Designs instructional strategies that enhance students' goal setting, communication, conflict resolution, and decision-making skills. 5G. Designs instructional strategies that enhance the students' ability to critically evaluate the impact of family, culture, media and technology upon health. 5H. Designs instructional strategies that enhance students' ability to locate and select valid and reliable sources of health information. 5I. Designs instructional strategies that enhance students' ability to develop skills in fostering personal, family and community health. STANDARD 6 The competent health education teacher understands the processes and is able to apply the knowledge and skills necessary to evaluate comprehensive school health education. Knowledge Indicators: The competent health education teacher 6A. Understands valid and reliable tests, survey instruments, and evaluation methods pertinent to school health instruction. 6B. Comprehends techniques for measuring student performance in school health education. 6C. Understands techniques of measuring elements of the health instruction program. Performance Indicators: The competent health education teacher 6D. Designs or selects appropriate program evaluation techniques. 6E. Develops or selects a variety of student assessment techniques that address the needs of diverse learners. 6F. Analyzes and interprets results of instructional program evaluation. 6G. Suggests appropriate program improvements based on instructional program evaluation results. STANDARD 7 The competent health education teacher understands the processes and is able to apply the knowledge and skills necessary to work with educational and community constituents in the promotion of coordinated school health programs. Knowledge Indicators: The competent health education teacher 7A. Knows the recognized model of coordinated school health programs. 7B. Is aware of the educational and community resources available for the education and promotion of health. 7C. Comprehends the strategies for facilitating collaboration in coordinated school health programs. 7D. Understands the social and cultural forces influencing public perception and acceptance of health education. Performance Indicators: The competent health education teacher 7E. Solicits appropriate educational and community participants who could aid in the design, implementation and evaluation of coordinated school health programs. 7F. Chooses effective conflict reduction and resolution techniques to be used when working with key personnel involved in the assessment, planning, implementation, and evaluation of coordinated school health programs. Illinois Content-Area Standards Health Education 100

107 STANDARD 8 The competent health education teacher understands the processes and is able to apply the knowledge and skills necessary to act as a resource person. Knowledge Indicators: The competent health education teacher 8A. Knows about agencies, programs, and constituencies involved in health promotion at the local, state and national levels. 8B. Understands the resources and materials available for faculty, staff, students, parents, and community members regarding the promotion of health and health education. 8C. Is aware of appropriate instruments and technology networks as sources of health information and services. 8D. Comprehends the parameters of effective consultative relationships among educational and community personnel involved in health promotion and education. Performance Indicators: The competent health education teacher 8E. Uses computerized health information retrieval systems and databases effectively. 8F. Evaluates techniques for the dissemination of valid health information and services to diverse populations. 8G. Recommends appropriate health resources and services to address a variety of health issues. STANDARD 9 The competent health education teacher understands the processes and is able to apply the knowledge and skills necessary to communicate health education needs, concerns, and resources. Knowledge Indicators: The competent health education teacher 9A. Understands concepts, purposes and theories of communication. 9B. Ensures effective communication techniques in providing health and health education information and services to diverse constituents. 9C. Is aware of techniques for recruiting support and assistance in communicating health and health education needs, concerns, and resources to diverse constituents. Performance Indicators: The competent health education teacher 9D. Applies health theories and concepts in selecting effective communication techniques. 9E. Demonstrates proficiency in communicating about health and health education needs, concerns and resources to a variety of audiences. 9F. Selects personnel and decision makers who can assist in communicating health and health education needs, concerns, and resources. STANDARD 10 The competent health education teacher understands and applies the unified code of ethics of the health education profession to school health practice. Knowledge Indicators: The competent health education teacher 10A. Understands the code of ethics of the health education profession. Illinois Content-Area Standards Health Education 101

108 Performance Indicators: The competent health education teacher 10B. Applies the code of ethics of the health education profession to specific health education situations. 10C. Adheres to school policies and procedures when working with students, staff, administration, faculty and community members. STANDARD 11 The competent health education teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of health education. Knowledge Indicators: The competent health education teacher 11A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 11B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 11C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 11D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 11E. Understands the relationship between oral and silent reading. 11F. Understands the role of subject area vocabulary in developing reading comprehension. 11G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 11H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent health education teacher 11I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 11J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 11K. Plans and models use of comprehension strategies before, during, and after reading of text. 11L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 11M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 11N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 11O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 11P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 11Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 11R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Health Education 102

109 These standards are aligned with the American Association of Health Education (AAHE) [Framework for Development of Competency-Based Curricula for Entry-Level Health Educators] and the joint Committee on National Health Education Standards' National Health Education Standards, which guide the practice of school health instruction. These standards are based on and make reference to the NCATE/AAHE competencies, which guide professional credentialing in health education. These standards are also responsive to the Illinois Academic (Learning) Standards in Health Education, and the National Health Education Standards, and the Illinois Learning Standards. Illinois Content-Area Standards Health Education 103

110 LIBRARY INFORMATION SPECIALIST CONTENT-AREA STANDARDS STANDARD 1 Information Access and Delivery The library information specialist provides equitable intellectual and physical access to information and ideas in support of the curriculum for a diverse community of learners. Knowledge Indicators: The competent library information specialist 1A. Knows current and developmentally appropriate resources and the strategies for guiding the intellectual access to information. 1B. Recognizes the principles of flexible and equitable physical access to information and resources at time and point of need. 1C. Understands centralized systems for bibliographic control, materials, equipment circulation, and information distribution. 1D. Recognizes the need for policies and procedures and knows strategies for developing and evaluating the collection of materials and equipment needed to support a curriculum that meets the diverse learning needs of students and teachers. 1E. Is committed to intellectual freedom and recognizes legal guidelines and professional ethics in regard to information access and use. IF. Recognizes the importance of a positive learning climate in creating appropriate and attractive environments. Performance Indicators: The competent library information specialist 1G. Anticipates and responds effectively to requests for assistance in using ideas and information. 1H. Works cooperatively with the technology coordinator and other educators to provide flexible access to resources, spaces, and technology systems to individuals and groups at time of need, within or outside of regular classroom hours, as appropriate. 1I. Catalogs, classifies and arranges information resources in various forms and media according to recognized standards. 1J. Maintains centralized systems for bibliographic control of materials, equipment, and electronic information distribution systems, including computer networks, and distance learning facilities. 1K. Assures that policies on information use and distribution are reviewed and approved by appropriate governing bodies. 1L. Creates and maintains inviting, attractive physical spaces that encourage a positive learning climate. STANDARD 2 Information Access and Delivery The library information specialist plans and implements the access and delivery of a full range of information resources and services through the library media program. Knowledge Indicators: The competent library information specialist 2A. Teaches and directs students and staff use of information resources available within the library resource area, to include print, non-print, electronic retrieval storage systems, the Internet, on-line databases and access to the local and regional library collection holdings for possible inter-library loan requests. 2B. Uses and implements distance learning delivery systems including computer, audio, and video conferencing, cable TV and satellite communications to instruct and inform. Illinois Content-Area Standards Library Information Specialist 104

111 Performance Indicators: The competent library information specialist 2C. Provides equitable access to multiple media resources with current and appropriate equipment for all students, staff, and the community through extended library hours before and after school. 2D. Implements learning courses and content for students using distance learning technologies as available. STANDARD 3 Teaching and Learning The library information specialist demonstrates knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community. Knowledge Indicators: The competent library information specialist 3A. Understands information literacy; efficient and effective access to information; critical and competent evaluation of information; and accurate and creative use of information. 3B. Understands, encourages and promotes independent learning opportunities and understands various learning styles. 3C. Understands social and ethical behavior in regard to information and information technology. Performance Indicators: The competent library information specialist 3D. Teaches and demonstrates to students how to structure a search across a variety of sources and formats to locate the best information to meet a particular need. 3E. Guides the student to distinguish among facts, points of view, and opinions. 3F. Encourages and guides the student to produce and communicate information and ideas in appropriate formats using critical thinking and problem-solving skills. 3G. Provides opportunities for students to seek personal information for personal interest and self-improvement. 3H. Provides information presented creatively in a variety of formats so that a student can develop creative products in a variety of formats. 3I. Provides an environment that assists multiple learning styles. 3J. Encourages and assists the student to seek information from diverse sources, contexts, disciplines and cultures through equitable access to information. 3K. Teaches and encourages the students to respect the principles of intellectual freedom, to respect copyright and intellectual property rights, and to value the responsible use of technology. 3L. Encourages collaboration with the technology specialist and others, both in person and through the use of various technologies, to design, develop, and evaluate information products and solutions. STANDARD 4 Teaching and Learning The library information specialist encourages and engages students in reading, viewing, and listening for understanding and enjoyment. The collection and functions of the library media program support various developmental levels, physical and intellectual disabilities, special gifts and talents, diverse cultural backgrounds, and different styles of accessing and processing information. Knowledge Indicators: The competent library information specialist 4A. Knows methods of collaboration with the other members of the learning community to ensure that the school library media program is able to meet the individual learning needs of students. 4B. Knows literature and methodologies to provide reading, listening and viewing guidance to students and others in the learning community. These core abilities, along with writing and communication, form the basis for developing information literacy skills for today's students. Illinois Content-Area Standards Library Information Specialist 105

112 Performance Indicators: The competent library information specialist 4C. Recommends appropriate resources and activities to meet individual learning needs. 4D. Collaborates with other members of the learning community to ensure the school library information program is able to meet the individual learning needs of students. 4E. Models the effective and enthusiastic use of print and non-print materials as sources of pleasure and information. 4F. Facilitates student development of information literacy skills. 4G. Provides reading, listening and viewing guidance to students and others in the learning community. STANDARD 5 Teaching and Learning The library information specialist will plan and provide instruction in the five cross-disciplinary abilities as they apply to the Illinois Learning Standards. Knowledge Indicators: The competent library information specialist 5A. Understands that the library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students' achievement of learning goals. 5B. Models and promotes collaborative planning and curriculum development that includes creative, effective and collaborative teaching. Performance Indicators: The competent library information specialist 5C. Creates and implements the library media program. 5D. Contributes to the school curriculum by attending school and district curriculum meetings. 5E. Collaborates with the classroom teachers on the creation of integrated classroom assignments and projects. 5F. Plans and teaches the latest research techniques and strategies that are applicable to the content area and assignment. 5G. Co-teaches and mentors along with the classroom teacher on projects and assignments for students. 5H. Serves as a reference person, teacher and mentor who may help students with issues relating to learning. 5I. Collaborates with the classroom teacher in the creation and implementation of their content-area standards, goals and visions. STANDARD 6 Teaching and Learning The library information specialist is knowledgeable about information, instruction, and production-based technologies that enhance learning and teaching. He or she is knowledgeable about both the access to information and the operation of the devices that deliver, produce, and manage that information. Knowledge Indicators: The competent library information specialist 6A. Has knowledge of selection, installation, management and maintenance of technologies applicable to the library information center and the larger learning community. 6B. Understands how to use word processing, databases, spreadsheets, presentation software, graphics, and production software to support student learning. 6C. Understands the importance of appropriate planning and purchasing to address software and hardware compatibility issues. 6D. Applies effective methods and strategies for teaching the use of technology tools. Illinois Content-Area Standards Library Information Specialist 106

113 Performance Indicators: The competent library information specialist 6E. Communicates effectively with the technology specialist and other educators about learning technology needs of the students who use the library information center. 6F. Collaborates with the technology specialist on issues of software and hardware compatibility. 6G. Develops facility plans to include learning technology systems to meet student needs in the library information center. These include, but are not limited to video/playback production units, CD-ROM towers and servers, electronic card catalogues, and on-line reference resources. 6H. Works with student learners assisting them with production application questions and resource analysis, for use in word processing and graphic presentations. 6I. Collaborates with the technology specialist to plan budgets, purchases software and hardware that meet the school curriculum needs, and supports the library information center, the classroom and individual learning needs of students. 6J. Teaches uses of computers and other technology tools and the application of technology-based resources to support instruction. STANDARD 7 Teaching and Learning The library information specialist demonstrates leadership in curricular planning and assessment. Knowledge Indicators: The competent library information specialist 7A. Has knowledge of curriculum in all subject areas and levels, state and national learning standards, and a variety of assessment strategies. Performance Indicators: The competent library information specialist 7B. Assists teachers and other educational staff in developing connections among subjects, standards, and strategies for learning. 7C. Assists teachers in developing interdisciplinary connections using a variety of resources and technologies. 7D. Assists teachers and learners in developing appropriate activities for assessing the effectiveness of the curriculum. STANDARD 8 Communication The library information specialist communicates effectively with students, faculty, staff, administrators, parents and the community. Knowledge Indicators: The competent library information specialist 8A. Is aware of a variety of strategies for communicating with various constituencies. 8B. Understands the relationship between school climate and effective teaching and learning. 8C. Understands the role of the central administration and the School Board in communicating the importance of the library information program in teaching and learning. 8D. Recognizes the role that parents play in developing lifelong learning skills. 8E. Is aware of the importance of community groups in maintaining support for the library information program. Performance Indicators: The competent library information specialist 8F. Uses a variety of strategies to build collaborative teams for interdisciplinary teaching and learning. 8G. Identifies examples that demonstrate the library information program's relationship to improved student achievement. 8H. Builds support for the role of the library media program in teaching and learning through the effective use of influence strategies. Illinois Content-Area Standards Library Information Specialist 107

114 8I. Regularly communicates to the Central Administration and the Board the involvement of the library information program in the school curriculum. 8J. Maintains a positive teaching and learning climate in the library media center. 8K. Involves parents in library information center activities, suggests learning activities for parents and children to do together, and uses a variety of communication devices to keep parents informed about the program. 8L. Communicates with the community the relationship of library media programs to student achievement and lifelong learning for everyone. 8M. Establishes and maintains ties with information resources and services within the wider community. STANDARD 9 Communication The library information specialist uses active listening skills to assist learners in accessing, evaluating, and using information. Knowledge Indicators: The competent library information specialist 9A. Knows strategies for eliciting information needs from students and other learners. 9B. Is aware of developmental growth patterns of children and youth and their influence upon reference and search process. Performance Indicators: The competent library information specialist 9C. Uses probing questions to clarify information needs. 9D. Uses reflective listening strategies to help students develop metacognitive skills. 9E. Uses appropriate strategies to guide reference and search processes with students and learners of all ages. STANDARD 10 Communication The library information specialist plans instruction collaboratively with teachers and other members of the learning community. Knowledge Indicators: The competent library information specialist 10A. Is aware of elements essential to collaborative work, including time, trust, climate, resources. 10B. Knows the differences among coordination, cooperation, and collaboration. Performance Indicators: The competent library information specialist 10C. Establishes effective interpersonal relationships that demonstrate an understanding of curriculum objectives, effective listening and negotiation of responsibility for activities. 10D. Participates in collaborative planning of interdisciplinary instruction and uses the level of involvement appropriate to the learning activity and goal. STANDARD 11 Communication The library information specialist serves as an educational leader and as a catalyst for improving the learning community. Knowledge Indicators: The competent library information specialist 11A. Understands the structure of the school learning community and the leverage points for influence. Illinois Content-Area Standards Library Information Specialist 108

115 11B. Understands the process of reforming educational systems and structures and the needs of the individual in relation to these processes. 11C. Understands the variety of motivational, coaching, and guidance strategies necessary to assist school reform efforts. Performance Indicators: The competent library information specialist 11D. Uses knowledge of school mission, goals and policies, along with their structure and culture to advocate for necessary change. 11E. Participates as a partner and change agent in curriculum development at the building and district levels. 11F. Demonstrates leadership in evaluating the effectiveness of the library media program in improving teaching and learning. STANDARD 12 Administration The library information specialist plans and efficiently administers a program that makes a significant contribution to student learning. He or she leads, collaborates, and applies technology skills to design and manage a program that is integrated into the school curriculum and supports the development of effective users and communicators of ideas and information within a lifelong, independent learning process. Knowledge Indicators: The competent library information specialist 12A. Provides an effective library resource program that supports the mission, goals, and objectives of the school. 12B. Establishes, maintains, and supervises the school's library resource program and library information program support personnel. 12C. Stays current with new information and trends in technologies and dissemination strategies to effectively plan, implement and assess the effectiveness of the school's library information program. Performance Indicators: The competent library information specialist 12D. Develops and implements a mission statement, goals, objectives, policies, and procedures that reflect the mission, goals and objectives of the school. 12E. Organizes information resources that align the library information program and information literacy standards for student learning with the school's goals and integrates these standards into the curriculum. 12F. Uses collaboration strategies that encourage administrators and teachers to integrate the library information program into the school's instructional program. 12G. Reports the results of program assessment on a regular basis to teachers, students, administrators, and other community members. 12H. Participates on the school's curricular decision-making body. 12I. Analyzes instructional and technological requirements and other features of the school to recommend appropriate staffing and training necessary to meet the learning and information needs of the students, and to ensure the effectiveness of the program. 12J. Collaborates and communicates with all staff and the technology specialist to identify and use the full range of learning technologies required to meet students' information needs. 12K. Provides equitable access for staff, students, and the community to the school library information center as needed to support the integration of the information literacy standards for student lifelong learning. 12L. Administers a program that provides for learning experiences utilizing technology and resources accessed in classrooms or other locations outside of the library information center. Assists teachers and students in finding, evaluating, and developing these additional resources. 12M. Supervises support staff, plans for and implements an effective program that is fundamental to student learning, and is based upon the school's instructional programs, services, facilities, size and numbers of students and teachers. Illinois Content-Area Standards Library Information Specialist 109

116 12N. Supervises, schedules and administers all aspects of the operation of the school library information program. 12O. Develops a budget and locates sources of funding that provide for purchasing and upkeep of all resources required for an effective school library information program. 12P. Plans, develops and maintains a management system for print and non-print resources, equipment and other learning technology resources that are inventoried and circulated through the library information center. 12Q. Participates on committees charged with developing and implementing strategic plans for the school, including school improvement plans, technology plans and curriculum development plans. 12R. Updates personal competencies in information literacy, learning and teaching, information access and delivery, technology utilization, and administration and supervision. 12S. Models continuous learning through activities such as membership in district, regional, state and national organizations, which support library information programs, and participation in staff development programs. 12T. Uses the results of quantitative and qualitative data analysis to make decisions and develop plans and policies for the continuous improvement of the school's library information program. 12U. Develops action plans in conjunction with the technology specialist to accommodate changes in critical areas such as the utilization of new resources and technologies. The standards are built upon several key resources. Among these are the American Association of School Librarians (AASL), a division of the American Library Association (ALA); the National Council for Accreditation of Teacher Education (NCATE); the Association for Educational Communications and Technology (AECT); and the National Study of School Evaluation (NSSE). Especially vital for these efforts was the seminal work from the AASL/AECT: Information Power: Building Partnerships for Learning. Similar efforts in other states, including Colorado, North Carolina, Texas and Wisconsin were also considered. Illinois Content-Area Standards Library Information Specialist 110

117 MATHEMATICS CONTENT-AREA STANDARDS STANDARD 1 The competent teacher of mathematics communicates mathematical content and concepts. Knowledge Indicators: The competent teacher of mathematics 1A. Understands the dynamics of working collaboratively with others. 2B. Understands learning styles and learning strategies. Performance Indicators: The competent teacher of mathematics 1C. Communicates verbally and in written, visual, and symbolic forms using appropriate technology. 1D. Creates effective learning environments where students will be able to work collaboratively in one-to-one, small group, and large group contexts. 1E. Analyzes the thinking and learning strategies of all students to extend mathematical knowledge. STANDARD 2 The competent teacher of mathematics develops and utilizes a variety of problem-solving techniques. Knowledge Indicator: The competent teacher of mathematics 2A. Understands the many strategies for problem solving. Performance Indicators: The competent teacher of mathematics 2B. Uses problem explorations and modeling to extend mathematical knowledge of all students. 2C. Generalizes results of problems and extends them to other problem situations. STANDARD 3 The competent teacher of mathematics recognizes a variety of reasoning techniques and applies appropriate techniques to concepts, procedures, and conjectures. Knowledge Indicator: The competent teacher of mathematics 3A. Understands various ways of reasoning with respect to concepts, procedures, and conjectures. Performance Indicators: The competent teacher of mathematics 3B. Applies mathematical reasoning and appropriate technologies in the development of concepts, procedures, and conjectures. 3C. Generalizes reasoning skills within the study of mathematics and applies or extends them to other contexts. Illinois Content-Area Standards Mathematics 111

118 STANDARD 4 The competent teacher of mathematics makes connections within and among the various branches of mathematics and other disciplines. Knowledge Indicators: The competent teacher of mathematics 4A. Understands the connections within the mathematics curriculum. 4B. Understands mathematical connections to school curriculums and to other disciplines. 4C. Has knowledge of the historical development of mathematics that includes contributions of men and women from various cultures. Performance Indicators: The competent teacher of mathematics 4D. Develops the connections within and among the various branches of mathematics. 4E. Connects mathematics to other disciplines. STANDARD 5 The competent teacher of mathematics selects, integrates and uses appropriate technologies. Knowledge Indicators: The competent teacher of mathematics 5A. Becomes familiar with the capabilities and benefits of current and emerging technologies. 5B. Understands the selection, integration and utilization of appropriate technologies throughout the mathematics curriculum. Performance Indicators: The competent teacher of mathematics 5C. Selects appropriate technologies for instruction. 5D. Integrates current technology as appropriate for instruction. STANDARD 6 The competent teacher of mathematics demonstrates, applies, and explains a knowledge and sense of number. Knowledge Indicators: The competent teacher of mathematics 6A. Knows and understands the concepts of number, number theory and numeration systems. Early Childhood/Elementary School Teacher 6A1. Understands number sense, including concepts of order, magnitude, mental math, estimation, place value, and senses the reasonableness of results. 6A2. Understands decimals, fractions, ratios, proportions, and percents as ways to represent numbers and relationships. 6A3. Knows the properties of prime and composite numbers. Middle School Teacher knows and understands the above and 6A4. Has knowledge of complex numbers, modular systems, and matrices. Secondary School Mathematics Teacher knows and understands the above and 6A5. Understands polar and vector representations of complex numbers, algebraic structures, and topics from discrete mathematics. Illinois Content-Area Standards Mathematics 112

119 6B. Knows and understands algorithms of operations. Early Childhood/Elementary School Teacher 6B1. Understands composition, decomposition, and recomposition of numbers including place value of any base, factors and multiples, prime and composite numbers, inverses, and the application of these concepts. Middle School Teacher knows and understands the above and 6B2. Understands operations with algebraic expressions and has knowledge of symbolic manipulators. Secondary School Mathematics Teacher understands the above and 6B3. Has knowledge of iterative processes as they relate to fractals and other applications. Performance Indicators: The competent teacher of mathematics 6C. Applies the concepts of number theory and numeration systems. Early Childhood/Elementary School Teacher 6C1. Uses number sense to judge reasonableness of results. 6C2. Applies proportional reasoning to solve problems. 6C3. Uses the properties of prime and composite numbers to determine greatest common factors and least common multiples to solve problems. 6C4. Performs operations in any base and converts between bases. Middle School Teacher demonstrates the above and 6C5. Computes and interprets the results of computation using complex numbers, modular systems, and matrices. Secondary School Mathematics Teacher demonstrates the above and 6C6. Computes using polar and vector representations of complex numbers. 6D. Models, explains, develops and applies algorithms of operations. Early Childhood/Elementary School Teacher 6D1. Chooses appropriately from mental math, paper and pencil, manipulative, and technology to perform computations. Middle School Teacher demonstrates the above and 6D2. Models, develops, and applies algorithms with technology. Secondary School Mathematics Teacher demonstrates the above and 6D3. Uses numerical approximations as a basis for numerical integration and numerical-based proofs. STANDARD 7 The competent teacher of mathematics understands and applies the process of measurement. Knowledge Indicators: The competent teacher of mathematics 7A. Knows customary, metric, and non-standard measurement. Early Childhood/Elementary School Teacher 7A1. Knows how to measure length, area, volume, capacity, time, temperature, angles, weight and mass. 7A2. Has knowledge of non-standard and emerging units such as graphic screen pixels and font size. Illinois Content-Area Standards Mathematics 113

120 Middle School Teacher knows the above and 7A3. Understands trigonometric ratios and relationships. 7A4. Understands how changing one measure of a multi-dimensional object may affect other measures. 7A5. Understands conversion factors as they apply to dimensional analysis. Secondary School Mathematics Teacher knows the above and 7A6. Understands nonlinear scales. Performance Indicators: The competent teacher of mathematics 7B. Selects and applies appropriate units and tools for measuring, comparing, and ordering. Early Childhood/Elementary School Teacher 7B1. Uses customary, metric, and non-standard measures. 7B2. Selects and uses appropriate tools to perform above measurements. 7B3. Estimates measurement. 7B4. Determines acceptable measures of accuracy and calculates relative error. Middle School Teacher demonstrates the above and 7B5. Uses trigonometric ratios and their relationships to solve problems. Secondary School Mathematics Teacher demonstrates the above and 7B6. Applies nonlinear scales (e.g. exponential and logarithmic). 7C. Uses formulas and other procedures for computing or estimating the measure of multi-dimensional objects. Early Childhood/Elementary School Teacher 7C1. Measures objects using both direct and indirect measurement. 7C2. Uses formulas to aid in indirect measurement. 7C3. Applies measurements and formulas to irregular shapes, regions, and solids. 7C4. Reads and interprets scale drawings. Middle School Teacher demonstrates the above and 7C5. Explains how changing one measure of a multi-dimensional object impacts other measurements. 7C6. Reads and interprets topographical maps and architectural drawings. Secondary School Mathematics Teacher demonstrates the above and 7C7. Applies dimensional analysis. 7C8. Uses modeling and visualization to hypothesize about and predict measurements. STANDARD 8 The competent teacher of mathematics demonstrates, applies and explains a knowledge and sense of algebra via patterns, functions, symbols, and models. Knowledge Indicators: The competent teacher of mathematics 8A. Knows and understands applications of concepts, representations, and relationships of variables and patterns. Early Childhood/Elementary School Teacher 8A1. Understands the order of operations. 8A2. Understands the concept of variables. 8A3. Understands symbolic, numeric, and graphical representations of mathematical situations. Illinois Content-Area Standards Mathematics 114

121 8A4. Understands the properties and operations of real numbers in an algebraic context. Middle School Teacher knows and understands the above and 8A5. Understands a wide range of modeling applications involving graphs, tree charts, and other visual representations of data with multiple dimensions. Secondary School Mathematics Teacher knows and understands the above and 8A6. Understands variable relationships, logic, and concepts of discrete mathematics. 8B. Knows and understands concepts and representations of relations and functions. Early Childhood/Elementary School Teacher 8B1. Understands the symbolic, numeric, graphical and verbal representations of relations and functions and the relationships among them. 8B2. Understands polynomial and exponential functions. Middle School Teacher knows and understands the above and 8B3. Understands logarithmic, parametric, trigonometric, rational, radical, absolute value relations and their graphs. Secondary School Mathematics Teacher knows and understands the above and 8B4. Understands linear algebra. 8C. Knows and understands the development and applications of calculus. Early Childhood/Elementary School Teacher 8C1. Understands concepts of rates of change and patterns that lead to limits. 8C2. Understands concepts of distance, area, volume, and shapes that lead to limits. Middle School Teacher knows and understands the above and 8C3. Knows the historical development of calculus. 8C4. Understands the concept of limits. 8C5. Understands the basic concepts of calculus and their applications. Secondary School Mathematics Teacher knows and understands the above and 8C6. Understands the concepts of calculus and analytical geometry and their applications. 8D. Knows and understands algebraic structures. Early Childhood/Elementary School Teacher 8D1. Understands the properties of the real number systems. 8D2. Understands the properties of sets and Venn diagrams. Middle School Teacher knows and understands the above and 8D3. Understands the properties of complex and modular systems and their applications. Secondary School Mathematics Teacher knows and understands the above and 8D4. Understands groups, rings, integral domains, and fields. Performance Indicators: The competent teacher of mathematics 8E. Applies concepts, representations, and relationships of variables and patterns. Early Childhood/Elementary School Teacher 8E1. Applies the order of operations to numerical and algebraic expressions. 8E2. Identifies, completes, and extends patterns and sequences. 8E3. Represents mathematical situations symbolically, numerically, and graphically. 8E4. Applies properties and operations of real numbers in an algebraic context. Illinois Content-Area Standards Mathematics 115

122 8E5. Solves number sentences involving variables. 8E6. Translates word situations to algebraic sentences and solves them using algebra. 8E7. Uses equations and inequalities as a means of solving practical applications. Middle School Teacher demonstrates the above and 8E8. Uses a wide range of modeling applications involving graphs and tree charts. 8E9. Solves systems of linear equations graphically and algebraically (including matrices and determinants). 8E10. Solves systems of nonlinear equations and inequalities algebraically and graphically. Secondary School Mathematics Teacher demonstrates the above and 8E11. Explains and applies symbolic logic. 8E12. Explains and applies induction and recursion. 8E13. Explains and applies sequences and series. 8F. Uses concepts and representations of relations and functions and their applications. Early Childhood/Elementary School Teacher 8F1. Represents functions and relations in symbolic, numeric, graphical, and verbal forms. 8F2. Finds and uses slopes and intercepts to construct, analyze, and interpret graphs of equations and inequalities. Middle School Teacher demonstrates the above and 8F3. Finds and uses slope, symmetry, roots, intercepts, critical points, and vertices, to construct and interpret graphs of functions and relations. 8F4. Recognizes and uses the equations of lines, hyperbolas, parabolas, circles, ellipses, and nonlinear equations. 8F5. Formulates, explains, and solves problems involving nonlinear equations such as variation and exponential and logarithmic growth and decay. Secondary School Mathematics Teacher demonstrates the above and 8F6. Applies principles and properties of linear algebra. 8G. Explains and uses the concepts of calculus and applications. Early Childhood/Elementary School Teacher (There are no additional performance standards for elementary teachers in this indicator.) Middle School Teacher demonstrates the above and 8G1. Calculates and interprets basic limits. 8G2. Illustrates the basic concepts of calculus using concrete applications. Secondary School Mathematics Teacher demonstrates the above and 8G3. Uses differentiation, integration, and other concepts of calculus to solve problems and interpret results. STANDARD 9 The competent teacher of mathematics knows and uses geometric methods to analyze, categorize, and draw conclusions about points, lines, planes, and space. Knowledge Indicators: The competent teacher of mathematics 9A. Understands terminology, properties of two- and three- dimensional shapes, and the relationships among them. Illinois Content-Area Standards Mathematics 116

123 9B. Knows Euclidean and non-euclidean geometry, coordinates geometry, graph theory, and transformational geometry and the relationships among them. 9C. Understands the process of conjecturing, justifying, and proof. Early Childhood/Elementary School Teacher 9C1. Understands inductive and deductive reasoning. Middle School Teacher knows the above and 9C2. Understands the appropriate uses of different types of proof. Secondary School Mathematics Teacher knows the above and 9C3. Extends the understanding of proof to finite and non-euclidean settings. Performance Indicators: The competent teacher of mathematics 9D. Uses and applies the properties of geometry. Early Childhood/Elementary School Teacher 9D1. Recognizes relationships and patterns in geometric figures. 9D2. Uses characteristics of geometric figures including symmetry, congruence, and similarity to recognize, identify, build, draw, describe, analyze, and categorize two- and three-dimensional figures and tessellation. 9D3. Applies geometric concepts to solve practical applications. 9D4. Explains the relationships between perimeter, area, and volume of similar figures. Middle School Teacher demonstrates the above and 9D5. Uses trigonometry to solve practical applications. Secondary School Mathematics Teacher demonstrates the above. 9E. Identifies, analyzes, categorizes, and applies multi-dimensional figures using spatial visualization skills and modeling. Early Childhood/Elementary School Teacher 9E1. Translates between two- and three-dimensional representations of the same figure including the use of coordinate geometry and graph theory. 9E2. Uses manipulative, Euclidean geometry, coordinate geometry, transformational geometry, and appropriate technology to model mathematical concepts and solve problems. Middle School Teacher demonstrates the above and 9E3. Generates solids of revolution from two-dimensional figures. 9E4. Gives examples of non-euclidean geometry. 9E5. Applies recursion and iteration geometrically. 9E6. Recognizes and uses relationships that exist between algebra and geometry. Secondary School Mathematics Teacher demonstrates the above and 9E7. Describes relationships of the planar sections of three-dimensional objects. 9E8. Explains relationships that exist between transformations (including matrix representations) as a geometric equivalence of the function concept. 9F. Constructs convincing arguments and proofs. Early Childhood/Elementary School Teacher 9F1. Makes and identifies mathematical conjectures and provides justification to support or refute conjectures using a. manipulatives; b. constructions; c. algebraic, coordinate, and transformational methods; d. interactive technology; and e. paragraph and two-column proofs. Illinois Content-Area Standards Mathematics 117

124 Middle School Teacher demonstrates the above and 9F2. Constructs inductive, deductive, and indirect arguments and explains the difference among them. Secondary School Mathematics Teacher demonstrates the above and 9F3. Uses a formal axiomatic system to construct and analyze proofs. STANDARD 10 The competent teacher of mathematics demonstrates knowledge and application of probability, descriptive and inferential statistics. Knowledge Indicators: The competent teacher of mathematics 10A. Understands how to collect, organize and represent data to answer questions. Early Childhood/Elementary School Teacher 10A1. Understands how to create tables, graphs, charts, pictures, and other visual representations of a set of data. 10A2. Understands simple random sampling and recognizes bias. 10A3. Understands line of best fit. Middle School Teacher knows the above and 10A4. Understands data trends and curves of best fit. Secondary School Mathematics Teacher knows and understands the above. 10B. Understands summary statistics. Early Childhood/Elementary School Teacher 10B1. Understands measures of central tendency, variation, and position. 10B2. Understands common distributions. Middle School Teacher understands the above. Secondary School Mathematics Teacher knows the above and 10B3. Understands additional measures of central tendency and variation. 10C. Understands how to interpret and predict the results of data analysis. Early Childhood/Elementary School Teacher 10C1. Understands the design of observations and experiments to answer questions. 10C2. Understands the concept of reliability and validity. Middle School Teacher knows the above and 10C3. Understands correlation and regression techniques. Secondary School Mathematics Teacher knows the above and 10C4. Understands the design of experiments used in hypothesis testing. 10D. Understands counting techniques and probability. Early Childhood/Elementary School Teacher 10D1. Understands fundamental counting principles, combinations, and permutations. 10D2. Understands probability and odds of events. 10D3. Understands dependent and independent events. Illinois Content-Area Standards Mathematics 118

125 Middle School Teacher knows and understands the above and 10D4. Understands the use of random variables to solve problems. Secondary School Mathematics Teacher knows and understands the above and 10D5. Understands the link between probability theory and inferential statistics. Performance Indicators: The competent teacher of mathematics 10E. Poses questions and collects, organizes and represents data to answer those questions. Early Childhood/Elementary School Teacher 10E1. Creates tables, graphs, charts, pictures, and other visual representations of a set of data. 10E2. Collects simple random samples and recognizes sample bias. 10E3. Uses visual techniques for finding, interpreting, and applying the line of best fit. Middle School Teacher demonstrates the above and 10E4. Finds and applies appropriate curves of best fit using technology. Secondary School Mathematics Teacher demonstrates the above. 10F. Calculates, explains, and interprets summary statistics. Early Childhood/Elementary and Middle School School Teacher 10F1. Uses measures of central tendency and variation to describe a set of data. 10F2. Uses common distributions as appropriate to solve problems. Secondary School Mathematics Teacher demonstrates the above and 10F3. Uses additional measures of central tendency and variation to describe a set of data. 10G. Predicts, calculates, interprets, and applies the results of data analysis. Early Childhood/Elementary and Middle School Teacher 10G1. Develops a hypothesis based on a question or problem of interest and devises a plan for the collection of data. 10G2. Uses simple survey and sampling techniques. 10G3. Collects, records, organizes, displays, summarizes, and interprets data. Secondary School Mathematics Teacher demonstrates the above and 10G4. Chooses an appropriate experimental design, selects and performs proper research procedures, and interprets results. 10H. Demonstrates and uses counting techniques and probability. Early Childhood/Elementary School Teacher 10H1. Uses the fundamental counting principles, combinations, and permutations. 10H2. Determines the probability and odds of events. 10H3. Analyzes problems situations (e.g. fairness of games, lotteries). 10H4. Creates simulations to analyze simple theoretical or experimental probabilities. 10H5. Computes probabilities for dependent and independent events. Middle School Teacher demonstrates the above and 10H6. Determines probabilities involving combinations and permutations. 10H7. Generates and interprets probability distributions for random variables. Secondary School Mathematics Teacher demonstrates the above and 10H8. Links probability to inferential statistics. Illinois Content-Area Standards Mathematics 119

126 STANDARD 11 The competent teacher of mathematics understands the process of reading and demonstrates instructional abilities to teach reading in the content area of mathematics. Knowledge Indicators: The competent teacher of mathematics 11A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 11B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 11C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 11D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 11E. Understands the relationship between oral and silent reading. 11F. Understands the role of subject area vocabulary in developing reading comprehension. 11G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 11H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent teacher of mathematics 11I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 11J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 11K. Plans and models use of comprehension strategies before, during, and after reading of text. 11L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 11M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 11N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 11O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 11P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 11Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 11R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Mathematics 120

127 MUSIC CONTENT-AREA STANDARDS STANDARD 1 The competent music teacher possesses knowledge and skills in the use of the basic vocabulary of music. Knowledge Indicators: The competent music teacher 1A. Understands elements of music: rhythm - beat, meter, and rhythmic patterns melody - melodic structure, intervals, and scales harmony - chordal structure and progressions, texture, (tonal, atonal, modal) form - compositional forms and devices tone color - vocal, instrumental, environmental, electronic, and ethnic. 1B. Understands expressive qualities - dynamics, tempo, articulation, embellishments, and mood. 1C. Understands musical notation - clefs, key and time signatures, note/rest values, expressive terms and symbols. 1D. Understands styles and genres,- historical, and cuitural/national. Performance Indicators: The competent music teacher 1E. Defines the basic vocabulary of music. 1F. Uses the symbols of musical notation to communicate musical sound. 1G. Identifies examples of the vocabulary of music within the context of written and aural music. STANDARD 2 The competent music teacher understands the processes and is able to apply the knowledge and skills necessary to create and perform music. Knowledge Indicators: The competent music teacher 2A. Understands creating music: composing improvising arranging orchestrating. 2B. Understands performing music: vocal technique instrumental technique piano or other accompanying instruments conducting performance practices. 2C. Understands criteria for evaluating music performances and compositions. Performance Indicators: The competent music teacher 2D. Performs music expressively and with technical accuracy through solo performance, small ensemble performance, and large ensemble performance. 2E. Conducts small and large ensembles. 2F. Devises and applies criteria using appropriate music vocabulary for evaluation of music performances and compositions. Illinois Content-Area Standards Music 121

128 STANDARD 3 The competent music teacher understands and analyzes the role of music within a variety of cultures and historical periods and its impact on society. Knowledge Indicators: The competent music teacher 3A. Understands how music shapes and reflects ideas, issues, or themes in a particular culture (e.g., popular, folk, and ethnic music of the United States). 3B. Understands how musicians and their works shape culture and increase understanding of societies, past and present (e.g., analyzes the relationships between music and other aspects of the period's culture). 3C. Understands a variety of musical styles from various regions of the world. 3D. Understands the developments in and distinguishing characteristics of historical and contemporary musical works by style and period. 3E. Understands composers and works of Western art music, including those from under-represented groups, from major historical and contemporary periods (e.g., Baroque, Classical, Romantic, and Modern). 3F. Understands how music is expanding and developing based on new technologies and societal changes. 3G. Understands how music functions in commercial applications (e.g., movies, and commercials). 3H. Understands careers and jobs in music. Performance Indicators: The competent music teacher 3I. Analyzes how music shapes and reflects ideas, issues, or themes in a particular culture (e.g., popular, folk, and ethnic music of the United States). 3J. Analyzes how musicians and their works shaped culture and increases understanding of societies, past and present (e.g., analyzes the relationships between music and other aspects of the period's culture). 3K. Identifies a variety of musical styles from various regions of the world. 3L. Analyzes the developments in and distinguishing characteristics of historical and contemporary musical works by style and period. 3M. Identifies composers and works of Western art music, including those from under-represented groups, and from major historical and contemporary periods (e.g., Baroque, Classical, Romantic, Modern). 3N. Analyzes how music is expanding and developing based on new technologies and societal changes. 3O. Analyzes how music functions in commercial applications (e.g., movies, and commercials). 3P. Identifies careers and jobs in music. STANDARD 4 The competent music teacher is able to relate various types of music knowledge and skills within and across the arts. Knowledge Indicators: The competent music teacher 4A. Understands similarities and differences in the meaning of common terms used in the various arts. 4B. Understands the ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music (e.g., the science of vibrations and pitch, and the study of patterns and forms). 4C. Understands the aesthetic principles of music. Illinois Content-Area Standards Music 122

129 Performance Indicators: The competent music teacher 4D. Identifies similarities and differences in the meaning of common terms used in the various arts. 4E. Identifies the ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music. 4F. Applies aesthetic principles of music within and across the arts. STANDARD 5 The competent music teacher understands and is able to apply pedagogical knowledge and skills appropriate to the teaching of music, including issues of diversity, gender equity, and the needs of gifted students. Knowledge Indicators: The competent music teacher 5A. Understands the rationales for music as a basic component of general education. 5B. Understands teaching methods for elementary general music education (PreK-5). 5C. Understands teaching methods for middle school/secondary choral music education. (6-12). 5D. Understands teaching methods for middle school/secondary general music education (6-12). 5E. Understands teaching methods for middle school/secondary instrumental music education. (5-12). 5F. Understands teaching methods for students with special educational needs. 5G. Understands teaching methods for integrating music into other areas of the curriculum. 5H. Understands characteristics of appropriate music education materials and literature for a variety of music education settings. 5I. Understands characteristics of the developing human voice from early childhood to late adolescence. 5J. Understands the characteristics of wind, string, and percussion instruments. 5K. Understands the characteristics of rhythmic, harmonic, and melodic instruments (including ethnic instruments) used in the classroom. 5L. Understands the techniques of accompanying classroom and performing ensembles. 5M. Understands types and characteristics of music technology appropriate for the school music program. 5N. Understands techniques of composing (including improvisation), scoring, and arranging music appropriate for a variety of instruments and voices within the school music program. 5O. Understands techniques of conducting appropriate to school performing ensembles. 5P. Understands techniques for assessing student aptitude and achievement, appropriate to the school music program. Performance Indicators: The competent music teacher 5Q. Articulates logical rationales for the role of music in the school curriculum. 5R. Identifies and applies teaching methods for elementary general music education (PreK-5). 5S. Identifies and applies teaching methods for middle school/secondary choral music education (6-12). 5T. Identifies and applies teaching methods for middle school/secondary general music education (6-12). 5U. Identifies and applies teaching methods for middle school/secondary instrumental music education (5-12). 5V. Identifies and applies teaching methods for students with special educational needs. 5W. Identifies and applies teaching methods for integrating music into other areas of the curriculum. 5X. Identifies characteristics of appropriate music education materials and literature for a variety of music education settings. 5Y. Identifies vocal classifications and ranges, and the stages of vocal maturation from early childhood to late adolescence. 5Z. Identifies characteristics, principles, and techniques of tone production on wind, string and percussion instruments. Illinois Content-Area Standards Music 123

130 5AA. 5BB. 5CC. 5DD. 5EE. 5FF. Identifies and performs on rhythmic, harmonic, and melodic instruments (including ethnic instruments) used in the classroom. Applies the techniques of accompanying classroom and performing ensembles. Identifies and uses music technology appropriate for the school music program. Identifies and applies techniques of composing (including improvisation), scoring, and arranging appropriate for a variety of instruments and voices with the school music program. Applies techniques of conducting appropriate to school performing ensembles. Identifies and applies techniques for assessing student aptitude and achievement, appropriate to the school music program. These standards are aligned with the Illinois Learning Standards; Illinois Teaching Standards for Fine Arts, National Evaluation Systems, Inc., (1998); National Association of Schools of Music: Handbook, (1997); Performance Standards for Music (Grades K12), Music Educators National Conference, (1996) and the Illinois Core Professional Teaching Standards of the Illinois State Board of Education, (1997). Illinois Content-Area Standards Music 124

131 PHYSICAL EDUCATION CONTENT-AREA STANDARDS STANDARD 1 The competent physical education teacher applies principles of health-related fitness and training. Knowledge Indicators: The competent physical education teacher 1A. Understands major principles, concepts, assumptions and misconceptions of health-related physical fitness and training. 1B. Explains principles and applications of the components of health-related fitness. 1C. Identifies concepts of health-related fitness and how to incorporate them into various physical activities. 1D. Names and describes organic, skeletal, and neuromuscular structures of the human body, how these systems adapt to physical activity, and how they contribute to health-related fitness. Performance Indicators: The competent physical education teacher 1E. Describes and applies health-related fitness concepts and principles to physical activity. 1F. Identifies program elements for health-related fitness and develops an appropriate curriculum. 1G. Evaluates the effects of conditioning and training on body systems. 1H. Analyzes the relationship between health-related fitness and personal well-being. STANDARD 2 The competent physical education teacher applies techniques and procedures for developing and assessing health-related fitness. Knowledge Indicators: The competent physical education teacher 2A. Recognizes typical developmental progressions, ranges of individual variation, and levels of readiness for health-related fitness. 2B. Knows developmentally appropriate assessment strategies and instruments to assess health-related fitness standards. 2C. Understands assessment is an integral part of instruction to provide feedback to learners. Performance Indicators: The competent physical education teacher 2D. Incorporates learner performance data to shape instructional design. 2E. Assesses learner progress in health-related fitness development. 2F. Schedules activities to develop specific aspects of health-related fitness. 2G. Applies techniques to motivate students to enhance health-related fitness levels. 2H. Evaluates health-related fitness goal setting, activity selection, and personal health-related fitness programs for students. STANDARD 3 The competent physical education teacher understands human movement, motor skills, and their developmental sequence. Knowledge Indicators: The competent physical education teacher 3A. Understands differentiates critical elements and sequencing of basic motor skills. 3B. Detects developmental progressions, ranges of individual variation, and levels of readiness. Illinois Content-Area Standards Physical Education 125

132 3C. Describes principles and activities for developing locomotor, non-locomotor, manipulative, rhythmic, and dance movements. 3D. Knows basic principles of biomechanics, motor learning and motor development. Performance Indicators: The competent physical education teacher 3E. Applies principles of movement concepts and patterns. 3F. Demonstrates basic motor skills and physical activities with competence. 3G. Identifies critical elements of basic motor skills and develops appropriate sequences to teach motor skills. 3H. Identifies, selects, and implements developmentally appropriate learning/practice opportunities based on learner motivation and skill level. STANDARD 4 The competent physical education teacher organizes activities and techniques for developing motor skills. Knowledge Indicators: The competent physical education teacher 4A. Recognizes appropriate instructional cues and prompts to elicit basic motor skills. 4B. Understands developmental progressions, ranges of individual variation, and levels of readiness. Performance Indicators: The competent physical education teacher 4C. Designs a variety of developmentally appropriate practice opportunities. 4D. Applies performance concepts and principles to skillful movement and physical activity. 4E. Implements developmentally appropriate instruction to teach basic motor skills. 4F. Uses a variety of formal and informal assessment techniques to evaluate learner progress in motor skill development. STANDARD 5 The competent physical education teacher guides the dynamic interaction between individuals and within groups while they are engaged in activities for personal and social development. Knowledge Indicators: The competent physical education teacher 5A. Understands developmental progressions in the cognitive and affective domains. 5B. Recognizes socio-cultural benefits of participation in a variety of activities. 5C. Identifies aesthetic and creative aspects of skilled performance. Performance Indicators: The competent physical education teacher 5D. Plans activities that aid in the development of problem solving and critical thinking skills. 5E. Evaluates student progress in personal expression and inter-personal skill development during physical activity. 5F. Plans activities that aid in developing positive personal behaviors. 5G. Plans activities that aid in promoting positive social attitudes and behaviors in group settings. Illinois Content-Area Standards Physical Education 126

133 STANDARD 6 The competent physical education teacher applies techniques, skills, strategies, basic rules, etiquette, and safety practices for individual and group sports. Knowledge Indicators: The competent physical education teacher 6A. Understands techniques, skills, strategies and skill progressions of individual and group sports. 6B. Recognizes basic rules, etiquette and safety practices associated with individual and group sports. Performance Indicators: The competent physical education teacher 6C. Selects verbal and non-verbal cues as appropriate in the teaching of physical activity. 6D. Selects developmentally appropriate assessment strategies and instruments congruent with physical education learning goals. 6E. Demonstrates techniques, skills, and progressions of a variety of individual and group sports. 6F. Articulates basic rules, etiquette, and safety practices associated with individual and group sports. 6G. Uses a variety of formal and informal assessment techniques to assess learner progress. STANDARD 7 The competent physical education teacher applies techniques, skills, strategies, basic rules, etiquette, and safety practices associated with lifelong sports, creative movement, dance, non-competitive activities and cooperative activities. Knowledge Indicators: The competent physical education teacher 7A. Knows techniques, skills, strategies, and skill progressions of lifelong sports. 7B. Knows techniques, steps, and activities involving dance and creative movement. 7C. Understands concepts, strategies, and safety issues in the development of noncompetitive activities and cooperative activities. 7D. Understands basic rules, strategies, etiquette and safety practices associated with lifelong sports. 7E. Is aware of verbal and non-verbal cues as appropriate in the teaching of physical activity. 7F. Recognizes developmentally appropriate assessment strategies and instruments congruent with physical activity learning goals. Performance Indicators: The competent physical education teacher 7G. Demonstrates techniques, skills, and progressions of a variety of lifelong sports. 7H. Teaches steps and activities involving dance and creative movement. 7I. Directs non-competitive activities and cooperative activities. 7J. Articulates etiquette and safety practices associated with creative movement, dance, non-competitive activities and cooperative activities. 7K. Helps learners facilitate problem solving and critical thinking strategies in the process of becoming physically educated persons. 7L. Asks questions and poses scenarios to stimulate interactive learning opportunities. 7M. Uses a variety of formal and informal assessment techniques to assess learner progress. Illinois Content-Area Standards Physical Education 127

134 STANDARD 8 The competent physical education teacher incorporates the historical, philosophical and social contexts of physical education. Knowledge Indicators: The competent physical education teacher 8A. Identifies historical events and key leaders associated with the field. 8B. Recognizes the influence of social and philosophical trends in physical education. Performance Indicators: The competent physical education teacher 8C. Examines the historical and philosophical trends of physical education as they affect the goals and components of instructional programs and as they relate to current issues in the field. 8D. Remains current with social, political, and economic issues influencing the physical education profession and their impact on instructional programs at the local, state, national, and global levels. STANDARD 9 The competent physical education teacher recognizes issues that influence the development and evaluation of the physical education program. Knowledge Indicators: The competent physical education teacher 9A. Understands value orientations, goals and models of curriculum design. 9B. Recognizes environmental factors affecting curriculum design. 9C. Recognizes assessment procedures for program evaluation. 9D. Understands factors affecting the preparation of a budget to support the instructional program. Performance Indicators: The competent physical education teacher 9E. Constructs lesson plans, unit plans, and a curricular scope and sequence following a given model. 9F. Follows accepted steps in creating curricula. 9G. Is a member of recognized state and national professional organizations, and reads publications from those bodies. 9H. Plans for and manages necessary equipment and resources for instruction. 9I. Establishes appropriate criteria and selects tools for evaluation of a given program. 9J. Revises programs based on a needs assessment or other appropriate evaluative criteria. STANDARD 10 The competent physical education teacher uses concepts and strategies for effective instruction in the physical education program. Knowledge Indicators: The competent physical education teacher 10A. Understands principles and philosophies of physical education. 10B. Recognizes principles for organizing and administering a comprehensive physical education curriculum for all student populations. 10C. Knows effective classroom management procedures in physical education. Illinois Content-Area Standards Physical Education 128

135 Performance Indicators: The competent physical education teacher 10D. Designs instruction to accommodate the learning style strength of students to enhance both knowledge and skill development. 10E. Identifies students with special needs. 10F. Follows measurement concepts including validity, reliability and bias. 10G. Identifies a variety of assessment procedures for student and instructional evaluation. 10H. Conducts appropriate physical education instruction in a variety of curriculum offerings and settings. 10I. Selects and implements developmentally appropriate instruction that is sensitive to the needs, learning styles and experiences of learners. 10J. Uses different types of assessment with a variety of teaching styles and strategies. STANDARD 11 The competent physical education teacher follows safety practices, principles of emergency first aid, and equipment maintenance procedures. Knowledge Indicators: The competent physical education teacher 11A. Has knowledge of equipment, materials, and human and technological resources to enhance learning in a safe environment. 11B. Understands safety issues when planning and implementing instruction. 11C. Knows principles of emergency first aid in given situations. 11D. Recognizes appropriate use, maintenance, and storage of equipment. Performance Indicators: The competent physical education teacher 11E. Uses managerial and instructional routines that create safe environments. 11F. Applies disciplinary and pedagogical knowledge in developing safe learning experiences. 11G. Applies first aid procedures in given situations. STANDARD 12 The competent physical education teacher recognizes legal and ethical issues that influence physical education programs. Knowledge Indicators: The competent physical education teacher 12A. Understands unique characteristics of physical education related to legal issues. 12B. Recognizes state and federal laws and guidelines regarding gender equity, special education, religious issues, privacy, and other aspects of students' rights. Performance Indicators: The competent physical education teacher 12C. Discusses ethical guidelines for decision making in various physical education settings. 12D. Follows codes of professional conduct and current legal directives. 12E. Follows school policy and procedures, regarding professional responsibilities when working with students, colleagues, and families. Illinois Content-Area Standards Physical Education 129

136 READING SPECIALIST CONTENT-AREA STANDARDS STANDARD 1 The competent reading specialist has a deep understanding of reading and reading instruction. Knowledge Indicators: The competent reading specialist teacher 1A. Knows theoretical models and philosophies of reading education and their relevance to instruction. 1B. Knows the scope and sequences for reading instruction at all developmental levels, pre-k through Grade 12. 1C. Knows the history of reading instruction and its relevance to current theory and practice. 1D. Is aware of trends, controversies, and issues in reading education. 1E. Understands the construction and psychometric properties of classroom reading tests, including the state assessment. 1F. Understands, respects, and values cultural, linguistic, and ethnic diversity and knows how such differences can influence learning to read. 1G. Understands the differences between reading skills and strategies and the role each plays in reading development. 1H. Knows a wide range of quality literature for students. Performance Indicators: The competent reading specialist teacher 1I. Adjusts reading instruction to meet the learning needs of diverse learners (e.g., gifted, ESL) as well as those who speak non-standard dialects. 1J. Locates, evaluates, and uses literature for readers of all abilities and ages. 1K. Uses various tools to estimate the readability of texts. 1L. Uses technology to support reading and writing instruction. 1M. Demonstrates ability to meet all requirements included in standards 1 through 12 of the Illinois Content- Area Standards for Language Arts. 1N. Has completed at least three years of successful classroom teaching. STANDARD 2 The competent reading specialist understands how to diagnose, teach, and support the education of students with reading disabilities. Knowledge Indicators: The competent reading specialist teacher 2A. Understands a model of reading diagnosis that includes student proficiency with print conventions, word recognition and analysis, vocabulary, fluency, comprehension, self monitoring, and motivation. 2B. Is aware of models of reading disabilities used in Special Education. 2C. Knows a wide variety of informal and formal assessments of reading, writing, spelling, and oral language. 2D. Understands the uses and limitations of informal and formal assessments. 2E. Is aware of a variety of individualized and group instructional interventions or programs for students with reading problems. 2F. Knows models and procedures for providing reading diagnosis and educational services to students with reading problems. Illinois Content-Area Standards Reading Specialist 130

137 Performance Indicators: The competent reading specialist teacher 2G. Screens classes to identify students in need of more thorough reading diagnosis. 2H. Determines strengths and needs of individual students in the areas of reading, writing, and spelling. 2I. Determines students' reading levels (independent, instructional, frustration). 2J. Gathers and interprets information for diagnosis of the reading problems of individual students. 2K. Develops individual educational plans for students with severe learning problems related to literacy. 2L. Interprets and explains diagnostic information for classroom teachers, parents, and other specialists to plan instructional programs. 2M. Develops case study reports of students with reading problems. 2N. Designs, implements, and evaluates appropriate reading programs for small groups and individuals. STANDARD 3 The competent reading specialist understands how to interpret and use reading research. Knowledge Indicators: The competent reading specialist teacher 3A. Understands the role that reading research should play in guiding pedagogical decisions. 3B. Understands the types of questions that can be answered by different types of research studies. 3C. Is aware of major research findings on reading instruction. Performance Indicators: The competent reading specialist teacher 3D. Searches and accesses research literature in a systematic way. 3E. Reads and interprets research findings and applies them to decisions about assessment, curriculum, instruction, materials selection, and programs. 3F. Explains research findings to a variety of audiences. 3G. Collects, analyzes, and interprets state and local test data to describe achievement trends for district, school, and special populations. 3H. Designs and conducts small-scale, instructional research studies in regular classrooms and special instructional settings. 3I. Promotes and facilitates teacher research and classroom research. STANDARD 4 The competent reading specialist provides leadership in curriculum design and implementation. Knowledge Indicators: The competent reading specialist teacher 4A. Knows state and national educational standards that are relevant to reading education. 4B. Knows exemplary programs and practices in reading education. 4C. Is aware of curriculum material and instructional technology evaluation guidelines. Performance Indicators: The competent reading specialist teacher 4D. Helps faculty and administration to articulate a philosophy of reading instruction. 4E. Participates in development and implementation of school improvement plan. 4F. Participates in and facilitates reading curriculum design, revision, and implementation efforts. 4G. Guides the evaluation and selection of instructional materials, including textbooks, tradebooks, materials for students with special needs, and technology. 4H. Collaborates with allied professionals in assessing, planning, adapting, and delivering reading instruction. Illinois Content-Area Standards Reading Specialist 131

138 4I. Participates in the design and implementation of special programs such as early intervention, summer school, and after school programs. 4J. Assists subject area teachers in selecting appropriate textbooks, software, and other instructional materials. STANDARD 5 The competent reading specialist provides leadership in staff development. Knowledge Indicators: The competent reading specialist teacher 5A. Knows models of staff development. 5B. Understands processes for consensus building and conflict resolution. Performance Indicators: The competent reading specialist teacher 5C. Provides professional development support to classroom teachers, including teachers in mathematics, science, social studies, and other subjects. 5D. Demonstrates exemplary reading instruction with students in varied settings, including one-to-one, small group, and classroom. 5E. Designs staff development programs related to curricular goals. 5F. Presents professional staff development sessions. 5G. Locates resources for staff development, including speakers, courses of study, technology, and workshops. 5H. Serves as a resource on reading to administrators and other policymakers. 5I. Guides and trains paraprofessionals, tutors, and volunteers. 5J. Uses multiple indicators of professional growth as the basis for planning and evaluating staff development. STANDARD 6 The competent reading specialist communicates and works with the public and other professionals. Knowledge Indicators: The competent reading specialist teacher 6A. Knows resources and strategies for facilitating communication among school, home, and community. 6B. Understands the value of community support for school reading programs. Performance Indicators: The competent reading specialist teacher 6C. Provides professional presentations on reading curriculum and issues to school boards and community audiences. 6D. Communicates effectively about reading to media, policymakers, and the general public. 6E. Facilitates home-school connections and parental participation in school reading programs. 6F. Develops partnerships with community members, agencies, and universities. 6G. Advocates for public support of reading education. 6H. Is open to constructive peer evaluation and feedback. Illinois Content-Area Standards Reading Specialist 132

139 STANDARD 7 The competent reading specialist secures and manages instructional resources. Knowledge Indicators: The competent reading specialist teacher 7A. Is aware of resources for supporting effective reading programs. 7B. Knows funding sources and strategies for seeking reading program support. Performance Indicators: The competent reading specialist teacher 7C. Secures instructional materials. 7D. Organizes and coordinates efficient access to instructional materials schoolwide. STANDARD 8 The competent reading specialist has high professional standards. Knowledge Indicator: The competent reading specialist teacher 8A. Is aware of and adheres to ethical standards of professional conduct in reading education. Performance Indicators: The competent reading specialist teacher 8B. Reflects on his/her own teaching practices and conducts self evaluation. 8C. Stays current with developments in reading education and children's and adolescent literature by reading professional journals and other publications and by attending professional conferences. 8D. Participates actively in local, state, or national professional organizations in reading education. The Reading Specialist Standards are aligned with the Illinois Learning Standards and the professional development standards of the International Reading Association. Illinois Content-Area Standards Reading Specialist 133

140 READING TEACHER CONTENT-AREA STANDARDS STANDARD 1 The competent reading teacher has a deep understanding of reading and reading instruction. Knowledge Indicators: The competent reading teacher 1A. Knows theoretical models and philosophies of reading education and their relevance to instruction. 1B. Knows the scope and sequences for reading instruction at all developmental levels, pre-k through Grade 12. 1C. Knows the history of reading instruction and its relevance to current theory and practice. 1D. Is aware of trends, controversies, and issues in reading education. 1E. Understands the construction and psychometric properties of classroom reading tests, including the state assessment. 1F. Understands, respects, and values cultural, linguistic, and ethnic diversity and knows how these differences can influence learning to read. 1G. Understands the differences between reading skills and strategies and the role each plays in reading development. 1H. Knows a wider range of quality literature for students. Performance Indicators: The competent reading teacher 1I. Adjusts reading instruction to meet the needs of diverse learners (e.g., gifted, ESL), as well as those who speak non-standard dialects. 1J. Locates, evaluates, and uses literature for readers of all abilities and ages. 1K. Uses various tools to estimate the readability of texts. 1L. Uses technology to support reading and writing instruction. 1M. Demonstrates ability to meet all requirements included in standards 1 through 12 of the Illinois English Language Arts Content- Area Standards. 1N. Has completed at least two years of successful classroom teaching. STANDARD 2 The competent reading teacher understands how to diagnose, teach, and support the education of students with reading disabilities. Knowledge Indicators: The competent reading teacher 2A. Understands models of reading diagnosis that include student proficiency with print conventions, word recognition and analysis, vocabulary, fluency, comprehension, self monitoring, and motivation. 2B. Understands models of reading disabilities used in Special Education. 2C. Knows a wide variety of informal and formal assessments of reading, writing, spelling, and oral language. 2D. Understands the uses and limitations of informal and formal assessments. 2E. Is aware of a variety of individualized and group instructional interventions or programs for students with reading problems. 2F. Knows models and procedures for providing reading diagnosis and educational services to students with reading problems. Illinois Content-Area Standards Reading Teacher 134

141 Performance Indicators: The competent reading teacher 2G. Screens classes to identify students in need of more thorough reading diagnosis. 2H. Determines strengths and needs of individual students in the areas of reading, writing, and spelling. 2I. Determines students' reading levels (independent, instructional, frustration). 2J. Gathers and interprets information for diagnosis of the reading problems of individual students. 2K. Develops individual educational plans for students with severe learning problems related to literacy. 2L. Interprets and explains diagnostic information for classroom teachers, parents, and other specialists to plan instructional programs. 2M. Develops case study reports of students with reading problems. 2N. Designs, implements, and evaluates appropriate reading programs for small groups and individuals. STANDARD 3 The competent reading teacher participates in curriculum design and implementation. Knowledge Indicators: The competent reading teacher 3A. Knows state and national educational standards that are relevant to reading education. 3B. Knows exemplary programs and practices in reading education. 3C. Is aware of curriculum material and instructional technology evaluation guidelines. Performance Indicators: The competent reading teacher 3D. Participates in development and implementation of school improvement plans. 3E. Participates in and facilitates reading curriculum design, revision, and implementation efforts. 3F. Participates in the evaluation and selection of instructional materials, including textbooks, tradebooks, materials for students with special needs, and technology. 3G. Guides and trains paraprofessionals, tutors, and volunteers. STANDARD 4 The competent reading teacher communicates and works with the public and other professionals. Knowledge Indicator: The competent reading teacher 4A. Understands the value of community support for school reading programs. Performance Indicators: The competent reading teacher 4B. Communicates effectively about reading to the general public. 4C. Facilitates home-school connections and parental participation in school reading programs. STANDARD 5 The competent reading teacher has high professional standards. Knowledge Indicator: The competent reading teacher 5A. Is aware of and adheres to ethical standards of professional conduct in reading education. Illinois Content-Area Standards Reading Teacher 135

142 Performance Indicators: The competent reading teacher 5B. Reflects on teaching practices and conducts self evaluation. 5C. Stays current with developments in reading education and children's and adolescent literature by reading professional journals and other publications and by attending professional conferences. 5D. Participates in local, state, or national professional organizations in reading education. The Reading Teacher Standards are aligned with the Illinois Learning Standards and the professional development standards of the International Reading Association. Illinois Content-Area Standards Reading Teacher 136

143 SCIENCE CONTENT-AREA STANDARDS Core Standards For All Science Teachers All science teachers will demonstrate competence in the core science standards. In addition, all science teachers will demonstrate competence in at least one of the science designation areas: Biology, Chemistry, Earth and Space Science, Environmental Science, and/or Physics. STANDARD 1 - Science as Inquiry The competent science teacher understands scientific inquiry and has the ability to conduct scientific inquiry. Knowledge Indicators: The competent science teacher 1A. Understands assumptions, processes, purposes, requirements and tools of scientific inquiry. 1B. Understands mathematical processes and tools for collecting, managing, and communicating information. 1C. Understands different approaches to conducting scientific investigations. Performance Indicators: The competent science teacher 1D. Plans and conducts scientific investigations using appropriate tools and technology. 1E. Applies mathematical and statistical methods to collect, analyze, and communicate results of investigations. 1F. Displays, illustrates, and defends the results of an investigation. 1G. Uses evidence and logic in developing proposed explanations that address scientific questions and hypotheses. STANDARD 2 - Technological Design The competent science teacher understands the concepts, principles and processes of technological design. Knowledge Indicators: The competent science teacher 2A. Understands the processes, capabilities, limitations and implications of technology and technological design and redesign. 2B. Understands technology and technological design as the use of tools throughout human history. Performance Indicators: The competent science teacher 2C. Identifies real world problems or needs to be solved through technological design. 2D. Addresses a problem situation by identifying a design problem, proposing a design solution, implementing the solution, evaluating the solution, revising the design upon evaluation, and communicating the design and the process. 2E. Identifies the inquiry process in the investigation of past, current and potential technological designs. Illinois Content-Area Standards Science (Core Standards) 137

144 STANDARD 3 - Molecular and Cellular Sciences The competent science teacher understands and can apply concepts that explain the cell, molecular basis of heredity, and biological evolution. Knowledge Indicators: The competent science teacher 3A. Understands viral, subcellular and cellular structure and function. 3B. Understands the nature and function of the gene with emphasis on the molecular basis of inheritance and gene expression. 3C. Understands the processes of change at the microscopic and macroscopic levels. Performance Indicators: The competent science teacher 3D. Describes the processes of the cell cycle and analyze the transmission of genetic information. 3E. Demonstrates an understanding of organelles, cells, tissues, organs and organ systems and their function. 3F. Identifies scientific evidence from various sources to demonstrate knowledge of theories about processes of biological evolution. 3G. Demonstrates the ability to use instruments or to explain functions of the technologies used to study the life sciences at the molecular and cellular level. STANDARD 4 - Organisms and Ecosystems The competent science teacher understands and can apply concepts that describe how living things interact with each other and with their environment. Knowledge Indicators: The competent science teacher 4A. Understands how living and nonliving factors interact with one another and with their environment. 4B. Understands the strategies and adaptations used by organisms to obtain the basic requirements of life. 4C. Understands that all environments are comprised of interrelated dynamic systems. 4D. Understands the concepts of populations, communities, ecosystems, ecoregions, and the role of biodiversity in living systems. 4E. Understands that humans are living organisms who uniquely interact with the environment. Performance Indicators: The competent science teacher 4F. Develops a model or explanation that shows the relationships within the environment. 4G. Demonstrates an understanding of how communities, ecosystems, and ecoregions change. 4H. Demonstrates an understanding of the human as a living organism comparable to other life forms and functions. 4I. Describes physical, ecological, and behavioral factors that influence homeostasis within an organism and interrelationships among organisms. 4J. Demonstrates the ability to use instruments or to explain functions of the technologies used to study the life sciences at the organism and ecosystem level. Illinois Content-Area Standards Science (Core Standards) 138

145 STANDARD 5 - Matter and Energy The competent science teacher understands the nature and properties of energy in its various forms, and the processes by which energy is exchanged and/or transformed. Knowledge Indicators: The competent science teacher 5A. Understands the atomic and nuclear structure of matter and the relationship to chemical and physical properties. 5B. Understands the principle of conservation as it applies to mass, charge, momentum, and energy. 5C. Understands the cause and effect of chemical reactions in natural and manufactured systems. 5D. Understands the characteristics and relationships among thermal, acoustical, radiant, electrical, chemical, mechanical, and nuclear energies. Performance Indicators: The competent science teacher 5E. Analyzes the properties of materials in relation to their chemical or physical structures and evaluate uses of the materials based on their properties. 5F. Explains conservation of mass and energy and explains interactions of energy with matter including changes in state. 5G. Will use kinetic theory and the laws of thermodynamics to explain energy transformations. 5H. Analyzes atomic and nuclear reactions in natural and man-made energy systems. 5I. Demonstrates the ability to use instruments or to explain functions of the technologies used to study matter and energy. STANDARD 6 - Force and Motion The competent science teacher understands and applies the concepts that describe force and motion and the principles that explain them. Knowledge Indicators: The competent science teacher 6A. Understands the concepts and interrelationships of position, time, velocity, and acceleration. 6B. Understands the concepts and interrelationships of force (including gravity and friction), inertia, work, power, energy, and momentum. 6C. Understands the nature and properties of electricity and magnetism. 6D. Understands the nature and properties of mechanical and electromagnetic waves. Performance Indicators: The competent science teacher 6E. Describes and predicts motions of bodies in inertial and accelerated frames of reference, in one and two dimensions in a physical system with association to the basic theories of force and motion. 6F. Analyzes and predicts motions and interactions involving forces, within the context of conservation of energy and/or momentum. 6G. Describes the effects of gravitational, electromagnetic, and nuclear forces in real life situations. 6H. Analyzes and predicts the behavior of mechanical and electromagnetic waves under varying physical conditions. 6I. Demonstrates abilities to use instruments or to explain functions of the technologies used to study force and motion. Illinois Content-Area Standards Science (Core Standards) 139

146 STANDARD 7 - The Earth The competent science teacher understands the dynamic nature of the Earth and recognizes that its features and structures result from natural processes. Knowledge Indicators: The competent science teacher 7A. Understands the structure and composition of the Earth's land, water and atmospheric systems. 7B. Understands the transfer of energy within and among Earth's land, water and atmospheric systems. 7C. Understands the scope of geologic time and the continuing physical changes of the Earth through time. 7D. Understands the interrelationships between living organisms and Earth's resources. Performance Indicators: The competent science teacher 7E. Analyzes and explains large-scale dynamic forces, events, and processes that affect the Earth's land, water and atmospheric systems. 7F. Identifies and explains Earth's processes and cycles and cite examples in real-life situations. 7G. Evaluates scientific theories about Earth's origin and history and how those theories explain contemporary living systems. 7H. Identifies and evaluates the uses of Earth's resources. 7I. Demonstrates abilities to use instruments and/or to explain functions of the technologies used to study the earth sciences. STANDARD 8 - The Universe The competent science teacher understands and applies concepts that explain the composition, structure of, and changes in the universe and Earth's place in it. Knowledge Indicators: The competent science teacher 8A. Understands the properties and dynamic nature within the solar system. 8B. Understands the properties and dynamics of extra solar system objects. 8C. Understands the scientific theories dealing with the origin of the universe. Performance Indicators: The competent science teacher 8D. Observes, describes and explains the relative and apparent motions of objects in the sky. 8E. Compares and analyzes evidence relating to the origin and physical evolution of the universe. 8F. Compares the processes involved in the life cycle of objects within the galaxies, including their physical and chemical characteristics. 8G. Demonstrates the ability to use instruments or to explain functions of the technologies and tools used in the study of the space sciences. STANDARD 9 - Practices of Science The competent science teacher understands and applies accepted practices and implications of science in contemporary and historical contexts. Knowledge Indicators: The competent science teacher 9A. Understands that the nature of science is a human endeavor characterized as tentative, public, replicable, probabilistic, historic, unique, holistic and empirical. Illinois Content-Area Standards Science (Core Standards) 140

147 9B. Understands the definitions of hypotheses, predictions, laws, theories, and principles and the historic and contemporary development and testing of them. 9C. Understands research and reports examples of hypotheses, predictions, laws, theories, and principles, and valid and biased thinking. 9D. Understands the basis for safety practices and regulations in the study of science. Performance Indicators: The competent science teacher 9E. Researches and reports examples of creative and critical thinking skills in scientific research and technological innovation. 9F. Researches and reports examples of predictions, hypotheses, and theories in both valid and biased scientific thinking. 9G. Researches and reports examples of the development of science through time and the impact of societal values on the nature of science. 9H. Documents and practices safety rules and shows evidence of their necessity in the investigation of science. 9I. Demonstrates the ability to use instruments and is able to explain functions of appropriate safety equipment used to assure and implement safe practices. STANDARD 10 - Science, Technology and Society The competent science teacher understands the interaction among science, technology and society including historical and contemporary development of major scientific ideas and technological innovations. Knowledge Indicators: The competent science teacher 10A. Understands the ways that science and technology affect people's everyday lives, societal values and systems, the environment, new knowledge and technologies throughout history. 10B. Understands the processes and effects of scientific and technological breakthroughs and their effect on other fields of study, careers and job markets. Performance Indicators: The competent science teacher 10C. Evaluates the efficacy of criteria to determine the effects of policies on local scientific, environmental and technological issues. 10D. Investigates and evaluates the credibility of scientific claims made in the media, during public debates, or in advertising or marketing campaigns. 10E. Investigates issues by defining and clearly articulating the scientific, technological and societal connections to be investigated, as well as, evaluating the consequences, implications and potential options for resolution. STANDARD 11 - Unifying Concepts The competent science teacher understands the major unifying concepts of all sciences (systems, order and organization; evidence, models, and explanation; constancy, change, and measurement, evolution and equilibrium; form and function), and how these concepts relate to other disciplines, particularly mathematics and the social sciences. Knowledge Indicators: The competent science teacher 11A. Understands connections within and among the traditional scientific disciplines. 11B. Understands fundamental comparability of the processes shared within and among the traditional scientific disciplines. 11C. Understands fundamental mathematical language, knowledge and skills. 11D. Understands fundamental relationships among the sciences and the social sciences. Illinois Content-Area Standards Science (Core Standards) 141

148 Performance Indicators: The competent science teacher 11E. Identifies and describes the application of the unifying concepts in real-life situations. 11F. Utilizes the unifying concepts from science, as well as concepts from mathematics, the social sciences, and other disciplines in their teaching. 11G. Expresses phenomenological relationships in the language of mathematics, solving simple algebraic equations, using scientific notation, constructing and interpreting graphs and using probabilities. STANDARD 12 Curriculum in Science The competent science teacher understands how to develop learning outcomes for science instruction that incorporate state and national frameworks for teaching science and how to select appropriate curriculum materials to meet the standards-based outcomes. Knowledge Indicators: The competent science teacher 12A. Understands the local, state and national goals and standards for science education. 12B. Understands the relationship of science concepts to the developmental level of students in classrooms. 12C. Understands how to articulate science instruction across units and from year to year. Performance Indicators: The competent science teacher 12D. Identifies how an instructional design relates to local, state, and national goals and standards for science. 12E. Identifies appropriate curricular materials from a variety of sources and selects those that meet the developmentally appropriate, standards-led instructional outcomes. 12F. Demonstrates the ability to articulate learning across and among units of instruction, courses in science, and other disciplines. STANDARD 13 - Planning for Instruction in Science The competent science teacher understands how to plan learning experiences that utilize an appropriate variety of instructional methods and strategies that allow students to develop significant concepts in science and the ability to engage in scientific reasoning. Knowledge Indicators: The competent science teacher 13A. Understands how to use materials from the students' environment to help them use inquiry strategies to build concepts. 13B. Understands the appropriate use of various strategies of direct instruction, concept development, inquiry and problem solving that lead to knowledge and skills for scientific reasoning. 13C. Understands how concepts are developed in students minds and how to address misconceptions that students have developed from prior experiences. Performance Indicators: The competent science teacher 13D. Plans instruction that allows students to develop understanding of significant concepts and skills in science through hands-on experiences with real materials. 13E. Plans instruction that incorporates a variety of methods and strategies for learning including demonstrations, the laboratory, and out-of-class resources. 13F. Plans instruction utilizing instructional technology, instructional materials and scientific equipment. 13G. Plans instructional activities that create opportunities for students to test, modify and sometimes abandon previous ideas about science. Illinois Content-Area Standards Science (Core Standards) 142

149 STANDARD 14 - Environment for Learning The competent science teacher can design and manage safe and supportive learning environments in which all students can engage in scientific inquiry and concept development. Knowledge Indicators: The competent science teacher 14A. Understands liability and negligence, especially as applied to science teaching. 14B. Understands procedures for safe and ethical use and care of animals for science instruction. Performance Indicators: The competent science teacher 14C. Designs and assesses learning environments to utilize safe practices to prevent potential problems of liability and negligence regarding the inventory, storage and disposal of chemicals, resources and equipment. 14D. Develops a set of criteria to measure and assesses the optimum learning environment that promotes science inquiry and learning. 14E. Develops procedures to adapt learning environments to meet the needs of students with special needs. STANDARD 15 - Teaching Science The competent science teacher understands how to guide and facilitate learning using a variety of methods and strategies that encourage students' development of scientific inquiry skills and concepts. Knowledge Indicators: The competent science teacher 15A. Understands the appropriate use of strategies for questioning, facilitating and coaching, to help students develop significant concepts, problem solving skills, and scientific habits of mind. 15B. Understands the teacher's role in different teaching strategies including concept development, inquiry, and direct instruction. Performance Indicators: The competent science teacher 15C. Implements activities requiring students to collect data, reflect upon their findings, make inferences, and links new ideas to preexisting knowledge. 15D. Conducts instruction that has appropriate structure with flexibility to allow students to engage in productive inquiry as individuals and groups. 15E. Conducts instruction that encourages curiosity, openness to new ideas and data, and skepticism that characterize science. STANDARD 16 - Assessment The competent science teacher understands standards-based science assessment designs, purposes, and analysis strategies, including technological collection capabilities and performance assessments. Knowledge Indicators: The competent science teacher 16A. Understands the alignment of student learning standards, instructional strategies, and local curriculum in the development of assessment tools and strategies. 16B. Understands the value of assessment data to guide and change instruction in science classrooms. Illinois Content-Area Standards Science (Core Standards) 143

150 16C. Understands the importance of communicating criteria for success to students. 16D. Understands the importance and impact of state and local assessment policies. Performance Indicators: The competent science teacher 16E. Plans and conducts assessment to evaluate scientific inquiry assessment tasks in multiple disciplines. 16F. Plans and conducts assessment to evaluate technological design assessment tasks in multiple disciplines. 16G. Plans and conducts assessment to evaluate scientific case study/issue investigation assessment tasks in multiple disciplines. 16H. Plans and conducts assessment to evaluate student understanding using a variety of tools and strategies. 16I. Designs assessment tasks with clearly articulated criteria for student impact and program evaluation. 16J. Evaluates assessment data to propose responses to program evaluation and potential improvement. STANDARD 17 - Connections in Teaching Science The competent science teacher can relate science to the daily lives and interests of students as well as to the larger framework of human endeavor and to learning in other disciplines. Knowledge Indicators: The competent science teacher 17A. Understands how students can identify and utilize science concepts in their daily lives. 17B. Understands the relationship of learning in science to learning in other disciplines. Performance Indicators: The competent science teacher 17C. Engages students in the examination of science applications in their personal lives and interests and in the examination of local issues. 17D. Assists students in relating knowledge of other disciplines, particularly mathematics and social sciences, to concepts of science in applications to their personal lives. 17E. Orients students to potential careers related to applications of scientific and technological knowledge. STANDARD 18 - Learning Science and the Community The competent science teacher can make effective use of human and institutional resources beyond the classroom. Knowledge Indicators: The competent science teacher 18A. Understands applications of science concepts and inquiry to the context of a community. 18B. Understands how parents and other community members and institutions support science learning in the classroom. 18C. Understands how to use the resources of the student's community to support inquiry. Performance Indicators: The competent science teacher 18D. Uses data about a community in conducting learning activities in science. 18E. Conducts activities that involve parents and other members of the community in the science program. 18F. Utilizes individuals and agencies that provide science education in the community in the science program. Illinois Content-Area Standards Science (Core Standards) 144

151 18G. Develops and tests a community resource inventory, including its non-formal learning opportunities, business/industry connections, and parent/community resources. 18H. Uses synchronous and asynchronous telecommunication capabilities to collaborate with community members and other experts as an integral component to projects. Standard 19 Content Reading The competent science teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of science. Knowledge Indicators: The competent science teacher 19A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 19B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 19C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 19D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 19E. Understands the relationship between oral and silent reading. 19F. Understands the role of subject area vocabulary in developing reading comprehension. 19G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 19H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent science teacher 19I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 19J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 19K. Plans and models use of comprehension strategies before, during, and after reading of text. 19L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 19M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 19N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 19O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 19P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 19Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 19R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Science (Core Standards) 145

152 Biology Designation In addition to the 19 core standards for all science teachers, those who specialize in the teaching of biology will meet the following standards: STANDARD 1 The competent biology teacher applies an understanding of the concepts of cell biology. Knowledge Indicators: The competent biology teacher 1A. Understands the structural and functional aspects of nucleic acids, proteins, carbohydrates, lipids and enzyme kinetics and reactivity. 1B. Understands the utilization and synthesis of organic materials by living systems, and the relationship of these processes to energy production and utilization at the cellular level. 1C. Understands the basic methods and processes used in cellular and molecular biology research. 1D. Understands the mechanisms and genetics of cellular differentiation to form specialized tissues, organs and the organism. Performance Indicators: The competent biology teacher 1E. Designs and/or describes models that represent nuclear and cellular chemical reactions at the microscopic and macroscopic levels. 1F. Demonstrates the use and application of the technologies and instruments used to study biological phenomena at the cellular level for both prokaryotes and eukaryotes. 1G. Delineates the historical progression of the studies of cellular biology, emphasizing the changes in knowledge from advances in technology and the resulting societal implications. 1H. Develops, selects, and implements safe and appropriate laboratory, field and classroom activities to develop students' understanding of cell biology. STANDARD 2 The competent biology teacher applies an understanding of the molecular basis of heredity and the associated mathematical probabilities of pedigrees. Knowledge Indicators: The competent biology teacher 2A. Understands the nature and function of the gene, with an emphasis on the molecular basis of inheritance and gene expression. 2B. Understands the processes involved in gene sequencing and the technologies that did/will contribute to advances in this field. 2C. Understands genetic and mathematical explanations associated with the probabilities of the transmission of traits and defects in organisms. 2D. Understands the basis and impact of the concepts of mutations and extinction. 2E. Understands the concepts, technologies and consequences associated with recombinant DNA applications. Performance Indicators: The competent biology teacher 2F. Schematically explains the technologies associated with various gene sequencing strategies and manipulations. 2G. Designs physical and mathematical models of varying degrees of sophistication, which explain the nature of the gene and its predicted expression(s) in various organisms. 2H. Demonstrates the use and application of the instruments used in biotechnology studies. Illinois Content-Area Standards Biology 146

153 2I. Delineates the historical progression of the studies of biotechnology, emphasizing the changes in knowledge from advances in technology and the resulting societal implications. 2J. Develops, selects, and implements safe and appropriate laboratory, field and classroom activities to develop students' understanding of biotechnology. STANDARD 3 The competent biology teacher applies an understanding of biological evolution. Knowledge Indicators: The competent biology teacher 3A. Understands biological diversity with an emphasis on the evolutionary relationships among the major groups. 3B. Understands the processes of natural selection and speciation by which entire and portions of phyla, classes, orders, genus and species of organisms have evolved or become extinct over time. 3C. Understands the evidence from comparative anatomy, behavior, embryology, genetics, paleontology and physiological studies that contribute to the explanations of the theory of evolution. Performance Indicators: The competent biology teacher 3D. Cites and describes examples of evolutionary evidence from the geological, biochemical, genetic, embryologic and fossil records. 3E. Compares and contrasts cellular and sub-cellular structures and molecular processes among the major groups of organisms. 3F. Describes recent findings or research that are associated with the testing of the theory of evolution and its mechanisms. 3G. Delineates the historical progression of the studies of evolution, emphasizing the changes in knowledge from advances in technology and the resulting societal implications. 3H. Develops, selects, and implements appropriate classroom activities to develop students' understanding of evolution. STANDARD 4 The competent biology teacher applies an understanding of organismal biology and diversity. Knowledge Indicators: The competent biology teacher 4A. Understands biochemical and molecular biology of the processes fundamental to the metabolic function of the various systems of living organisms. 4B. Understands how organisms recognize and localize various signals to maintain homeostasis throughout and beyond the whole organism. 4C. Understands biological diversity that encompasses the structure, function, and nomenclature of the major groups of organisms on the local, regional and global levels. 4D. Understands the processes and requirements necessary for the maintenance and continuation of life, including humans. Performance Indicators: The competent biology teacher 4E. Designs and explains models that demonstrate how organisms react to stimuli within and beyond the organism. 4F. Analyzes the interrelationships among the functions of the various organismal systems. 4G. Demonstrates the use of various instruments and technologies that enable the study of organisms on the microscopic and macroscopic levels. 4H. Develops, selects, and implements appropriate laboratory, field and classroom activities and strategies to develop students' understanding of the biology of organisms and their diversity. Illinois Content-Area Standards Biology 147

154 STANDARD 5 The competent biology teacher applies an understanding of ecology. Knowledge Indicators: The competent biology teacher 5A. Understands the categories of interactions and interdependence by organisms in the various ecosystems, including the environmental influences and limiting factors that affect them. 5B. Understands the concepts and impact of population dynamics on environments and communities. 5C. Understands the human impact on the environment, as well as the impact of the environment on humans. 5D. Understands the effect of abiotic factors on the location of different biotic communities. Performance Indicators: The competent biology teacher 5E. Analyzes the impact of climate, altitude, geography, etc. on the location of plant communities and animal habitats. 5F. Explains the concepts of survival techniques by organisms in varying environments and how this knowledge can be applied in altered circumstances. 5G. Analyzes the risk/cost/benefit factors in environmental impact studies. 5H. Conducts field studies to detect presence of various indicator species that mark the health of the ecosystem. 5I. Demonstrates the use of various instruments, technologies and strategies used in the research of the ecology. 5J. Develops, selects, and implements safe and appropriate laboratory, field, and classroom activities to develop students' understanding of the local, regional and global ecosystems. STANDARD 6 The competent biology teacher applies an understanding of the matter, energy and organization in living systems. Knowledge Indicators: The competent biology teacher 6A. Understands the flow of energy in biological systems and the physical environment. 6B. Understands the distribution and abundance of organisms and populations in ecosystems as limited by the availability of matter and energy. 6C. Understands the reciprocity between consumers and producers and the biochemical pathways that cause energy to be transferred. 6D. Understands the need for obtaining, transforming, transporting, releasing, and eliminating matter and energy as accommodated by the varying complexity and organization of organisms. Performance Indicators: The competent biology teacher 6E. Designs models that demonstrate the building and breakdown of obvious molecules in biological reactions. 6F. Describes the transformation of energy in various biological reactions. 6G. Analyzes the distribution and abundance of organisms within an ecosystem limited by the availability of matter and energy. 6H. Demonstrates the use of instruments, technologies and strategies that analyze the composition of the matter, energies and degrees of organization in organisms. 6I. Develops, selects, and implements safe and appropriate laboratory, field and classroom activities that develop students' understanding of the physical and chemical factors associated with living systems. Illinois Content-Area Standards Biology 148

155 Chemistry Designation In addition to the 19 core standards for all science teachers, those who specialize in the teaching of chemistry will meet the following standards: STANDARD 1 The competent chemistry teacher possesses basic scientific and mathematical skills, utilizes safe laboratory practices, and is aware of issues of public concern. Knowledge Indicators: The competent chemistry teacher 1A. Understands the appropriate mathematical skills to solve problems; is aware of methods used in collecting, analyzing, and reporting data including basic statistical and computational concepts and the use of technology in the learning process. 1B. Understands the appropriate experimental procedures and common scientific equipment for measurement and determination of chemical reactions and properties. 1C. Understands chemical hygiene plans, safe and proper use of equipment, and materials commonly used in chemistry laboratories including proper waste disposal and procedures for preventing and dealing with accidents and injuries in the laboratory. 1D. Understands the role of chemistry in daily life including ways in which basic research and the development of new technology affect society. Performance Indicators: The competent chemistry teacher 1E. Solves simple algebraic operations, uses scientific notation, plots and interprets graphs. 1F. Uses computer programs to organize data and indicate relationships. 1G. Selects appropriate instrumentation and methods of chemical analysis. 1H. Implements an appropriate chemical hygiene plan as part of the process of setting up and running a safe and effective chemistry laboratory course. 1I. Relates chemistry and technology to issues of societal importance. STANDARD 2 The competent chemistry teacher understands and applies the concepts of the nature of matter at the atomic level. Knowledge Indicators: The competent chemistry teacher 2A. Understands the chemical constitution of matter as elements, compounds and mixtures and the distinction between physical and chemical changes. 2B. Understands the development and central concepts of atomic theory and atomic structure including the quantum mechanical model. 2C. Understands the names and electronic structure of common elements and their ions. 2D. Understands the periodic nature of the elements and the relationship between their electron configuration and the periodic table. 2E. Understands the description of the energy of an electron in an atom or ion in terms of the four quantum numbers. 2F. Understands the properties of an atomic nucleus that affect its stability. 2G. Understands nuclear decay sequences and products. Illinois Content-Area Standards Chemistry Designation 149

156 Performance Indicators: The competent chemistry teacher 2H. Applies basic separation techniques based on differences in properties of matter. 2I. Describes the historical progression in the development of the theory of the atom including the contributions of Dalton, Thomson, Rutherford, and Bohr. 2J. Uses applicable principles to show the ground state electronic configuration of the elements and their ions. 2K. Explains the chemical and physical properties of the elements in terms of electron configuration. 2L. Explains the stability versus instability of specified nuclei and their decay products. 2M. Shows strategies for writing and balancing equations for nuclear reactions. STANDARD 3 The competent chemistry teacher understands the combination of elements to form bonds and the geometry and properties of the resulting compounds. Knowledge Indicators: The competent chemistry teacher 3A. Understands the transfer of electrons in the formation of ionically bonded materials, the sharing of electrons in covalently bonded compounds, and the polarity of compounds in terms of electronegativity differences. 3B. Understands the concepts of hybridization, Valence Shell Electron Pair Repulsion and Lewis structures to describe molecular geometry and bonding. 3C. Understands general features and properties of compounds of metals, nonmetals, and transition elements and materials derived from. 3D. Understands general features of three-dimensional structures, bonding, molecular properties and reactivity of organic molecules. Performance Indicators: The competent chemistry teacher 3E. Categorizes compounds as ionic, polar covalent, and nonpolar covalent. 3F. Draws Lewis structures and describes the geometry of specified compounds. 3G. Describes geometry of coordination compounds based on hybridization of the central atom. 3H. Uses molecular models and predicts properties of organic molecules based on bonding and structure. STANDARD 4 The competent chemistry teacher understands the nature and properties of molecules in the gaseous, liquid, and solid states. Knowledge Indicators: The competent chemistry teacher 4A. Understands the kinetic molecular theory and its description of solids, liquids, and gases. 4B. Understands the combined gas laws, the ideal gas law, Dalton's Law of Partial Pressures and Graham's Law of Diffusion. 4C. Understands intermolecular forces that explain physical properties of elements and compounds in all states of matter classifying by type of unit attraction. Performance Indicators: The competent chemistry teacher 4D. Explains the transitions between solids, liquids, and gases using phase diagrams. 4E. Describes the behavior of gases and demonstrates proper and effective lab techniques for working with gases under various conditions. Illinois Content-Area Standards Chemistry Designation 150

157 4F. Explains liquid properties in terms of intermolecular forces. 4G. Classifies unknown solids as molecular, metallic, ionic, and covalent network solids according to their physical and chemical properties. STANDARD 5 The competent chemistry teacher understands interactions of particles in solution. Knowledge Indicators: The competent chemistry teacher 5A. Understands concentrations and appropriate procedures for preparing solutions. 5B. Understands the mechanisms of the solution process including effects of temperature and pressure on solubility of liquids and gases. 5C. Understands the colligative properties of solutions. Performance Indicators: The competent chemistry teacher 5D. Prepares solutions of specific concentrations (molality, molarity, normality, mole fraction, and percent by weight). 5E. Selects appropriate solvents for dissolution or purification of solid compounds. 5F. Applies colligative properties to practical solutions of technological problems. STANDARD 6 The competent chemistry teacher understands acid-base chemistry. Knowledge Indicators: The competent chemistry teacher 6A. Understands Arrhenius, Bronsted-Lowry, and Lewis concepts of acids and bases. 6B. Understands the relationship between acid and base strength and molecular structure. 6C. Understands how chemical equilibrium of weak acids explains buffered solutions. Performance Indicators: The competent chemistry teacher 6D. Uses the Arrhenius, Bronsted-Lowry, and Lewis concepts to explain the ph of various solutions. 6E. Prepares standardized solutions and conducts acid/base titrations. 6F. Explains how to prepare a buffer of a specified ph if given a list of the Ka of various acids, and a standardized NaOH solution. STANDARD 7 The competent chemistry teacher understands the laws of thermodynamics and can apply them to chemical systems. Knowledge Indicators: The competent chemistry teacher 7A. Understands the relationships between enthalpy, entropy, Gibbs free energy and the equilibrium constant. 7B. Understands the kinetic and thermodynamic dynamics that move a reversible reaction to a position of chemical equilibrium. 7C. Understands LeChatelier's Principle and its application to a reversible reaction. 7D. Understands oxidation/reduction reactions and their relationship to standard reduction potentials. 7E. Understands electrolysis reactions. Illinois Content-Area Standards Chemistry Designation 151

158 Performance Indicators: The competent chemistry teacher 7F. Evaluates the energy potential of a variety of fuels in terms of maximum possible useful work. 7G. Evaluates the thermodynamic feasibility of various reactions and performs appropriate thermodynamic calculations. 7H. Demonstrates the implications of LeChateliers Principle on a variety of aqueous and gaseous equilibria. 7I. Balances redox equations. 7J. Devises and builds an electrochemical cell. STANDARD 8 The competent chemistry teacher understands the mechanisms of chemical reactions and the theory and practical applications of reaction rates. Knowledge Indicators: The competent chemistry teacher 8A. Understands the classification of types of chemical reactions. 8B. Understands common rate terms and experimental determination of reaction rates as a function of concentration and time. 8C. Understands basics of collision and transition-state theories and significance of the Arrhenius equation. 8D. Understands rate laws and their importance to mechanisms; rate laws associated with common reactions and catalyzed reactions. Performance Indicators: The competent chemistry teacher 8E. Writes balanced equations to describe chemical reactions. 8F. Experimentally determines and analyzes rate data and applies them to mechanisms. 8G. Explains how reactions occur, what factors are involved in determining how fast a reaction proceeds and the effects of temperature on rates. 8H. Uses kinetics to determine reaction mechanisms and explains catalysis. STANDARD 9 The competent chemistry teacher understands major aspects of Organic Chemistry. Knowledge Indicators: The competent chemistry teacher 9A. Understands the functional group classification and nomenclature of organic compounds and general characteristics and reactions of each group. 9B. Understands the concepts and mechanisms of substitution, addition, elimination and other reactions of organic molecules. 9C. Understands the importance and use of chromatography in the separation and spectroscopy in the characterization of organic molecules. 9D. Understands general structure, properties and uses of organic polymers, pharmaceuticals, pesticides and other practical products. 9E. Understands the structure, properties and function of common biological molecules (carbohydrates, lipids, proteins and nucleic acids) and how these bio molecules are used in processes necessary for life. Performance Indicators: The competent chemistry teacher 9F. Recognizes functional groups and predicts reactions thereof. 9G. Writes simple mechanisms of organic reactions. 9H. Sets up appropriate separation, purification, and identification schemes for organic molecules. 9I. Demonstrates and discusses practical organic materials. 9J. Explains the overall biological function of common types of biomolecules. Illinois Content-Area Standards Chemistry Designation 152

159 Earth and Space Science Designation In addition to the 19 core standards for all science teachers, those who specialize in teaching earth and space science will meet the following standards: STANDARD 1 The competent earth and space science teacher understands the dynamic geological nature of the Earth and the evidence in its features. Knowledge Indicators: The competent earth and space science teacher 1A. Understands the dynamics and processes that shape the surface and interior of the Earth through geologic time. 1B. Understands the basic rock and mineral types and the processes that form them. 1C. Understands the scope and scale of geologic time and research technologies that determine and depend upon it. 1D. Understands the paleontological, paleoclimatological, and paleogeological evidence that shows the evolution of Earth and life on it through geologic time. 1E. Understands the historical progression in the human understanding of the science and technologies of geology. 1F. Understands the human economic, social, and environmental dependence on geologic resources. 1G. Understands the effects of earth processes on human societies through time. Performance Indicators: The competent earth and space science teacher 1H. Creates and explains interpretive models that correlate various Earth features with the tectonic processes that shape the Earth's surface and interior, accessing the research from various technologies. 1I. Demonstrates and explains strategies that are used to identify and classify rocks and minerals. 1J. Develops strategies to explain the scope of geologic time and comparisons to human-time scale observations. 1K. Demonstrates the use of schematics for the use of various technologies used by geologists. 1L. Evaluates and cites evidence of scientific theories that explain how life originated from processes that have taken place in the atmosphere, on land, and in the oceans. 1M. Describes how rock strata and fossils can lead to inferences about depositional environments and climatic conditions in Earth's history. 1N. Interprets a geologic column to access the geologic history of a particular area. STANDARD 2 The competent earth and science teacher understands the meteorological nature of the Earth and the dependence of life upon it. Knowledge Indicators: The competent earth and space science teacher 2A. Understands the nature of water and its influence upon the shape of the land, atmospheric conditions and ocean environments. 2B. Understands the physical and chemical characteristics of and the cyclic interchange of elements and compounds through the lithosphere, hydrosphere, biosphere and atmosphere. 2C. Understands the effect of the variables (including humans) of the natural earth systems on weather and climate and the past, current and future inferences associated with these effects. Illinois Content-Area Standards Earth and Space Science Designation 153

160 Performance Indicators: The competent earth and space science teacher 2D. Designs models, using the latest technological data sources, which show evidence of the cyclic interchange of elements and compounds through the Earth's atmospheric, hydrospheric and lithospheric systems. 2E. Demonstrates use of the various historic and current technologies and tools associated with data collection and interpretation of meteorologic and climatologic research and predictions. 2F. Collects/accesses, analyzes and explains daily meteorologic data using various technologies and media. 2G. Designs models that demonstrate how human activities impact short-term and long-term weather and climate. 2H. Accesses and analyzes various sources of data that interpret the total water supply of Earth and the projections about the protection and conservation of this resource. STANDARD 3 The competent earth and space science teacher understands the Earth's place in the solar system and the universe. Knowledge Indicators: The competent earth and space science teacher 3A. Understands the physical and chemical atmospheric and geologic characteristics and orbital factors of the sun and its planets. 3B. Understands the characteristics, visibility, appearance and orbital nature of comets, asteroids and meteoroids. 3C. Understands the scientific basis for understanding various atmospheric, solar, and celestial phenomena, such as eclipses, seasons, phases, apparent motion of objects, auroras, etc. 3D. Understands the various theories of cosmogony, cosmology and the formation of galaxies. 3E. Understands the scientific and mathematical research that explains stellar evolution, including the types and fates of stars as a function of mass. 3F. Understands the historical progression of understanding the science of astronomy, the physical laws that govern it and the technologies that explain it. 3G. Understands the technologies associated with the understanding of the science of astronomy and the limitations associated with these earth-based technologies. 3H. Understands the scope and scale of astronomical time and distance. Performance Indicators: The competent earth and space science teacher 3I. Cites evidence from current and historic scientific observations that support or disconfirm various theories of cosmology and cosmogony. 3J. Demonstrates the technological analysis of star light used to explain the star s chemical composition and motion. 3K. Analyzes the relative correctness of the various historic models of the solar system. 3L. Uses and/or explains remote sensing technologies to explain solar, planetary and galactic research. 3M. Identifies constellations and their brightest stars for the various seasons, using simple star charts, binoculars, telescopes and various computer technologies. 3N. Designs and explains models that demonstrate various celestial and astronomic phenomena. STANDARD 4 The competent earth and space science teacher understands the fundamental earth-sky-human relationships through time. Knowledge Indicators: The competent earth and space science teacher 4A. Understands the historical technologies used to determine distance and time and their direct impact on civilization and progress. Illinois Content-Area Standards Earth and Space Science Designation 154

161 4B. Understands the relationship between latitude and the positions/motion of celestial objects. 4C. Understands the scientific laws and applications that interplay for orbital, sub-orbital and space flight and exploration. 4D. Understands the historical progression of exploration that has led to planetary and space research. Performance Indicators: The competent earth and space science teacher 4E. Demonstrates the use of various simple technologies and observations, used historically to determine solar and seasonal time and locations, both during the day and night. 4F. Constructs models that explain the requirements for orbital and sub-orbital flight. 4G. Designs flow charts that show the historic progression of space flight and exploration. 4H. Analyzes the international cooperation and competition associated with space flight, research and the anticipated economic possibilities of resulting products. 4I. Compares and contrasts cultural/historic interpretations of astronomical phenomena. Illinois Content-Area Standards Earth and Space Science Designation 155

162 Environmental Science Designation In addition to the 18 general standards for all science teachers, those who specialize in the teaching of environmental science will meet the following standards: STANDARD 1 The competent environmental science teacher understands the earth as a physical system, the living environment, humans and their societies, and human-environment interactions Knowledge Indicators: The competent environmental science teacher 1A. Understands the cycling of matter and flow of energy through the biotic and abiotic components of various ecosystems. 1B. Understands the interactions and interdependence of earth's biotic and abiotic systems. 1C. Understands how the complex relationships of social, cultural, political and economic systems impact local, regional and global environments. 1D. Understands the ecological implications of human activities and communities. Performance Indicators: The competent environmental science teacher 1E. Describes how the laws of thermodynamics apply to habitats, individual organisms and community dynamics. 1F. Analyzes carbon dioxide/oxygen, hydrologic, and nitrogen cycles, and their effects at local, regional and global levels. 1G. Compares and contrasts biotic and abiotic factors in the environment and describes the interrelatedness of organisms to each other and to their environment. 1H. Analyzes how carrying capacity, population dynamics, principles of natural selection and human activity determine the biodiversity and distribution of organisms in various environments. 1I. Makes inferences about population sizes using sampling techniques. 1J. Analyzes how economic, political, cultural, and social processes interact to shape environmental issues. 1K. Analyzes the ways in which the environment has been changed by natural occurrences and human intervention, differentiating between short- and long-term effects. STANDARD 2 The competent environmental science teacher has an understanding of environmental issues and possesses the skills to address these issues. Knowledge Indicators: The competent environmental science teacher 2A. Understands the steps involved in conducting environmental issues investigations in a social and political context. 2B. Understands the societal, economic and cultural influences on the environmental decision-making process. 2C. Understands internationally accepted positions regarding citizens' environmental rights and responsibilities and the historical basis for their development. 2D. Understands trends in national and global societies that relate to environmental quality. 2E. Understands the continuum between environmental awareness and environmental decisionmaking and action. Illinois Content-Area Standards Environmental Science Designation 156

163 Performance Indicators: The competent environmental science teacher 2F Evaluates the validity of information sources related to environmental issues by identifying bias and boundaries of evidence. 2G. Applies research and analytical skills necessary for the investigation of local, regional, and global environmental issues. 2H. Identifies and evaluates differing interpretations of environmental issues and alternative ways to consider their cultural and ecological impacts. 2I. Guides students to develop abilities to identify, evaluate and clarify their own value positions related to discrete environmental issues and their associated solutions. 2J. Evaluates proposed or implemented citizen actions with respect to their influence on achieving and/or maintaining a dynamic equilibrium between quality of life and quality of the environment. STANDARD 3 The competent environmental science teacher understands and can apply scientific processes and concepts to the study of environmental phenomena. Knowledge Indicators: The competent environmental science teacher 3A. Understands the strategies and research bases to propose, analyze and evaluate environmental studies as a form of scientific inquiry. 3B. Understands established criteria used to evaluate sources of environmental information and educational materials. 3C. Understands Illinois, United States, and world environmental history. 3D. Understands the actual and potential impact of local, state, national and global policies on environmental issues. Performance Indicators: The competent environmental science teacher 3E. Develops, modifies, clarifies, and explains questions that guide explorations of environmental phenomena of various types. 3F. Designs safe and appropriate field and classroom studies for community-based action research investigations. 3G. Creates, uses, and evaluates algebraic, geometric, and computer models and simulations to understand environmental phenomena. 3H. Uses the equipment and technologies necessary to conduct safe and appropriate studies of environmental phenomena. 3I. Uses national, state and local criteria to evaluate and select environmental education materials. 3J. Evaluates degrees of bias in claims derived from scientific studies used in advertising and marketing strategies. 3K. Compares and contrasts how individuals, and governments contend with the prevention and correction of health-threatening environmental problems. Illinois Content-Area Standards Environmental Science Designation 157

164 Physics Designation In addition to the 19 core standards for all science teachers, those who specialize in teaching physics will meet the following standards: STANDARD 1 The competent physics teacher understands the essential knowledge and skills needed to practice physics and understands the broad applicability of its principles to real world situations. Knowledge Indicators: The competent physics teacher 1A. Understands scientific processes and principles of experimentation. 1B. Understands methods and equipment used in scientific measurement. 1C. Understands the collection and analysis of data and methods used for reporting results. 1D. Understands how demonstration materials may be used to exhibit and explain a wide variety of physical phenomena. 1E. Understands safe and proper use of equipment and materials commonly used in physics classrooms and laboratories. 1F. Understands the growth of physics knowledge from a historical perspective. Performance Indicators: The competent physics teacher 1G. Provides examples of the applicability of physics in daily life, including career opportunities and avocations in physics and technology. 1H. Explains ways in which basic research and the development of new technologies affect society. 1I. Utilizes basic equipment to demonstrate physical principles and phenomena. 1J. Incorporates the use of calculator- and computer-based technology, including graphical and statistical procedures, in the collection, analysis, and interpretation of data. 1K. Uses mathematical concepts, strategies, and procedures up to and including procedures of differential and integral calculus to derive and manipulate formal relationships between physical quantities. 1L. Sets up appropriate laboratory investigations addressing the principles and applications of physics. STANDARD 2 The competent physics teacher understands particle and rigid body motion in its qualitative and quantitative dimensions. Knowledge Indicators: The competent physics teacher 2A. Understands translational, rotational, and periodic motion of particles, systems of particles, and rigid bodies. 2B. Understands inertia and moments of inertia, momentum and angular momentum, and forces and torques as they apply to linear and circular motions respectively. 2C. Understands how physical quantities may be represented as vectors, vector sums, and vector products. 2D. Understands force and friction, and their applications to statics, kinematics, and dynamics. 2E. Understands conservation laws as they apply to momentum and energy in one and two dimensions. Illinois Content-Area Standards Physics Designation 158

165 Performance Indicators: The competent physics teacher 2F. Predicts the position of particles undergoing linear, curvilinear, or periodic motion given initial conditions. 2G. Applies the concept of gravitational force to problems involving the law of universal gravitation, free fall, and projectile motion. 2H. Applies Newton's laws of motion to characterize and explains the disposition of forces acting on a given body and its resultant motion. 2I. Applies conservation principles to analyze motion within a system of particles or rigid bodies when no external forces are applied. 2J. Uses the relationship between work and energy to analyze the motions of physical systems acted upon by conservative and/or non-conservative forces. STANDARD 3 The competent physics teacher understands the nature, properties and behavior of mechanical and electromagnetic waves, and how electromagnetic waves interact with matter. Knowledge Indicators: The competent physics teacher 3A. Understands types, properties, motions, and interactions of waves. 3B. Understands characteristics and behavior of sound, and the processes by which sound is produced and transmitted. 3C. Understands the nature and properties of electromagnetic radiation, and the processes by which it is produced, transmitted, and interacts with matter. 3D. Understands the basic principles of geometrical and physical optics. Performance Indicators: The competent physics teacher 3E. Identifies components and characteristics of the electromagnetic spectrum by both frequency and wavelength. 3F. Analyzes and predicts interactions of waves with objects and other waves as a function of position and time. 3G. Analyzes and predicts the behaviors of electromagnetic radiation as it interacts with matter. 3H. Analyzes and predicts the behavior of light in relation to optical equipment and the human eye. 3I. Distinguishes between the physical and physiological properties of sound. STANDARD 4 The competent physics teacher understands heat and matter. Knowledge Indicators: The competent physics teacher 4A. Understands basic concepts of heat and temperature as they relate to temperature measurement and temperature dependent properties of matter. 4B. Understands the laws of thermodynamics as they relate to temperature, work, energy, and entropy. 4C. Understands the relationship between heat and work as it pertains to thermodynamic systems. 4D. Understands kinetic-molecular theory of thermodynamic behavior in gases, solids, and liquids. Performance Indicators: The competent physics teacher 4E. Explains the laws of thermodynamics giving appropriate examples. 4F. Identifies allowed and disallowed physical processes through application of the laws of thermodynamics. Illinois Content-Area Standards Physics Designation 159

166 4G. Measures and analyzes changes in thermodynamic variables in physical systems for various thermodynamic processes. 4H. Uses the kinetic-molecular models of thermodynamics to describe the thermal properties and behaviors of solids, liquids, and gases. 4I. Analyzes the relationship between heat and work in heat engines. STANDARD 5 The competent physics teacher understands electricity and magnetism and the relationship between them. Knowledge Indicators: The competent physics teacher 5A. Understands the characteristics and behavior of electric charges, their fields, and potentials. 5B. Understands the characteristics and behavior of both AC and DC electrical current in different media. 5C. Understands the behavior of series and parallel electrical circuits, the symbols used to denote their components, and the methods of diagramming them. 5D. Understands the effect of magnetic fields on electric charges including the direction and magnitude of the force on a moving charge or a current-carrying conductor. 5E. Understands the effect of current-carrying wire, straight and coiled, on the direction of the magnetic field and the effect of current strength on magnetic field. 5F. Understands electromagnetic induction. Performance Indicators: The competent physics teacher 5G. Identifies characteristics and demonstrates applications of magnets and magnetic fields in daily living. 5H. Identifies principles and applications of electromagnetism in daily living. 5I. Predicts the influence of static distributions of charges or of electric fields in space on electric charges. 5J. Designs and sets up DC and AC electrical circuits using basic circuit elements and analysis. 5K. Illustrates the concepts of charge, fields, potentials and currents using visual demonstrations and/or computer simulations. 5L. Explains the operation of electric generators and motors. STANDARD 6 The competent physics teacher understands atomic and nuclear structure. Knowledge Indicators: The competent physics teacher 6A. Understands models of atomic structure in both qualitative and quantitative forms. 6B. Understands the relationship of electron energy level changes to atomic spectra. 6C. Understands the characteristics of subatomic particles including basic quark theory. 6D. Understands the basic principles of radioactive decay. Performance Indicators: The competent physics teacher 6E. Balances partial equations on nuclear reactions using the appropriate conservation laws. 6F. Identifies applications of radioactivity in science and technology. 6G. Uses the appropriate equipment to detect radioactive decay. 6H. Analyzes the interaction between atomic radiation and living organisms. Illinois Content-Area Standards Physics Designation 160

167 STANDARD 7 The competent physics teacher understands the basic elements and implications of special relativity, quantum mechanics, and solid-state physics. Knowledge Indicators: The competent physics teacher 7A. Understands the implications of special relativity as they relate to time, space, and mass. 7B. Understands the wave-particle duality of radiation and matter. 7C. Understands the quantum mechanical nature of the interaction between radiation and matter. 7D. Understands the quantum mechanical nature of matter as it applies to electronic behavior in conductors, semiconductors, and insulators. Performance Indicators: The competent physics teacher 7E. Calculates changes in physical parameters related to relativistic motion, and explains their origin. 7F. Develops and uses simple theoretical models to describe and explain properties of matter and the interaction of matter and energy. 7G. Describes the importance of energy quantization and how it affects the atomic and electronic behavior of matter. Illinois Content-Area Standards Physics Designation 161

168 SOCIAL SCIENCE CONTENT-AREA STANDARDS Core Standards for All Social Science Teachers All social science teachers will demonstrate competence in the core social science standards. In addition, all social science teachers will demonstrate competence in at least one of the social science designation areas: Economics, Geography, History, Political Science, Psychology, and/or Sociology/ Anthropology. STANDARD 1 The competent social science teacher understands the connections among the behavioral sciences, economics, geography, history, political science, and other learning areas. Knowledge Indicators: The competent social science teacher 1A. Understands the structure, purpose, and methodology of the social sciences. 1B. Understands the interdependence of the social science disciplines. 1C. Understands the use of social science concepts to interpret human actions. 1D. Understands the relationship between the social sciences and other learning areas. Performance Indicators: The competent social science teacher 1E. Explains the methods social scientists employ to answer questions about the human experience. 1F. Integrates concepts from the social sciences in constructing discipline-specific lessons and units. 1G. Develops interdisciplinary approaches to the teaching of general social science. STANDARD 2 The competent social science teacher understands the use of analysis, interpretation, and evaluation. Knowledge Indicators: The competent social science teacher 2A. Understands the value of informed opinion based on systematic analysis of evidence. 2B. Understands the strengths and weaknesses of primary and secondary sources of evidence. 2C. Understands the importance of multiple sources of information. 2D. Understands the complexity of causation. 2E. Understands the tentative nature of interpretations about human actions. 2F. Understands the difference between fact and conjecture and between evidence and assertion. Performance Indicators: The competent social science teacher 2G. Demonstrates the ability to compare and contrast. 2H. Differentiates between facts and interpretations. 2I. Analyzes cause and effect relationships. 2J. Compares competing narratives and multiple perspectives. 2K. Identifies the central questions addressed in a narrative. 2L. Analyzes data from a variety of sources before reaching a general conclusion or interpretation. Illinois Content-Area Standards Social Science (Core Standards) 162

169 STANDARD 3 The competent social science teacher understands how to use the tools of social science inquiry to conduct research and interpret findings. Knowledge Indicators: The competent social science teacher 3A. Understands the tools of social science research. 3B. Understands the use of research in reaching conclusions and developing interpretations. 3C. Understands the accepted codes of ethics for conducting research and interpreting findings. Performance Indicators: The competent social science teacher 3D. Gathers data, using appropriate methods and technology. 3E. Assesses the credibility and authority of sources and research findings. 3F. Formulates appropriate questions by observing and analyzing evidence. 3G. Organizes and presents findings in an appropriate format. STANDARD 4 The competent social science teacher understands basic political concepts and systems. Knowledge Indicators: The competent social science teacher 4A. Understands concepts used in the study of government and politics. 4B. Understands the basic purposes and functions of government (e.g., executive, legislative, and judicial). 4C. Understands the types of political systems (e.g., democracy, oligarchy, monarchy - limited and unlimited). Performance Indicators: The competent social science teacher 4D. Explains the basic concepts used in the study of government and politics (e.g., political socialization, representation, and authority). 4E. Explains why governments exist and the basic functions they perform. 4F. Compares the characteristics of democracy, autocracy, oligarchy, monarchy, and totalitarianism. STANDARD 5 The competent social science teacher understands the formation and implementation of public policy in the United States and other nations. Knowledge Indicators: The competent social science teacher 5A. Understands the role played by officials in the legislative, executive, judicial, and administrative branches of government. 5B. Understands the role played by interest groups, political parties and candidates, public opinion and the mass media. Performance Indicators: The competent social science teacher 5C. Analyzes public policy issues from the perspectives of different groups, individuals, and government officials. 5D. Explains how public policy is formed and carried out at local, state, and national levels. Illinois Content-Area Standards Social Science (Core Standards) 163

170 5E. Evaluates the role of political parties, interest groups, and the media in public policy debate. 5F. Identifies examples of political leadership influencing public policy. STANDARD 6 The competent social science teacher understands the principles of constitutional government in the United States and Illinois. Knowledge Indicators: The competent social science teacher 6A. Understands the historical development of United States and Illinois constitutional government. 6B. Understands the principles of representative government that form the foundation of constitutional democracy. Performance Indicators: The competent social science teacher 6C. Explains how historical events and significant individuals have affected the development of United States constitutional government. 6D. Analyzes the fundamental principles (e.g., separation of powers, checks and balances, individual rights, and federalism) that led to the development of democratic government in the United States and Illinois. STANDARD 7 The competent social science teacher understands the organization and functions of government at national, state, and local levels in the United States. Knowledge Indicators: The competent social science teacher 7A. Understands the organizational structure of national, state, and local government. 7B. Understands the operations of the executive, legislative, and judicial branches of government. 7C. Understands the functions of national, state, and local governments. Performance Indicators: The competent social science teacher 7D. Explains how and why powers of the national government are distributed, shared, and limited in a federal system. 7E. Analyzes the relationships among national, state, and local governments. STANDARD 8 The competent social science teacher understands the rule of law and the rights and responsibilities of individual citizens in a democratic society with an emphasis on the United States and Illinois. Knowledge Indicators: The competent social science teacher 8A. Understands the sources, purposes, and functions of law (e.g., basic legal rights and responsibilities). 8B. Understands the rights extended to citizens through the Bill of Rights and other amendments. 8C. Understands the role of the Supreme Court in defining, expanding, and limiting individual rights. 8D. Understands the role of responsible citizenship. Illinois Content-Area Standards Social Science (Core Standards) 164

171 Performance Indicators: The competent social science teacher 8E. Evaluates the rights and responsibilities of the individual in relation to his or her family, social groups, community, and nation. 8F. Evaluates historical and current issues regarding the judicial protection of individual rights (e.g., landmark court decisions and amendments). 8G. Examines the implications of responsible citizenship (e.g., decision-making, volunteerism, and voting). STANDARD 9 The competent social science teacher understands the purposes and functions of international organizations and global connections, with an emphasis on the role of the United States. Knowledge Indicators: The competent social science teacher 9A. Understands the function and global impact of major international and multinational organizations. 9B. Understands the development and implementation of United States foreign policy. Performance Indicators: The competent social science teacher 9C. Analyzes the influence of international organizations on world affairs. 9D. Identifies examples of individuals and interest groups that influence United States foreign policy. STANDARD 10 The competent social science teacher understands economic concepts, terms, and theories. Knowledge Indicators: The competent social science teacher 10A. Understands the impact of scarcity and opportunity cost on the allocation of resources. 10B. Understands the effects of supply and demand on economic decisions. 10C. Understands that cost/benefit analysis influences economic decision-making. 10D. Understands the role of money in an economic system. Performance Indicators: The competent social science teacher 10E. Analyzes how allocation of scarce resources affects a society's standard of living. 10F. Uses supply and demand theory to analyze production, consumption, prices, and the market value of labor. 10G. Uses marginal analysis to analyze the costs and benefits of voluntary exchange and to evaluate historical and contemporary social issues. 10H. Analyzes the characteristics and functions of money and applies an understanding of money to personal finance and consumer decisions. STANDARD 11 The competent social science teacher understands various types of economic systems. Knowledge Indicators: The competent social science teacher 11A. Understands the differences among various economic systems. 11B. Understands the role of government in an economic system. 11C. Understands the importance of financial institutions in a market economy. Illinois Content-Area Standards Social Science (Core Standards) 165

172 Performance Indicators: The competent social science teacher 11D. Compares the characteristics of command, traditional, and market economic systems and assesses how values and beliefs influence economic decisions in different societies. 11E. Evaluates the costs and benefits of government policies and how they affect decisions by consumers and producers. 11F. Explains how banks and other financial institutions facilitate saving, borrowing, and investment. STANDARD 12 The competent social science teacher understands the components and operation of the United States economy. Knowledge Indicators: The competent social science teacher 12A. Understands the basic principles of free enterprise, including entrepreneurship. 12B. Understands the roles of the federal government and the Federal Reserve System in the U.S. economy. 12C. Understands the impact of government policies on economic decision making. 12D. Understands the impact of economic problems such as inflation and unemployment. Performance Indicators: The competent social science teacher 12E. Explores the impact of competition and monopoly on businesses and households. 12F. Analyzes the relationships among households, firms, and government agencies in a market economy. 12G. Evaluates the effects of taxes, subsidies, income transfers, interest rates, and other policies on the decisions of consumers and producers. 12H. Analyzes economic problems (e.g., inflation and unemployment). STANDARD 13 The competent social science teacher understands international economic structures, processes, and relationships. Knowledge Indicators: The competent social science teacher 13A. Understands the interconnectedness of comparative advantage, specialization, and trade. 13B. Understands the effects of economic interdependence and free trade. 13C. Understands the impact of availability of resources on economic growth and stability. 13D. Understands the global effects of resource supply and demand. Performance Indicators: The competent social science teacher 13E. Analyzes how specialization and comparative advantage affect global production, consumption, voluntary trade, and economic interdependence. 13F. Evaluates trade incentives and disincentives such as subsidies and quotas, examines how the availability of resources impacts specialization and trade among nations and regions. STANDARD 14 The competent social science teacher understands historical concepts, terms, and theories. Knowledge Indicators: The competent social science teacher 14A. Understands chronological thinking and periodization. 14B. Understands cause and effect. Illinois Content-Area Standards Social Science (Core Standards) 166

173 14C. Understands change and continuity. 14D. Understands historical context. Performance Indicators: The competent social science teacher 14E. Places historical events in the proper chronological framework and compares alternative models of periodization. 14F. Analyzes the causes and effects of historical events. 14G. Explains patterns of historical succession and duration, continuity, and change. 14H. Explains events in relationship to historical setting. STANDARD 15 The competent social science teacher understands major political developments and compares patterns of continuity and change in different regions of the world. Knowledge Indicators: The competent social science teacher 15A. Understands 19th and 20th century ideologies and their global influence (e.g., liberalism, republicanism, socialism, Marxism, nationalism, communism, fascism, nazism). 15B. Understands the nature and significance of modern revolutions. 15C. Understands the origins and impact of exploration and imperialism. 15D. Understands the development of representative government. Performance Indicators: The competent social science teacher 15E. Explains the effect of European political ideologies on other regions and nations of the world. 15F. Describes the causes and effects of modern political revolutions. 15G. Evaluates the impact of colonization and decolonization on colonizers and colonized. 15H. Describes the origins and development of a representative government. STANDARD 16 The competent social science teacher understands major social and cultural developments and compares patterns of continuity and change in different regions of the world. Knowledge Indicators: The competent social science teacher 16A. Understands the evolution and distinctive characteristics of major Asian, African, and American pre-columbian societies and cultures. 16B. Understands the philosophical and cultural legacies of ancient Greece and Rome. 16C. Understands the origins, central ideas and influence of major religious and philosophical traditions, such as Buddhism, Islam, Confucianism, Judaism, and Christianity. 16D. Understands the culture and ideas of the Medieval, Renaissance, and Reformation periods. 16E. Understands the culture and ideals of the modern world since the Age of Enlightenment. Performance Indicators: The competent social science teacher 16F. Describes changing relations among social classes, ethnic groups, religious denominations, and genders. 16G. Explains the process of cultural diffusion. 16H. Explains the effect of religious diversity on global society. 16I. Analyzes the effects of ethnic diversity within a society. Illinois Content-Area Standards Social Science (Core Standards) 167

174 STANDARD 17 The competent social science teacher understands major scientific, geographic, and economic developments and compares patterns of continuity and change in different parts of the world. Knowledge Indicators: The competent social science teacher 17A. Understands the connections among civilizations accelerated by changing means of transportation and communication. 17B. Understands the major landmarks in the use of the environment from the Paleolithic Period through the transformation from agricultural to industrial societies. 17C. Understands the effect of technology on the environment. 17D. Understands the origins and impact of capitalism and other economic systems. Performance Indicators: The competent social science teacher 17E. Describes the connections between transportation and communication and their effects on civilizations throughout the course of world history. 17F. Describes the progression from hunter-gathering societies to agricultural and industrial societies. 17G. Evaluates the effect of technology on the environment over time. 17H. Describes the effect of globalization of the world economy since 1500 CE. STANDARD 18 The competent social science teacher understands major political developments and compares patterns of continuity and change in the United States and the State of Illinois. Knowledge Indicators: The competent social science teacher 18A. Understands the evolution of American democracy; including its ideas, institutions, and practices from the colonial period to the present. 18B. Understands the evolution of United States foreign policy and its relationship to domestic affairs and foreign policy. 18C. Understands the development of political institutions in Illinois. Performance Indicators: The competent social science teacher 18D. Describes the origins and development of democracy in the United States. 18E. Explains the emergence of the United States as a world power. 18F. Describes the influence of domestic affairs on foreign policy. 18G. Describes the development of government in Illinois. STANDARD 19 The competent social science teacher understands major social and cultural developments and compares patterns of continuity and change in the United States and the State of Illinois. Knowledge Indicators: The competent social science teacher 19A. Understands the characteristics of migration and settlement of people who came to America from different regions from prehistory to the present. 19B. Understands the importance of family and local history, and their relation to the larger context of American development. Illinois Content-Area Standards Social Science (Core Standards) 168

175 19C. Understands the changing character of American society, culture, arts and letters, education, religion, and values. Performance Indicators: The competent social science teacher 19D. Analyzes migration patterns and movement of people to and within the United States and Illinois. 19E. Identifies examples of continuity and change in American culture, arts and letters, education, religion, and values. 19F. Explains the concept of e pluribus unum. STANDARD 20 The competent social science teacher understands the major scientific, geographic, and economic developments and compares patterns of continuity and change in the United States and the State of Illinois. Knowledge Indicators: The competent social science teacher 20A. Understands the development of the United States' and Illinois' economies: agricultural, industrial, and service sectors. 20B. Understands the relationship between geography and economic developments. Performance Indicators: The competent social science teacher 20C. Describes the impact of technological change and urbanization in the United States and Illinois. 20D. Describes the changing role of labor in the United States and Illinois. 20E. Describes the development and impact of capitalism in the United States and Illinois. 20F. Explains the changing role of the United States' economy within the global economy. STANDARD 21 The competent social science teacher understands geographic representations, tools, and technologies and how to use them to obtain information about people, places, and environments on Earth. Knowledge Indicators: The competent social science teacher 21A. Understands the use of mental and other maps. 21B. Understands the use of aerial photographs and satellite images. 21C. Understands the advantages and disadvantages of various geographic representations, tools, and technologies. Performance Indicators: The competent social science teacher 21D. Describes ways that mental and other maps influence human decisions about location, settlement, and public policy. 21E. Uses geographic tools and technologies, such as aerial photographs and satellite images, to pose and answer questions about spatial distributions and patterns on Earth. 21F. Evaluates the application of geographic tools and supporting technologies to solve problems (e.g., urban planning, location of commercial establishments). Illinois Content-Area Standards Social Science (Core Standards) 169

176 STANDARD 22 The competent social science teacher understands how culture and experience influence human perceptions of people, places, and regions. Knowledge Indicators: The competent social science teacher 22A. Understands that culture and technology affect perceptions of places and regions. 22B. Understands that places and regions serve as cultural symbols for people. 22C. Understands the relationships between cultural change and changing perceptions of places and regions. Performance Indicators: The competent social science teacher 22D. Identifies ways culture and technology influence perceptions of places and regions. 22E. Explains how cultural processes (e.g., gender roles, resource use, transportation and communication) shape the features of places and regions. 22F. Assesses the relationship between cultural change and the perception and use of places and regions. STANDARD 23 The competent social science teacher understands the physical and human characteristics of places and region. Knowledge Indicators: The competent social science teacher 23A. Understands the elements and types of places and regions. 23B. Understands changes in places and regions over time. 23C. Understands the connections among places and regions. Performance Indicators: The competent social science teacher 23D. Analyzes human and physical processes to determine their role in the creation of different types of places and regions. 23E. Identifies human and physical changes in places and regions, and explains the factors that contribute to those changes. 23F. Explains the significance of connections among places and regions over space and time. STANDARD 24 The competent social science teacher understands how physical processes and human activities influence spatial distributions. Knowledge Indicators: The competent social science teacher 24A. Understands the trends and issues in world population patterns. 24B. Understands the impact of human migration on physical and human systems. 24C. Understands that cooperation and conflict influence spatial patterns on Earth. 24D. Understands that physical processes contribute to different spatial distributions. Illinois Content-Area Standards Social Science (Core Standards) 170

177 Performance Indicators: The competent social science teacher 24E. Analyzes population trends, issues, and patterns. 24F. Explains the causes and spatial patterns that result from cooperation and conflict among groups and societies. 24G. Explains how human migration affects physical and human systems. 24H. Analyzes different spatial patterns to determine the influence of various physical processes. STANDARD 25 The competent social science teacher understands the role of science and technology in the modification of physical and human environments. Knowledge Indicators: The competent social science teacher 25A. Understands that human actions coupled with technology result in modifications to the physical environment. 25B. Understands the functions, sizes, and spatial arrangement of human environments (e.g., cities). 25C. Understands the changes affecting physical and human environments. Performance Indicators: The competent social science teacher 25D. Explains how technology expands human capability to modify human and physical environments. 25E. Explains the global impact of human action on the physical environment. 25F. Proposes solutions to environmental problems. STANDARD 26 The competent social science teacher understands the consequences of global interdependence on spatial patterns. Knowledge Indicators: The competent social science teacher 26A. Understands the causes and effects of increased global interdependence. 26B. Understands that the spatial distribution of resources affects the location and distribution of economic activities. 26C. Understands the spatial implications of international economic issues and problems. Performance Indicators: The competent social science teacher 26D. Explains the primary causes for and effects of increased global interdependence. 26E. Analyzes how the distribution of resources affects the location of economic activities. 26F. Explains how international economic issues, opportunities, and problems result from increased global interdependence. STANDARD 27 The competent social science teacher understands concepts, terms, and theories related to human behavior and development. Knowledge Indicators: The competent social science teacher 27A. Understands basic psychological concepts (e.g., cognition, development, personality). 27B. Understands fundamental theories of learning, motivation, and development. Illinois Content-Area Standards Social Science (Core Standards) 171

178 27C. Understands cognitive, biological, and emotional influences on behavior. 27D. Understands main theories of personality (e.g., psychoanalytic, trait, behaviorism, humanism) and various types of psychological disorders. Performance Indicators: The competent social science teacher 27E. Explains how physiology, learning, emotions, and motivation influence behavior. 27F. Applies knowledge of human development to examine physical, cognitive, social, emotional, and moral changes associated with different stages of life. 27G. Applies main concepts of personality theory and psychological disorders to explain behavior. STANDARD 28 The competent social science teacher understands concepts, terms, and theories related to the study of cultures, the structure and organization of human societies, and the process of social interaction. Knowledge Indicators: The competent social science teacher 28A. Understands basic sociological and anthropological concepts (e.g., acculturation, ethnocentrism, institutions). 28B. Understands social organization in various time periods (e.g., ancient, pre-industrial, industrial, postindustrial). 28C. Understands the impact of social customs, cultural values, and norms on behavior. 28D. Understands the influence of social class on life decisions. 28E. Understands sociological approaches to conformity and deviancy. Performance Indicators: The competent social science teacher 28F. Applies a behavioral science point of view to general social phenomena and specific social situations. 28G. Analyzes interactions among individuals and groups within various social institutions (e.g., educational, religious, military). 28H. Explains the role played by tradition, the arts, and social institutions in the development and transmission of culture. 28I. Analyzes ways in which common values and beliefs develop within societies. 28J. Analyzes conformity and deviancy from a sociological perspective. Standard 29 The competent social science teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of social science. Knowledge Indicators: The competent social science teacher 29A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 29B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 29C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 29D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 29E. Understands the relationship between oral and silent reading. 29F. Understands the role of subject area vocabulary in developing reading comprehension. Illinois Content-Area Standards Social Science (Core Standards) 172

179 29G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 29H. Understands the importance of the relationship between assessment and instruction in planning. Performance indicators: The competent social science teacher 29I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 29J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 29K. Plans and models use of comprehension strategies before, during, and after reading of text. 29L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 29M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 29N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 29O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 29P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 29Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 29R. Promotes the development of a literate environment that includes classroom libraries that foster reading. Illinois Content-Area Standards Social Science (Core Standards) 173

180 Economics Designation In addition to the 29 core standards for all social science teachers, those who specialize in the teaching of economics will demonstrate competence in the following standards: STANDARD 1 The competent economics teacher understands economic concepts, terms and theories. Knowledge Indicators: The competent economics teacher 1A. Understands the difference between positive and normative economics. 1B. Understands the law of increasing opportunity costs. 1C. Understands the characteristics of various economic systems (command, traditional, market, and mixed). 1D. Understands price elasticity. 1E. Understands the impact of transaction costs. 1F. Understands that market failures affect economic decision making. 1G. Understands the theory of comparative advantage. 1H. Understands that changes in supply or demand cause relative changes in price. 1I. Understands that economic decisions may have unintended consequences. 1J. Understands the role of interest rates in economic decision making. 1K. Understands economic theories that have influenced economic systems, both past and contemporary. Performance Indicators: The competent economics teacher 1L. Demonstrates the difference between analyzing economic realities and predicting economic outcomes. 1M. Uses charts and graphs to explain and analyze production possibilities. 1N. Analyzes the extent to which various economic systems and national economies rely on government directives and/or private markets to allocate scarce resources. 1O. Analyzes the relationship between price elasticity and consumer decisions. 1P. Computes elasticity of demand and supply. 1Q. Explains how transaction costs affect overall production costs and prices. 1R. Explains how positive and negative externalities may result in over- or under-production of goods and services. 1S. Analyzes the role of public goods and services. 1T. Applies the theory of comparative advantage to an analysis of benefits of trade. 1U. Describes how price floors and price ceilings may distort price signals to producers and consumers. 1V. Explains non-price determinants of supply and demand. 1W. Examines the economic effects of government policies. 1X. Explains the difference between nominal and real interest rates. 1Y. Analyzes how savings, investment, and consumer decisions are related to changes in interest rates. 1Z. Analyzes theories of past and present economists (e.g., Smith, Marx, Keynes, Friedman). STANDARD 2 The competent economics teacher understands economic structures and processes. Knowledge Indicators: The competent economics teacher 2A. Understands the role of self-interest in competitive markets. Illinois Content-Area Standards Economic Designation 174

181 2B. Understands that people respond to incentives in order to allocate scarce resources in ways that provide them with the highest possible returns. 2C. Understands various market structures (monopoly, oligopoly, perfect competition, monopolistic competition). 2D. Understands the components of gross domestic product. 2E. Understands different methods for classifying income distribution. 2F. Understands the causes and effects of unemployment. 2G. Understands the causes and effects of inflation. Performance Indicators: The competent economics teacher 2H. Explains that profit maximization occurs when marginal benefits exceed marginal costs. 2I. Describes the factors that encourage competition (e.g., ease of entry, availability of consumer information, quantity of substitute goods and services). 2J. Demonstrates how technology and entrepreneurship affect competition, choice, and prices. 2K. Applies game theory to analyze how collusion reduces competition in a market. 2L. Demonstrates the limitations of gross domestic product as a reflection of a society's standard of living. 2M. Describes how gross domestic product, technology, public policy, and supply and demand in the labor market can influence personal income. 2N. Explains the difference between personal income distribution and functional income distribution. 2O. Compares and contrasts frictional, structural, cyclical, and seasonal unemployment. 2P. Explains that the costs of inflation are different for different groups of people. STANDARD 3 The competent economics teacher understands the components and operation of the United States economy. Knowledge Indicators: The competent economics teacher 3A. Understands the characteristics of a market economy. 3B. Understands the components of fiscal policy. 3C. Understands the tools of monetary policy. 3D. Understands the effects of incorporation on investment and economies of scale. 3E. Understands the components of money supply. 3F. Understands the role of government in the transfer of income. 3G. Understands the applications of economic indicators. 3H. Understands the difference between a budget deficit and the national debt. Performance Indicators: The competent economics teacher 3I. Explains the importance of property rights, contract enforcement, standards for weights and measures, and liability rules in providing incentives for production. 3J. Examines the impact of public policy decisions on prices, job opportunities, and profits. 3K. Analyzes the impacts of taxes and government spending on economic growth and stability. 3L. Analyzes the impacts of interest rates and money supply on economic growth and stability. 3M. Explains the role of the Federal Reserve in determining monetary policy. 3N. Compares the tools of monetary policy (specifically: purchases and sales of government securities, changes in the discount rate, increases or decreases in the reserve requirement). 3O. Analyzes the effects of government transfers of income (e.g., Social Security, Aid to Families with Dependent Children). 3P. Analyzes the relationship between economic indicators (e.g., unemployment claims, stock prices, money supply, changes in inventories, personal income, orders for new equipment) and economic decisions. 3Q. Examines the impact of economic growth. 3R. Explains that when the government runs a budget deficit, it must borrow to finance that deficit. 3S. Analyzes the impact of continuing national debt on economic growth and stability. Illinois Content-Area Standards Economic Designation 175

182 STANDARD 4 The competent economics teacher understands global economic interdependence. Knowledge Indicators: The competent economics teacher 4A. Understands that differences in the availability of resources affect international trade. 4B. Understands the impact of exchange rates on economic decision making. 4C. Understands the effect of public policy decisions (e.g., incentives and subsidies, or quotas and other trade barriers) on the exercise of free trade. 4D. Understands that the theory of comparative advantage affects nations' decisions to trade. 4E. Understands the role of international economic structures. Performance Indicators: The competent economics teacher 4F. Compares and contrasts global resource allocation. 4G. Analyzes the impact of production costs (e.g., labor, taxes, materials) on global prices. 4H. Computes the cost of U.S. goods and services in other countries. 4I. Computes the dollar cost of goods and services produced in other countries. 4J. Analyzes the costs and benefits (to citizens of the U.S. and other countries) of public policy decisions made in the United States and in other countries. 4K. Calculates benefits of trade. 4L. Evaluates decisions by international economic structures (e.g., World Bank, International Monetary Fund, European Union). Illinois Content-Area Standards Economic Designation 176

183 Geography Designation In addition to the 29 core standards for all social science teachers, those who specialize in the teaching of geography will demonstrate competence in the following standards: STANDARD 1 The competent geography teacher understands how to use maps and other geographic representations, tools, and technologies to acquire and use information about people, places, and environments on Earth. Knowledge Indicators: The competent geography teacher 1A. Understands how to use maps and other graphic representations to depict geographic problems. 1B. Understands how to use technologies to represent and interpret Earth's physical and human systems. 1C. Understands how to use geographic representations and tools to analyze, explain, and solve geographic problems. Performance Indicators: The competent geography teacher 1D. Produces, interprets, and evaluates maps and other graphic representations to solve geographic problems. 1E. Uses maps and other geographic representations to analyze world events and suggest solutions to world problems. 1F. Uses geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth. 1G. Uses technologies (e.g., satellite images, aerial photographs, Geographic Information Systems, Global Positioning Systems) to represent, interpret, and analyze Earth's physical and human systems. STANDARD 2 The competent geography teacher is able to use mental maps to organize information about people, places, and environments in a spatial context. Knowledge Indicators: The competent geography teacher 2A. Understands how to use mental maps of physical and human features of the world to answer complex geographic questions. 2B. Understands how mental maps reflect the human perception of places. 2C. Understands how mental maps influence spatial and environmental decision making. Performance Indicators: The competent geography teacher 2D. Uses mental maps to analyze physical and human systems and answer complex geographic questions. 2E. Identifies the ways in which mental maps influence human decisions about location, settlement, and public policy. 2F. Analyzes ways in which people's mental maps reflect an individual's attitudes toward places. 2G. Explains how mental maps influence spatial and environmental decision-making. Illinois Content-Area Standards Geography Designation 177

184 STANDARD 3 The competent geography teacher is able to analyze spatial information about people, places, and environments on Earth's surface. Knowledge Indicators: The competent geography teacher 3A. Understands the generalizations that describe and explain spatial interaction. 3B. Understands the models that describe patterns of spatial organization. 3C. Understands the spatial behavior of people. 3D. Understands how to apply concepts and models of spatial organization to make decisions. Performance Indicators: The competent geography teacher 3E. Applies concepts of spatial interaction (e.g., complementarily, intervening opportunities, distance decay, connections) to account for patterns of movement on Earth. 3F. Analyzes and explains patterns of land use in urban, suburban, and rural areas using terms such as distance, accessibility, and connections. 3G. Uses models of spatial organization to analyze relationships in and between places. 3H. Applies concepts and models of spatial organization to make decisions. STANDARD 4 The competent geography teacher understands the physical and human characteristics of places. Knowledge Indicators: The competent geography teacher 4A. Understands the meaning and significance of places. 4B. Understands the changing physical and human characteristics of places. 4C. Understands how relationships between humans and the physical environment lead to the formation of places and to a sense of personal and community identity. Performance Indicators: The competent geography teacher 4D. Describes and interprets physical processes that shape places. 4E. Explains how social, cultural, and economic processes shape the features of places. 4F. Analyzes how technology shapes the physical and human characteristics of places. 4G. Evaluates how humans interact with physical environments to form places. STANDARD 5 The competent geography teacher understands the concept of regions and how regions are used to interpret Earth's complexity. Knowledge Indicators: The competent geography teacher 5A. Understands how multiple criteria can be used to define a region. 5B. Understands the structure of regional systems. 5C. Understands the ways in which physical and human regional systems are interconnected. Illinois Content-Area Standards Geography Designation 178

185 Performance Indicators: The competent geography teacher 5D. Identifies and explains the changing criteria that are used to define regions. 5E. Analyzes the connections and interactions within and among the parts of regional systems to develop solutions to spatial problems. 5F. Analyzes places and regions in different time periods to identify human and physical changes and to explain the factors that have contributed to those changes. 5G. Analyzes regional systems and alliances (e.g., newspaper circulation, airline service areas, European union) to explain how they are interconnected and to determine their spatial impact (e.g., movement of people and goods in Europe). 5H. Explains how the regionalization process is used to analyze geographic issues (e.g., locating a new shopping center). STANDARD 6 The competent geography teacher understands how culture and experience influence people's perceptions of places and regions. Knowledge Indicators: The competent geography teacher 6A. Understands why places and regions serve as symbols for individuals and society. 6B. Understands why different groups of people within a society view places and regions differently. 6C. Understands how changing perceptions of places and regions reflect cultural change. Performance Indicators: The competent geography teacher 6D. Evaluates the characteristics of places and regions from a variety of points of view. 6E. Explains how technology affects the ways in which culture groups perceive and use places and regions. 6F. Analyzes human perceptions of people, places, and regions to determine the impact of different cultures and experiences. 6G. Explains why places and regions are important to individual human identity and as symbols for unifying or fragmenting society. 6H. Analyzes the ways in which people's changing views of places and regions reflect cultural change. 6I. Explains how human experiences (e.g., wedding customs, funerals, social functions) in various places and regions of the world may be interpreted differently by different cultural groups. STANDARD 7 The competent geography teacher understands the physical processes that shape the patterns of Earth's surface. Knowledge Indicators: The competent geography teacher 7A. Understands the dynamics of the four basic components of Earth's physical systems: the atmosphere, biosphere, lithosphere, and hydrosphere. 7B. Understands the interaction of Earth's physical systems. 7C. Understands the spatial variation in the consequences of physical processes across Earth's surface. Performance Indicators: The competent geography teacher 7D. Analyzes physical processes to identify and explain spatial patterns in the physical environment. 7E. Analyzes regions of Illinois, the United States, and the world to determine how they have been shaped by different physical processes. Illinois Content-Area Standards Geography Designation 179

186 7F. Explains how Earth-Sun relationships affect Earth's physical processes and create physical patterns. 7G. Predicts the consequences of a specific physical process operating on Earth's surface. 7H. Explains the ways in which Earth's physical processes are dynamic and interactive. STANDARD 8 The competent geography teacher understands the characteristics and spatial distribution of ecosystems on Earth's surface. Knowledge Indicators: The competent geography teacher 8A. Understands the distribution and characteristics of ecosystems. 8B. Understands the bio-diversity and productivity of ecosystems. 8C. Understands the importance of ecosystems in people's understanding of environmental issues. Performance Indicators: The competent geography teacher 8D. Analyzes the distribution of ecosystems by interpreting relationships between soil, climate, and plant and animal life. 8E. Evaluates the concept of ecosystems to understand and solve problems regarding environmental issues. 8F. Explains the spatial distribution of ecosystems from local to global scales. 8G. Identifies and explains how knowledge of ecosystems informs human decisions about environmental issues. STANDARD 9 The competent geography teacher understands the characteristics, distribution, and migration of human populations on Earth's surface. Knowledge Indicators: The competent geography teacher 9A. Understands trends in world population numbers and patterns. 9B. Understands the impact of human migration on physical and human systems. 9C. Understands the reasons for spatial variations in population distribution. 9D. Understands the types and historical patterns of human migration. Performance Indicators: The competent geography teacher 9E. Predicts trends in the spatial distribution of human population on Earth. 9F. Analyzes population issues and proposes probable solutions to population problems. 9G. Explains the economic, political, and social factors that contribute to human migration. 9H. Evaluates the impact of human migration on physical and human systems. STANDARD 10 The competent geography teacher understands the characteristics, distribution, and complexity of Earth's cultural mosaics. Knowledge Indicators: The competent geography teacher 10A. Understands the spatial distribution of culture at different scales, local to global. Illinois Content-Area Standards Geography Designation 180

187 10B. Understands the spatial characteristics of the processes of cultural convergence and divergence. 10C. Understands how cultures shape the character of a region. Performance Indicators: The competent geography teacher 10D. Explains the spatial processes of cultural convergence and divergence. 10E. Describes and explains the significance of patterns of cultural diffusion in the creation of Earth's varied cultural mosaics. 10F. Identifies and explains how different communities, including those affected by migrant populations, reflect the cultural background of their inhabitants. 10G. Analyzes how culture influences the characteristics of regions. STANDARD 11 The competent geography teacher understands the patterns and networks of economic interdependence on Earth's surface. Knowledge Indicators: The competent geography teacher 11A. Understands the classification, characteristics, and spatial distribution of economic systems. 11B. Understands how places of various size function as centers of economic activity. 11C. Understands the increasing economic interdependence of the world's countries. 11D. Understands the geographic causes and consequences of world trade. Performance Indicators: The competent geography teacher 11E. Classifies and describes the spatial distribution of major economic systems and evaluates their relative merits in terms of productivity and the social welfare of workers. 11F. Identifies and evaluates the spatial aspect of economic systems, e.g., market areas around major business establishments. 11G. Analyzes and evaluates international economic issues from a spatial point of view. 11H. Identifies and explains the primary geographic causes for world trade. STANDARD 12 The competent geography teacher understands the processes, patterns, and functions of human settlement. Knowledge Indicators: The competent geography teacher 12A. Understands the functions and internal structure of cities. 12B. Understands the differing characteristics of settlements in developing and developed countries. 12C. Understands the processes that change the function and internal structure of cities. 12D. Understands the evolving forms of present-day urban areas. Performance Indicators: The competent geography teacher 12E. Analyzes the functions, internal structure, and shape of cities in Illinois, the United States, and the world. 12F. Analyzes the characteristics of urban settlements in developing and developed countries. 12G. Evaluates the physical and human impacts of emerging urban forms (e.g., edge cities, metropolitan corridors, megalopoli) in Illinois, the United States, and the world. 12H. Explains the causes and consequences of urbanization in Illinois, the United States, and the world. 12I. Describes the nature, causes, and spatial impact of change in urban areas. Illinois Content-Area Standards Geography Designation 181

188 STANDARD 13 The competent geography teacher understands how the forces of cooperation and conflict among people influence the division and control of Earth's surface. Knowledge Indicators: The competent geography teacher 13A. Understands why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth. 13B. Understands the divisions on Earth's surface at different scales, local to global. Performance Indicators: The competent geography teacher 13C. Analyzes how cooperation and conflict influence the development and control of social, political, and economic entities on Earth. 13D. Explains why people cooperate but also engage in conflict to control Earth's surface. 13E. Analyzes divisions on Earth's surface at different scales to identify examples of similar uses of political space at local, state, national, and international levels. STANDARD 14 The competent geography teacher understands how human actions modify the physical environment. Knowledge Indicators: The competent geography teacher 14A. Understands the role of technology in the capacity of the physical environment to accommodate human modification. 14B. Understands the significance of the global impacts of human modification of the physical environment. 14C. Understands how to apply appropriate models and information to understand environmental problems. Performance Indicators: The competent geography teacher 14D. Evaluates the ways in which technology has expanded the human capability to modify the physical environment. 14E. Analyzes and develops possible solutions to scenarios of environmental change induced by human modification of the physical environment. 14F. Analyzes and evaluates the global impacts of human changes in the physical environment. STANDARD 15 The competent geography teacher understands how physical systems affect human systems. Knowledge Indicators: The competent geography teacher 15A. Understands how changes in the physical environment can diminish its capacity to support human activity. 15B. Understands how different physical environments provide opportunities for or place constraints on human activities. 15C. Understands how natural hazards affect human spatial activities. Illinois Content-Area Standards Geography Designation 182

189 Performance Indicators: The competent geography teacher 15D. Analyzes examples of changes in the physical environment that have reduced the capacity of the environment to support human activity. 15E. Explains how the characteristics of different physical environments affect human activity in Illinois, the United States, and the world. 15F. Describes the effects of natural hazards on human systems in Illinois, the United States and the world. STANDARD 16 The competent geography teacher understands the changes that occur in the meaning, use, distribution, and importance of resources. Knowledge Indicators: The competent geography teacher 16A. Understands how the spatial distribution of resources affects patterns of human settlement. 16B. Understands how resource development and use change over time. 16C. Understands the geographic results of policies and programs for resource use and management. Performance Indicators: The competent geography teacher 16D. Analyzes the relationships between the spatial distribution of settlement and resources. 16E. Explains the relationship between resources and the exploration, colonization, and settlement of different regions of the world. 16F. Evaluates policy decisions regarding the use of resources in different regions of the United States and the world. 16G. Evaluates policies and programs related to the use of resources in different regions of the United States and the world. STANDARD 17 The competent geography teacher is able to apply geography to interpret the past and present and to plan for the future. Knowledge Indicators: The competent geography teacher 17A. Understands the processes of spatial change over time. 17B. Understands how to derive solutions to local and regional problems that have a spatial dimension. 17C. Understands the interaction between physical and human systems that have led to current conditions on Earth. 17D. Understands multiple points of view with respect to contemporary geographic issues. 17E. Understands how to use geographic questions in past, present, and future contexts. 17F. Understands how to use the Five Themes of Geography to study Earth and its people. Performance Indicators: The competent geography teacher 17G. Explains how the processes of spatial change (e.g., the spatial diffusion of a phenomenon such as the bubonic plague or the diffusion of tobacco use) have affected United States and world history. 17H. Proposes plans to solve local and regional problems that have spatial dimensions, (e.g., safeguarding people and property during natural disasters, solving mass-transit problems, deciding where to locate new commercial establishments). Illinois Content-Area Standards Geography Designation 183

190 17I. Analyzes the interaction between physical and human systems to understand possible causes and effects of current conditions on Earth. 17J. Integrates multiple points of view to analyze and evaluate contemporary geographic issues. 17K. Asks and answers geographic questions, and acquires, organizes, and analyzes geographic information about past, present, and future events. 17L. Uses the Five Themes of Geography to develop different approaches to the study of Earth and its people. Illinois Content-Area Standards Geography Designation 184

191 History Designation In addition to the 29 core standards for all social science teachers, those who specialize in the teaching of history will demonstrate competence in the following standards: STANDARD 1 The competent history teacher understands major trends, key turning points, and the roles of influential individuals and groups in United States history from the colonial era through the growth of the American Republic. Knowledge Indicators: The competent history teacher 1A. Understands the interaction of European and Native American societies through the mid-19th century. 1B. Understands the development of political, religious, and socioeconomic institutions in the American colonies. 1C. Understands the role of the American Revolution in the development of United States society. 1D. Understands the impact of the industrial revolution, the institution of slavery, and westward expansion on regional and national development. Performance Indicators: The competent history teacher 1E. Identifies political ideas that influenced the development of U.S. constitutional government. 1F. Assesses factors that contributed to the Age of Exploration and evaluates the consequences of the Columbian Exchange. 1G. Explains the social, economic, and political tensions that led to the American Revolution. 1H. Explains the factors that accounted for the differences between societies in New England, the mid-atlantic, and the lower South. 1I. Explains the effect of the revolution on social, political, and economic relations in the new nation. 1J. Explains the evolution of the two-party system. STANDARD 2 The competent history teacher understands major trends, key turning points, and the roles of influential individuals and groups in United States history from the Civil War through World War 1. Knowledge Indicators: The competent history teacher 2A. Understands events that contributed to the U.S. Civil War. 2B. Understands the role of reconstruction in rebuilding the nation. 2C. Understands the role of big business in the transformation of U.S. society in the late 19th century. 2D. Understands the influences of Populism and Progressivism on U.S. society in the late 19th and early 20th centuries. 2E. Understands the composition and significance of late 19th century immigration. 2F. Understands the role of the U.S. in world affairs through World War I. Performance Indicators: The competent history teacher 2G. Explains the effects of the Civil War on U.S. society. 2H. Evaluates reconstruction policies and their impact on U.S. society. 2I. Identifies the effects of industrialization and urbanization on the U.S. 2J. Traces the patterns of immigration settlement in different regions of the country. 2K. Describes the obstacles, opportunities, and contributions of immigrants. Illinois Content-Area Standards - History Designation 185

192 2L. Assesses the relationship between business and labor. 2M. Explains the political, social, cultural, and economic contributions of Populism and Progressivism. 2N. Explains the causes of World War I and the reasons for U.S. involvement in the war. STANDARD 3 The competent history teacher understands major trends, key turning points, and the roles of influential individuals and groups in United States history in the twentieth century and beyond. Knowledge Indicators: The competent history teacher 3A. Understands the effects of the Great Depression on the United States. 3B. Understands the relationship between the New Deal and the development of welfare policies after C. Understands the origins of World War II and of U.S. involvement in the war. 3D. Understands the social transformation of post-war United States. 3E. Understands the origins of the Cold War and its impact on the United States. 3F. Understands the significance of landmark events in foreign and domestic policies since G. Understands United States involvement in the Vietnam War. Performance Indicators: The competent history teacher 3H. Evaluates the causes of the Great Depression and its impact on the United States. 3I. Explains reasons for U.S. participation in World War II. 3J. Evaluates the role of the United States in World War II and the impact of the war on the United States. 3K. Explains the origins of the Cold War and its impact on the United States. 3L. Identifies the origins and the course of post-1945 social movements, particularly the Civil Rights Movement. 3M. Explains the relationship between U.S. domestic and foreign policies in the 20 th century. 3N. Assesses the U.S. military engagement in Vietnam and its effect on the United States. STANDARD 4 The competent history teacher understands major trends, key turning points, and the roles of influential individuals and groups in world history from prehistory to the Age of Exploration. Knowledge Indicators: The competent history teacher 4A. Understands the transition from prehistory to early civilizations, including non-western empires and tropical civilizations. 4B. Understands the development of classical civilizations from 1000 BCE to 500 CE. 4C. Understands the fragmentation and interaction of civilizations from 500 to 1000 CE. 4D. Understands the centralization of power in different regions from 1000 to 1500 CE. Performance Indicators: The competent history teacher 4E. Describes the populating of major world regions by human communities. 4F. Identifies and compares centralized and decentralized states. 4G. Explains the major achievements of Greek and Roman civilizations. 4H. Identifies factors contributing to the break up of the Roman Empire. 4I. Explains the role of feudalism in the growth of European monarchies and city states. 4J. Describes major political, social, and economic developments in non-western states. Illinois Content-Area Standards - History Designation 186

193 STANDARD 5 The competent history teacher understands major trends, key turning points, and the roles of influential individuals and groups in world history from the Age of Exploration to the present. Knowledge Indicators: The competent history teacher 5A. Understands cultural encounters, global change, and revolution from 1450 to B. Understands imperialism and its effects from 1850 to C. Understands the ideas, institutions, and cultural legacies of the twentieth century. 5D. Understands the causes and courses of the world wars. 5E. Understands the motivations and effects of decolonization. Performance Indicators: The competent history teacher 5F. Describes the origins and consequences of encounters between Europeans and peoples of Africa, Asia, and the Americas. 5G. Identifies the cultural and religious significance of the scientific revolution. 5H. Describes the relationship between political and industrial revolutions on social and cultural change. 5I. Explains the causes and effects of European, American, and Asian imperial expansion. 5J. Describes the causes and consequences of 20th century wars. 5K. Describes the causes and global consequences of economic development. 5L. Describes the causes and consequences of the holocaust. 5M. Describes the independence movements related to decolonization. STANDARD 6 The competent history teacher understands major trends, key turning points, and the roles of influential individuals and groups in the State of Illinois from the colonial era to the present. Knowledge Indicators: The competent history teacher 6A. Understands the evolution of political ideas, institutions, and practices and their role in Illinois. 6B. Understands the influence of geography, technology, agriculture, urbanization, industry, and labor on the development of the Illinois economy. 6C. Understands the effects of migration of people and cultures and several religious traditions that have shaped Illinois. 6D. Understands the roles of family and local history in their relation to the larger context of U.S. and global history. Performance Indicators: The competent history teacher 6E. Describes the development of political ideas, institutions, and practices in Illinois. 6F. Traces development of the Illinois economy. 6G. Assesses the impact of cultural migration and religious traditions on Illinois. 6H. Relates Illinois family and local history to U.S. and world history. STANDARD 7 The competent history teacher understands comparative history. Knowledge Indicators: The competent history teacher 7A. Understands methods of comparative history. Illinois Content-Area Standards - History Designation 187

194 7B. Understands effects of broad historical developments (e.g., industrialization, modernization, imperialism, globalization) on diverse cultures. 7C. Understands different meanings and implications of broad historical development on diverse cultures. 7D. Understands differences and similarities from one generation to the next within the same culture. Performance Indicators: The competent history teacher 7E. Identifies similarities and differences within and between cultures. 7F. Evaluates the impact of broad historical developments on diverse cultures. 7G. Assesses the different meanings and implications of historical developments on diverse cultures. 7H. Describes continuities and changes within and among generations. STANDARD 8 The competent history teacher understands the major interpretations in the field of history. Knowledge Indicators: The competent history teacher 8A. Understands the various and changing definitions of history. 8B. Understands the origins and interpretative frameworks of significant theories of history. 8C. Understands the tentative nature of historical interpretation. Performance Indicators: The competent history teacher 8D. Differentiates among and evaluates various definitions of history. 8E. Employs and assesses interpretive frameworks in analyzing historical events. 8F. Evaluates major debates among historians. Illinois Content-Area Standards - History Designation 188

195 Political Science Designation In addition to the 29 core standards for all social science teachers, those who specialize in the teaching of political science will demonstrate competence in the following standards: STANDARD 1 The competent political science teacher understands the scope and major issues in the academic discipline of political science. Knowledge Indicators: The competent political science teacher 1A. Understands the major subjects of study in political science (e.g., constitutional law, political history, political philosophy, and political sociology). 1B. Understands the ideas and impact of major figures in the history of political philosophy, (e.g., Aristotle, Locke, Madison, Marx, Mill). Performance Indicators: The competent political science teacher 1C. Explains the multiple perspectives associated with political philosophy. 1D. Demonstrates political science skills (e.g., opinion measurement, issue analysis and constitutional interpretation). STANDARD 2 The competent political science teacher understands the essential elements of various political systems. Knowledge Indicators: The competent political science teacher 2A. Understands the development of democratic, authoritarian, and totalitarian systems with an emphasis on the 20th century. 2B. Understands the similarities and differences between the United States political system and those of other nations. Performance Indicators: The competent political science teacher 2C. Explains the nature and purpose of constitutions in various democratic, authoritarian, and totalitarian political systems. 2D. Evaluates the arguments regarding the strengths and weaknesses of federal, confederate, and unitary systems. STANDARD 3 The competent political science teacher understands the development of the United States and Illinois Constitutions. Knowledge Indicators: The competent political science teacher 3A. Understands amendments and other developments since the ratification of the United States Constitution and Bill of Rights effecting basic principles (e.g., separation of power, judicial review, federalism, selection of officials, and the rights of persons). Illinois Content-Area Standards Political Science Designation 189

196 3B. Understands amendments and other developments since the ratification of the Illinois Constitution. Performance Indicators: The competent political science teacher 3C. Explains the historic background, political principles, major events, basic issues, and significant individuals associated with the writing and ratification of the United States Constitution. 3D. Explains the changes made in the Illinois Constitution in STANDARD 4 The competent political science teacher understands the organization and functions of government at the national, state, and local levels. Knowledge Indicators: The competent political science teacher 4A. Understands the organization and financing of governmental functions at local, state, and national levels. 4B. Understands the sharing of governmental functions between the various levels of government by means of intergovernmental relations. 4C. Understands the organization and function of courts at all levels. Performance Indicators: The competent political science teacher 4D. Analyzes the role of government in the society and the economy. 4E. Identifies important events that changed significantly the regulatory, welfare, and other functions of government. 4F. Analyses the impact of court rulings on local, state, and national governments. STANDARD 5 The competent political science teacher understands the elements that shape public policy in the United States and other nations. Knowledge Indicators: The competent political science teacher 5A. Understands governmental agencies' role in implementing and developing public policy. 5B. Understands the multiple roles of the president of the United States and state governors, and the role of heads of government in other countries in setting policy. 5C. Understands the policy setting role of legislatures and their committees in the United States in contrast to other countries. 5D. Understands the policy role of courts in the United States in contrast with the role of courts in other countries. 5E. Understands the influence of active citizens, interest groups, and political partisans on formation of public policy. 5F. Understands the influence of public opinion and the mass media in the development of public policy. Performance Indicators: The competent political science teacher 5G. Analyzes the influence of individuals and groups on the formation and implementation of public policy. 5H. Evaluates the shaping of public policy in terms of basic principles (e.g., representation, democracy, and public interest). Illinois Content-Area Standards Political Science Designation 190

197 STANDARD 6 The competent political science teacher understands political parties, civic participation, and the electoral process in the United States. Knowledge Indicators: The competent political science teacher 6A. Understands the history of political parties. 6B. Understands the laws affecting registration and voting, political party organization, and campaign finance. 6C. Understands the opportunities for participation in government and politics (e.g., political parties, campaigns, and involvement in groups concerned with public policy). Performance Indicators: The competent political science teacher 6D. Evaluates motivations for participation and non-participation in civic affairs. 6E. Identifies important events, groups, and individuals in the evolution of American political parties. STANDARD 7 The competent political science teacher understands the rule of law and the rights and responsibilities of citizens. Knowledge Indicators: The competent political science teacher 7A. Understands the degree to which citizens rights have been expanded, over time, by constitutional means. 7B. Understands the categories of the law (e.g., common, civil, and criminal). 7C. Understands landmark documents and events in the development of the rule of law. Performance Indicators: The competent political science teacher 7D. Identifies ways a competent, responsible citizen functions in a democratic society. 7E. Analyzes historic and current issues regarding the balance between rights and responsibilities, and between personal freedom and community needs and laws. STANDARD 8 The competent political science teacher understands international relations and organizations and America's global connections. Knowledge Indicators: The competent political science teacher 8A. Understands international organizations and American involvement with them. 8B. Understands the influence of national political systems and domestic politics on foreign policy with an emphasis on the United States. Performance Indicators: The competent political science teacher 8C. Analyzes the conditions, actions, and motivations that contribute to conflict and cooperation among nations. 8D. Identifies major events in the emergence of the United States as a world leader. Illinois Content-Area Standards Political Science Designation 191

198 Psychology Designation In addition to the 29 core standards for all social science teachers, those who specialize in the teaching of psychology will demonstrate competence in the following standards: STANDARD 1 The competent psychology teacher understands the various concepts related to human development. Knowledge Indicator: The competent psychology teacher 1A. Understands commonly accepted theories related to cognitive, emotional, and social development. Performance Indicators: The competent psychology teacher 1B. Analyzes the interrelationship among theories of development (e.g., cognitive, emotional, and social). 1C. Explains and applies theories of cognitive, emotional, and social development. STANDARD 2 The competent psychology teacher understands and applies ideas associated with mental and emotional health. Knowledge Indicators: The competent psychology teacher 2A. Understands factors that contribute to and damage one's mental health. 2B. Understands various treatments of disorders. Performance Indicators: The competent psychology teacher 2C. Analyzes issues related to mental health and behavioral disorders in contemporary society. STANDARD 3 The competent psychology teacher understands personality theory from a variety of perspectives. Knowledge Indicators: The competent psychology teacher 3A. Understands factors associated with the construction, revision, and development of a self-concept and identity. 3B. Understands how families, groups, peers, and communities contribute to the development of self and identity. 3C. Understands the role of perception, attitude, values, and beliefs in the development of self and identity. Performance Indicator: The competent psychology teacher 3D. Analyzes the impact of forces on development of self and identity (e.g., family, peer group, values, beliefs). Illinois Content-Area Standards Psychology Designation 192

199 STANDARD 4 The competent psychology teacher understands the relationship of physiology and human behavior. Knowledge Indicator: The competent psychology teacher 4A. Understands the relationship between physiology, thinking, memory, perception, personality, development, and behavior. Performance Indicator: The competent psychology teacher 4B. Analyzes issues related to how nature and nurture contribute to personality and behavior. STANDARD 5 The competent psychology teacher understands theories and concepts related to explaining individual differences. Knowledge Indicators: The competent psychology teacher 5A. Understands how individual differences are influenced by different stages of life and through personal and environmental situations. 5B. Understands factors associated with personality and individual differences. 5C. Understands factors associated with human adjustment and coping behaviors in various situations. Performance Indicator: The competent psychology teacher 5D. Analyzes individual differences based on psychological theories and concepts. STANDARD 6 The competent psychology teacher understands various methods of classifying, assessing, and interpreting personality. Knowledge Indicator: The competent psychology teacher 6A. Understands the various tools used to describe, classify, assess, and interpret personality. Performance Indicator: The competent psychology teacher 6B. Explains various tools used to describe, classify, assess, and interpret personality. STANDARD 7 The competent psychology teacher understands the relationships between the individual and the group. Knowledge Indicator: The competent psychology teacher 7A. Understands how situations, places, time, events, and social/cultural environments influence individual behavior. Illinois Content-Area Standards Psychology Designation 193

200 7B. Understands how individual behavior influences situations, places, time, events, and social/cultural environments. Performance Indicator: The competent psychology teacher 7C. Creates situations illustrating the relationships between the individual and the group. Illinois Content-Area Standards Psychology Designation 194

201 Sociology and Anthropology Designation In addition to the 29 core standards in social science, teachers who specialize in the teaching of sociology and anthropology will demonstrate competence in the following standards: STANDARD 1 The competent sociology and anthropology teacher understands culture and cultural diversity. Knowledge Indicators: The competent sociology and anthropology teacher 1A. Understands the ways groups, societies, and cultures address human needs and concerns. 1B. Understands how data and experiences may be interpreted by people from diverse cultural perspectives and frames of references. 1C. Understands societal patterns for preserving and transmitting culture while adapting to environmental and social change. 1D. Understands the importance of cultural unity and diversity within and across groups. 1E. Understands about specific cultural responses to persistent human issues. 1F. Understands the ways in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes shape scientific and technological change. 1G. Understands societal changes resulting from science and new technologies. Performance Indicators: The competent sociology and anthropology teacher 1H. Explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns. 1I. Interprets patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding. STANDARD 2 The competent sociology and anthropology teacher understands individual development and identity. Knowledge Indicators: The competent sociology and anthropology teacher 2A. Understands the ways cultural influences contribute to the sense of self (e.g., religion, gender, ethnicity, socioeconomic status). 2B. Understands the interactions of ethnic, national, or cultural influences in specific situations or events. Performance Indicator: The competent sociology and anthropology teacher 2C. Evaluates the impact of stereotyping, conformity, altruism and other behaviors on individuals and groups. STANDARD 3 The competent sociology and anthropology teacher understands groups and institutions. Knowledge Indicators: The competent sociology and anthropology teacher 3A. Understands the concepts of role, status, and social class. 3B. Understands sociological theories related to the formation, types, and stages of social movements. Illinois Content-Area Standards Sociology and Anthropology Designation 195

202 3C. Understands major sociological theoretical perspectives (e.g., structural-functional, conflict, symbolic, interactionist). Performance Indicators: The competent sociology and anthropology teacher 3D. Analyzes group and institutional influences on people, events, and elements of culture in a variety of settings. 3E. Explains the various forms institutions take, and how they develop and change. 3F. Analyzes how groups and institutions meet individual and societal needs. STANDARD 4 The competent sociology and anthropology teacher understands social inequities. Knowledge Indicator: The competent sociology and anthropology teacher 4A. Understands relationships of social class, group relations, gender, race, ethnicity, and age to social inequities. Performance Indicator: The competent sociology and anthropology teacher 4B. Explains and applies ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems. STANDARD 5 The competent sociology and anthropology teacher understands cultural conformity and deviancy. Knowledge Indicators: The competent sociology and anthropology teacher 5A. Understands the sociological approach to explaining deviancy. 5B. Understands sociological theories used to explain deviancy. Performance Indicators: The competent sociology and anthropology teacher 5C. Assists learners in identifying and analyzing examples of tensions between expressions of individuality and efforts used to promote social conformity by groups and institutions (family, religion, government). 5D. Explores the relationship between inequity and deviancy. STANDARD 6 The competent sociology and anthropology teacher understands major principles of anthropology. Knowledge Indicators: The competent sociology and anthropology teacher 6A. Understands cultural developments of prehistoric people, the influences of ancient civilizations on modern cultures, and cultural differences among nations. 6B. Understands ways cultures determine groupings (age, class, voluntary family and kinship systems). Illinois Content-Area Standards Sociology and Anthropology Designation 196

203 Performance Indicators: The competent sociology and anthropology teacher 6C. Explains ways culture organizes family and kinship. 6D. Explains how technology, environment, religion, art, and culture have affected personality and behavior. Illinois Content-Area Standards Sociology and Anthropology Designation 197

204 TECHNOLOGY EDUCATION CONTENT- AREA STANDARDS STANDARD 1 The competent technology education teacher understands the foundations of work, the career development process, occupational skills standards, and workplace skill requirements. Knowledge Indicators: The competent technology education teacher 1A. Understands the history, organization, and future of work and how work relates to needs and functions of the economy and society. 1B. Understands career development concepts, the relationship between work and learning, and the career planning process. 1C. Understands Illinois Occupational Skills Standards or recognized industry standards. Performance Indicators: The competent technology education teacher 1D. Relates workplace cultural expectations to workplace skills. 1E. Develops partnerships with members of the business community to provide learning opportunities for students. 1F. Provides advice in the career planning process. 1G. Selects appropriate skill standards for the program areas. STANDARD 2 The competent technology education teacher demonstrates the ability to plan, deliver, and evaluate instruction based upon knowledge of subject matter in the field; student organizations; student, community and work needs; curriculum goals; and findings of educational research. Knowledge Indicators: The competent technology education teacher 2A. Understands pedagogy unique to the discipline. 2B. Understands the rationale for integrating student organization activities into the curriculum. 2C. Understands professional literature relating to specific content area and to workplace needs. 2D. Understands economic/socio-economic conditions, patterns of business development, and changing labor and career opportunities and their impact on the relevancy of classroom instruction. Performance Indicators: The competent technology education teacher 2E. Utilizes appropriate pedagogy unique to the individual discipline within career and technical education. 2F. Creates learning environments and classroom activities that develop life/workplace skills and knowledge in the discipline. 2G. Identifies and utilizes educational research findings that justify teaching strategies. 2H. Applies curricular content and processes in order to achieve the goals of student organizations. 2I. Applies post-secondary admission standards and occupational skill standards when designing curriculum and assessment. 2J. Designs appropriate assessment plans for and by students. 2K. Develops collaborative partnerships with students, colleagues, community, business/industry, and parents to maximize resources. 2L. Participates in appropriate professional organizations and develops a plan for continued personal and professional growth. Illinois Content-Area Standards Technology Education 198

205 2M. Plans, organizes, and manages laboratories/technical facilities for instruction, which meet diverse needs of students (i.e., safety, inventory, filing, requisitioning equipment and materials, maintenance, budgeting). 2N. Implements laws and policies relating to safe environments and incorporates appropriate safety standards, healthy practices, and ergonomic needs. Standard 3 The competent technology education teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of technology education. Knowledge Indicators: The competent technology education teacher 3A. Understands that the reading process is the construction of meaning through the interactions of the reader s background knowledge and experiences, the information in the text, and the purpose of the reading situation. 3B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction. 3C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner. 3D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading. 3E. Understands the relationship between oral and silent reading. 3F. Understands the role of subject area vocabulary in developing reading comprehension. 3G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension. 3H. Understands the importance of the relationship between assessment and instruction in the planning process. Performance indicators: The competent technology education teacher 3I. Plans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material. 3J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading. 3K. Plans and models use of comprehension strategies before, during, and after reading of text. 3L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words. 3M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding. 3N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational patterns unique to informational text, and using graphic organizers as an aid for recalling information. 3O. Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources. 3P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. 3Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors. 3R. Promotes the development of a literate environment that includes classroom libraries. Illinois Content-Area Standards Technology Education 199

206 STANDARD 4 The competent technology education teacher demonstrates fundamental knowledge of the history and nature of technology in connection with other fields of study. Knowledge Indicators: The competent technology education teacher 4A. Understands that technology involves the generation of knowledge and processes to develop products and systems that solve problems and extend human capabilities. 4B. Understands that throughout history technology has been one of the most powerful social, cultural, and economic forces; in turn, these same forces have influenced the development of technology. This interwoven relationship will continue to play an important role in the future development of technology. 4C. Understands that historical data help the technologist and the social scientist determine possible scenarios for the future. 4D. Understands that the rate of technological development and diffusion is accelerating. 4E. Understands that technology includes a combination of knowing and doing. The knowing component includes technological knowledge, as well as the ability to apply knowledge from other fields of study to technological activity; the doing component includes the ability to apply this diverse knowledge to technological processes. 4F. Understands that outcomes of technological research are sometimes the result of specific, goaldirected activity (e.g., putting a human on the moon), while some outcomes are not intended or planned (e.g., Post-it notes and spin-offs). 4G. Understands that technological endeavors often replace older forms of technology, resulting in social and environmental consequences. 4H. Understands that technology has economic, political, and environmental connections with culture and society. 4I. Understands that designing, developing, producing, inventing, innovating, and problem solving are fundamental concepts in technological activity. (These concepts are human activities that are purposely directed toward meeting needs and wants.) 4J. Understands that systems-oriented thinking is important because systems are the building blocks in technology. These systems vary in complexity of working knowledge from very little to substantial technological knowledge to use or operate. 4K. Understands that the stability of a system is influenced by all of the components in the system, especially those in the feedback loop. (Technological systems are embedded within larger technological, social, and environmental arenas.) 4L. Understands that the nature of technological knowledge and activity are related to information, energy, or physical technologies. 4M. Understands that a variety of symbols and languages are used to communicate information. (Some are universally applied across technologies (e.g., standardized measurement systems and the metric system), while others are unique to various contexts and technologies (e.g., electrical symbols and computer nomenclature). 4N. Understands that technology influences careers by changing the way work is performed, thus creating new types of jobs, modifying current jobs, and reducing the numbers of others. 4O. Understands that technology has its own body of knowledge and processes that are connected within itself, as well as to other fields of study. 4P. Understands that connections among technological topics are valuable and useful to relate procedures and build new knowledge bases. 4Q. Understands that technological knowledge and activity promotes the advances of science and mathematics; in other cases, the advances of science and mathematics have led to the advance of technology. 4R. Understands that science and technology utilize similar techniques to investigate and obtain information. These techniques include inquiry, modeling, and forecasting. 4S. Understands that mathematical models, scientific principles, and computer-generated models are used to develop and produce products and systems. Illinois Content-Area Standards Technology Education 200

207 4T. Understands that engineering concepts and principles are used in the development and use of products and systems. 4U. Understands that technological transfer occurs within a technology, between technologies, across other fields, and between countries. Performance Indicators: The competent technology education teacher 4V. Communicates the relationship of the systems in technological development via timelines, paradigms, and taxonomies. 4W. Identifies measurement techniques utilizing appropriate representatives of technology, math, science, and engineering. 4X. Communicates career information related to a changing workforce and instills the importance of portfolio development and lifelong learning. 4Y. Determines the significance of a variety of symbols and languages, both universal and unique, used to communicate information via technology to technology, technology to human, or human to technology. 4Z. Develops curricula integrating technology education with other fields of study. 4AA. Develops scenarios depicting how technological change impacts social, culture, economic, and human endeavors. 4BB. Analyzes and describes technological transfer which occurs within a technology, between technologies, across other fields, and between other countries. STANDARD 5 The competent technology education teacher understands and is able to design technology. Knowledge Indicators: The competent technology education teacher 5A. Understands that the quality and value of a design depends on how clearly it meets a need, fits its purpose, uses resources appropriately, and considers constraints, (e.g. economic, environmental, aesthetic, and political). 5B. Understands that designing a product, device, process, or system requires considering how it will be developed, managed, used, and assessed for its impact and consequences. 5C. Understands how to balance design tradeoffs, since there is no perfect design that meets all criteria, such as the safest, most reliable, least expensive, and most efficient. 5D. Understands the general developmental process of design and that the design process is iterative and not linear and includes generating ideas; considering constraints, such as cost and criteria; and communicating processes and results. 5E. Understands the value and importance of testing in the evaluation of good design. 5F. Understands the roles of documentation and communication and their impact on quality design. 5G. Understands design decision criteria and their use in determining whether a design solution should be developed. These criteria may include personal, social, cultural, economic, political, and environmental issues. Performance Indicators: The competent technology education teacher 5H. Demonstrates the ability to identify practical problems deriving from human needs or wants. 5I. Demonstrates the ability to develop and use design briefs with proper specifications. 5J. Demonstrates the ability to investigate, generate, and select ideas to plan an optimum design that takes into account knowledge of constraints and criteria obtained from research. 5K. Demonstrates the ability to select, plan, and implement the best possible solution that takes into consideration the many tradeoffs and reaches the best compromise. 5L. Demonstrates the ability to design ways to produce products by mass production. 5M. Demonstrates the ability to evaluate a selected design solution and make modifications based on that evaluation. 5N. Demonstrates the ability to use verbal and graphic means to communicate processes, observations, and the results of the entire design process. Illinois Content-Area Standards Technology Education 201

208 5O. Demonstrates the ability to use feedback to consider design steps and to redesign in light of public concern or comment. 5P. Demonstrates the ability to use quality standards in the design and production of consumer goods. 5Q. Demonstrates the ability to use marketing criteria in creating a design (e.g., value and function). STANDARD 6 The competent technology education teacher understands and is able to develop technology. Knowledge Indicators: The competent technology education teacher 6A. Understands that developing and producing a product or system involves learning the safe and proper use of resources following instructions, and troubleshooting to determine if a design works or if there is a need for redesign. 6B. Understands that resource management involves procurement, inventory, warehousing, waste disposal, energy use, and time and people management, which affect the development of products and systems. 6C. Understands that a prototype is a working model used to test design concepts by making actual observations and necessary adjustments. Computer prototyping enables testing in virtual settings. 6D. Understands that problem-solving strategies, such as working backward or asking probing questions, provide a systematic means for exploring a variety of development and production methods that help enable successful solutions. 6E. Understands that optimization is a procedure used to make a system or design as effective or functional as possible and typically involves a process of experimentation, trial and error, testing, and development. 6F. Understands that quality, safety, and ergonomic design principles (e.g., enhancement of quality of life, productivity, safety, and convenience) influence the development of products and systems. 6G. Understands that teamwork, responsibility, and interpersonal dynamics play a significant role in the success of production and development activities. Performance Indicators: The competent technology education teacher 6H. Develops a systematic set of procedures and uses them to produce a prototype or model. 6I. Refines a design by using prototypes and testing to ensure quality, efficiency, and productivity of the final production process. 6J. Selects and uses a variety of resources to optimize the development of a production process or system. 6K. Develops and produces a product or system using the criteria and constraints noted in previous trials and tests. 6L. Modifies or develops tools, materials, machines, flow controls, or system operations to meet production constraints. 6M. Implements the appropriate safety precautions for the personal safety of themselves and others. 6N. Recognizes that humans are a valuable resource in managing information, energy, and physical technologies. 6O. Documents and communicates processes and procedures using appropriate techniques (e.g., flow charts, drawings, graphics, symbols, spread sheets, graphs, and time charts) in oral and written presentations for different audiences. STANDARD 7 The competent technology education teacher understands and is able to manage technology. Knowledge Indicators: The competent technology education teacher 7A. Understands that operations manuals, owner's manuals, documented protocols, and general directions are essential to assure the proper use and management of a product or system. Illinois Content-Area Standards Technology Education 202

209 7B. Understands that instrumentation and control of systems and products rely on proper functioning of open- or closed-loop systems, calibration of human or machine-controlled products and systems, and proper interpretation of their use. 7C. Understands that systems analysis requires an understanding of the overall operation of a system, as well as the subsystems and components. 7D. Understands that connecting micro-systems to macro-systems can potentially be used as a means to solve more complex problems. 7E. Understands that problem solving is often required in order to use and operate technology systems because systems do not always work as designed. 7F. Understands that facilitating human efforts can result in appropriate management of capital, time, information, knowledge, energy, materials, and tools necessary to properly use or apply technology. 7G. Understands that computers and electronic media are primary means of communication. 7H. Understands basic internal configuration and component identification of computer stations and their network abilities. 7I. Understands proper methods of computer software installation and computer set-up. Performance Indicators: The competent technology education teacher 7J. Interprets documentation of operations and owner's manuals in order to follow protocols and specific directions. 7K. Safely operates and manages systems according to the function for which they have been designed. 7L. Analyzes systems to determine how the various components work together to function as a whole system in order to understand how to change the system. 7M. Monitors, adjusts, and maintains system processes in order to assure the system's proper function and precision. 7N. Troubleshoots, diagnoses, and maintains technological systems to ensure proper operation. 7O. Applies knowledge and experiences gained from using systems as input for design improvements and to solve different problems. 7P. Develops plans for implementing educational technology in classrooms and labs. 7Q. Creates a vision for technological growth in regards to professional development and instructional technology in their school district. 7R. Safely and effectively upgrades and maintains both an independent and networked computer workstation. 7S. Loads and maintains computer software. 7T. Locates, analyzes, retrieves, and distributes electronic data (i.e., uses the internet and/or other electrical forms of media distribution). 7U. Develops and demonstrates scale models of technological informational systems. 7V. Develops a means of mass communication. STANDARD 8 The competent technology education teacher understands and is able to assess technology. Knowledge Indicators: The competent technology education teacher 8A. Understands when the development and application of technology have a role in shaping personal, social, and environmental perspectives and values. 8B. Understands that assessment is an evaluation technique, involving steps and procedures that are iterative, which require making trade-offs, analyzing risks, and choosing a best course of action. 8C. Understands acceptance or rejection of the development of technology that correlates directly with the personal, social, political, and economic assessment of the value of technology. 8D. Understands that human factors, including the principles of safety, health, and comfort, are important in evaluating the impact and consequences of technology. Illinois Content-Area Standards Technology Education 203

210 8E. Understands that trend analysis and patterns of development provide a means for understanding technological and environmental changes, including the resulting impacts and consequences. 8F. Understands that the impact and consequences of technology influence local, national, and global issues. Performance Indicators: The competent technology education teacher 8G. Determines the significance of technological trends for themselves, their families, their community, and their world. 8H. Uses historical case studies, when appropriate, to develop a perspective of the impact and consequences of technology. 8I. Investigates technology's impact and consequences on social, cultural, and environmental issues using historical and current events, and forecasting techniques. 8J. Uses technology assessment procedures to alter and refine products and systems. 8K. Communicates results of technological assessment to a wide variety of audiences (e.g., peers, family, and community) in order to explain a viewpoint of technology. STANDARD 9 The competent technology education teacher understands and is able to demonstrate the application of technological context related to information, energy, and physical technologies. Knowledge Indicators: The competent technology education teacher 9A. Understands the relationship between facts, data, information, knowledge, logic, and wisdom within the structure of information. 9B. Understands ways in which data and information can be stored and retrieved. 9C. Understands that there are many ways of presenting and transmitting information, such as using graphic and electronic processes and tools. 9D. Understands that data and information are communicated using symbols, icons, graphic images, and languages through a variety of visual, auditory, and tactile stimuli. 9E. Understands that informational technology communication systems utilize a closed loop system. 9F. Understands that the knowledge and information provided through informational technology systems can shape personal views and concepts of reality. 9G. Understands that cross-cultural values are transmitted at the local, regional, national, and global levels, using various systems of informational technology. 9H. Understands that information has become a commodity for exchange valued by society. 9I. Understands that informational technology systems are used in commercial enterprises (e.g., broadcasting companies and the Internet). Performance Indicators: The competent technology education teacher 9J. Develops a means to communicate information through the use of graphics, (e.g., printing, film, and drafting). 9K. Accesses, retrieves, organizes, processes, maintains, interprets, and evaluates information from a variety of sources in order to solve a practical problem. 9L. Stores information for retrieval at a later time using various formats such as digital, analog, and graphics. 9M. Uses computers to communicate information from human to human, machine to human, human to machine, and machine to machine in order to understand the communication process. 9N. Creates a message that includes symbols in order to communicate to a person. 9O. Utilizes informational technology systems in order to communicate over distance and to large, differentiated populations. 9P. Researches and develops a means to overcome interference in order to improve the communication process. 9Q. Uses mathematical knowledge to encode data into a binary form. Illinois Content-Area Standards Technology Education 204

211 9R. Evaluates the quality of information received in the communications process through such methods as comparing and contrasting sources, examining relevancy, and investigating the background of experts. 9S. Researches ways that the mass media (e.g., newspaper, broadcast and cable channels, and the Internet) transmit messages to the public. STANDARD 10 The competent technology education teacher understands and is able to demonstrate knowledge and the application of technological context related to information, energy, and physical technologies. Knowledge Indicators: The competent technology education teacher 10A. Understands how materials, resources, and energy are used as inputs in physical technology systems in order to produce materials and products, transport products and humans, and transform energy into power. 10B. Understands that manufacturing and construction planning and design techniques can reduce costs and produce better products. 10C. Understands that tools, machines, and instrumentation are used to change materials into new forms through the processes of separating, forming, and combining. 10D. Understands the nature of materials and their uses as a prerequisite for efficient and sustainable use of resources. 10E. Understands that trade-offs must be made in selecting the best materials and resources for the production process. 10F. Understands that the language of industry involves the use of symbols and signs to identify potential hazards, specific technological data, and environmental conditions. 10G. Understands that the management of physical resources is a determining factor in the success of commercial applications of products and systems. 10H. Understands that the optimization of production systems helps to conserve resources, manage waste, and reduce the negative effects that technology has on the natural world. 10I. Understands that the processes associated with transportation systems include receiving, holding/storing, loading, transporting/moving, unloading, and delivering. 10J. Understands that solutions to complex transportation problems must be developed in order to diminish pollution, congestion, accidents, deaths, and over-consumption of fuel. 10K. Understands how power systems transform energy from one form to another. 10L. Understands that the efficiency of power systems is important for conserving energy and producing maximum effectiveness with minimal environmental harm. 10M. Understands that transforming materials from one form to another requires knowledge of materials and processes. Performance Indicators: The competent technology education teacher 10N. Designs, develops, operates, and assesses a production system which produces products in quantity. 10O. Selects and safely uses appropriate tools, machines, and equipment to process materials to produce useful products. 10P. Assesses transportation systems for moving people and products, taking into account such factors as speed, cost, safety, and environmental impacts. 10Q. Designs, develops, and tests an energy system for the future that is efficient and does not pollute the environment. 10R. Tests and experiments with a variety of materials to conform to criteria and constraints of a physical technology system. 10S. Applies physical science concepts (e.g., force, motion, mechanical advantage, efficiency and friction) when working with physical technology systems. 10T. Uses a computer to maintain and control a physical technology system. 10U. Evaluates and optimizes an existing transportation, power, or production system. Illinois Content-Area Standards Technology Education 205

212 10V. Predicts the life expectancy of selected components, using the knowledge of materials and testing the function of the components over time. 10W. Identifies emerging physical technologies, using trends and research techniques. 10X. Communicates the results of their knowledge and activities in physical technology to others in an effective manner. 10Y. Researches, prototypes, and tests new energy and power systems that can be used in the future. 10Z. Incorporates maintenance considerations when designing, using, and monitoring systems. STANDARD 11 The competent technology education teacher understands technology education standards #1 through 10, as well as at least one technical content specialization area. Knowledge Indicators: The competent technology education teacher 11A. Understand the body of knowledge described in content standards 1 through 7. 11B. Understands the body of knowledge as identified by the Illinois Occupational Skill Standards in one or more of these technical specialization areas: Drafting and Design, Graphics/Printing, Computer Systems, Electricity, Fluid Power, Electronics, Transportation, Automated Manufacturing, Construction, or Materials/Processes. Performance Indicators: The competent technology education teacher 11C. Demonstrates advanced content specialization expertise in one or more of the content areas outlined in 11B as evidenced by a minimum of 2000 hours of successful work experience in the occupation. Illinois Content-Area Standards Technology Education 206

213 TECHNOLOGY SPECIALIST CONTENT-AREA STANDARDS STANDARD 1 Teaching Methodology The technology specialist will effectively plan, deliver, and assess concepts and skills relevant to learning technologies and technology literacy across the curriculum. The technology specialist will apply effective methods and strategies for teaching these concepts and skills to students, educators, and administrators in various educational settings. Knowledge Indicators: The competent technology specialist 1A. Understands how to plan, deliver, and access skills relevant to learning technologies. 1B. Understands the concepts and skills relevant to learning technologies and technology literacy across the curriculum. Performance Indicators: The competent technology specialist 1C. Designs and practices methods and strategies for teaching concepts and skills related to learning technologies including keyboarding, information access, and delivery tools in classroom, lab, and administrative settings. 1D. Designs and practices methods and strategies for teaching concepts and skills that apply classroom and administrative productivity tools. 1E. Designs and practices methods and strategies for teaching problem-solving principles and skills using technology resources. 1F. Designs and practices methods for teaching hypermedia development and scripting resources in a problem-solving context in a P-12 school environment. 1G. Designs and practices methods and strategies for heterogeneous grouping and collaboration using learning technologies. 1H. Identifies, designs and practices strategies for using learning technologies with diverse populations such as at-risk, special education, and physically disabled students. 1I. Identifies and supports implementation and revision of computer/technology literacy curriculum to reflect on-going changes in technology. 1J. Designs and implements integrated technology classroom activities that involve teaming and/or small-group collaboration. 1K. Demonstrates methods for teaching uses of media and on-line based tools from sources such as the World Wide Web (Internet), television, audio, print media, and graphics. 1L. Describes student guidance resources, career awareness resources, and student support activities related to computing and technology as a career option for students. 1M. Identifies professional organizations, groups, and resources that support the field of educational computing and technology. 1N. Designs a set of evaluation strategies and methods that will assess the effectiveness of instructional units that integrate computers/technology. 1O. Designs and practices methods for teaching social, ethical, and legal issues surrounding the responsible use of technology. STANDARD 2 Hardware/Software Selection, Installation and Maintenance The technology specialist will demonstrate knowledge of selection, installation, management, and maintenance of the infrastructure in a classroom setting. Knowledge Indicator: The competent technology specialist 2A. Understands how to select, install, manage, and maintain the infrastructure of technology in the classroom setting. Illinois Content-Area Standards Technology Specialist 207

214 Performance Indicators: The competent technology specialist 2B. Develops plans to configure computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements. 2C. Identifies and describes strategies to support development of school/laboratory policies, procedures, and practices related to use of computers and other learning technologies. 2D. Researches, evaluates, and develops recommendations for purchasing instructional software to support and enhance the school curriculum. 2E. Researches, evaluates, and develops recommendations for purchasing learning technology systems. 2F. Designs and recommends procedures for the organization, management, and security of hardware and software. 2G. Identifies strategies for troubleshooting and maintaining various hardware/software configurations. 2H. Identifies and describes network software packages used to operate a computer network system. 2I. Configures a computer system and one or more software packages. STANDARD 3 Research and Theory The technology specialist will identify and apply educational and technology-related research, the psychology of learning, and instructional design principles in guiding use of computers and technology in education. Knowledge Indicator: The competent technology specialist 3A. Understands educational and technology-related research, the psychology of learning, and instructional design principles in guiding use of computers and technology in education. Performance Indicators: The competent technology specialist 3B. Summarizes and applies principles and practices of educational research in educational technology. 3C. Summarizes major research findings and trends related to the use of technology in education to support integration of technology in a K-1 2 environment. 3D. Applies theories of learning, teaching, and instructional design and their relationship to the use of technology to support learning. 3E. Describes social and historical foundations of education, including educational reform efforts, and how they relate to the use of technology in schools. 3F. Identifies research related to human and equity issues concerning the use of computers and related technologies in education. 3G. Designs a research project that includes evaluating the use of a specific technology in a P-12 environment. STANDARD 4 Instructional Design and Product Development The technology specialist will develop curricular plans and teaching aids based on local, state and national standards for use of computers and other associated learning technologies, integrating these across subject and content areas. Knowledge Indicator: The competent technology specialist 4A. Understands how to develop curricular plans and teaching aids based on standards for use of computers and other learning technologies. Illinois Content-Area Standards Technology Specialist 208

215 Performance Indicators: The competent technology specialist 4B. Designs and practices methods for teaching at least one modern authoring tool to colleagues and students. 4C. Describes, designs, and practices the characteristics and uses of current authoring environments and evaluates their appropriateness for classroom applications. 4D. Identifies and uses local, state, and national guidelines to develop curricular plans for integrating technology into the curriculum in the P-12 environment. 4E. Applies instructional design principles to the design of screens, text, graphics, audio, and video in instructional products under development. 4F. Describes and practices strategies for testing and evaluating instructional products designed. 4G. Applies instructional design principles to develop substantive, interactive, multimedia, and computer- based instructional products. 4H. Describes, designs, and practices accepted principles of strategic planning to facilitate curriculum design for teaching with computers and related technologies. STANDARD 5 Information Access and Delivery The technology specialist will implement information access and delivery resources in P-12 schools to support the curriculum. Knowledge Indicator: The competent technology specialist 5A. Has knowledge of information access and delivery resources in P-12 schools to support the curriculum. Performance Indicators: The competent technology specialist 5B. Identifies and uses information access and telecommunication tools to support research and instruction throughout the curriculum. 5C. Uses and implements distance learning delivery systems including computer, audio, and video conferencing. 5D. Creates multimedia presentations using advanced features of a presentation tool and delivers them using computer projection systems. 5E. Installs, configures, and uses local mass storage devices and media to store and retrieve information and resources. 5F. Describes issues related to selecting, installing, and maintaining Wide Area Networks for school districts. STANDARD 6 Information Access and Delivery The technology specialist will install, customize, and configure the operating systems of computers and computer networks in school settings. Knowledge Indicator: The competent technology specialist 6A. Understands how to install, customize, and configure the operating systems of computers and computer networks in school settings. Performance Indicators: The competent technology specialist 6B. Identifies and describes the major operating systems associated with computing platforms found in P-12 schools. 6C. Identifies and manipulates preferences, defaults, and other selectable features of operating systems commonly found in P-12 schools. Illinois Content-Area Standards Technology Specialist 209

216 6D. Uses and manipulates networking software to effectively manage the operation of a Local Area Network. 6E. Evaluates, troubleshoots, installs, and maintains computer operating systems for classrooms and laboratories. STANDARD 7 Software/Hardware Selection, Installation, and Maintenance The technology specialist will identify and implement software in both classroom and administrative environments. He or she will investigate issues related to school/site planning, purchasing, and technology integration. Knowledge Indicator: The competent technology specialist 7A. Is aware of software in both classroom and administrative environments. Performance Indicators: The competent technology specialist 7B. Identifies and describes software used in classroom and administrative settings including productivity tools, information access/telecommunications tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction. 7C. Investigates and recommends purchasing strategies and procedures for acquiring administrative and instructional software for educational settings. 7D. Describes evaluation criteria for software and identifies reliable sources of software evaluations. 7E. Identifies and implements methods of installation, maintenance, inventory, and management of software libraries. 7F. Develops and implements ethical and legal procedures for maintaining software libraries. 7G. Identifies and classifies adaptive assistive hardware and software for students and teachers with special needs and locates sources to assist in their procurement and implementation. STANDARD 8 Instructional Program Development The technology specialist will develop an instructional program based on local, state, and national standards for the use of computers and other associated learning technologies, integrating these plans across subject and content areas. Knowledge Indicator: The competent technology specialist 8A. Understands how to develop an instructional program based on local, state, and national standards for the use of computers and other associated learning technologies, integrating these plans across subject and content areas. Performance Indicators: The competent technology specialist 8B. Describes and analyzes accepted principles of strategic planning to facilitate curriculum design for teaching with computers and related technologies. 8C. Identifies and uses local, state, and national guidelines to develop curricular plans for integrating technology in the P-12 environment. STANDARD 9 Staff Development The technology specialist will demonstrate knowledge of issues and models related to leadership in staff development. The technology specialist will identify resources, plan, and design staff development activities to support professional growth in learning technologies. Knowledge Indicators: The competent technology specialist 9A. Has knowledge of issues and models related to leadership in staff development. Illinois Content-Area Standards Technology Specialist 210

217 9B. Understands how to design staff development activities that support professional growth in learning technologies. Performance Indicators: The competent technology specialist 9C. Plans and designs staff development programs. 9D. Describes and identifies resources for staff development. 9E. Plans and customizes staff development based on differing audiences including school and district decision makers, and the larger school community. STANDARD 10 Facilities and Resource Management The technology specialist will demonstrate knowledge of issues related to facilities and resource management. Knowledge Indicator: The competent technology specialist 10A. Understands the issues related to facilities and resource management. Performance Indicators: The competent technology specialist 10B. Describes and uses budget planning and management procedures related to educational computing and technology facilities and resources. 10C. Identifies funding sources available at local, state, and/or national levels and collaborates on development of a grant proposal. 10D. Plans, develops, implements, and evaluates strategies and procedures for resource acquisition and management of technology-based systems including hardware and software. 10E. Identifies, describes, and analyzes procedures related to basic troubleshooting, preventive maintenance, and procurement of system-wide technology maintenance services. 10F. Describes and maintains current information involving facilities planning issues related to computers and related technologies. 10G. Designs and develops policies and procedures concerning staffing, scheduling, and security for managing computers/technology in a variety of instructional and administrative school settings. STANDARD 11 Managing the Change Process within Educational Reform Efforts The technology specialist will demonstrate knowledge of strategies for and issues related to managing the change process as part of overall educational reform efforts in schools and districts. Knowledge Indicator: The competent technology specialist 11A. Has knowledge of strategies for and issues related to managing the change process as part of overall educational reform efforts in schools and districts. Performance Indicators: The competent technology specialist 11B. Evaluates school and district technology plans and recommends improvements. 11C. Discusses issues relating to building collaborations, alliances, and partnerships involving educational technology initiatives. 11D. Demonstrates knowledge of effective group process skills. 11E. Discusses and develops issues related to local education reform efforts and recommends building-level changes and professional development strategies (such as block-scheduling, cross-subject units of instruction, etc.) to facilitate the integration of technology into all content areas. 11F. Uses evaluation findings to recommend modifications in technology implementations. Illinois Content-Area Standards Technology Specialist 211

218 STANDARD 12 Professional Development The technology specialist will participate in professional development experiences that allow them to (1) observe the use of technology to support instruction, the management of technology resources in educational settings, and the evaluation of effectiveness of technology resources for teaching and learning; and (2) apply technology resources to support instruction in classroom settings. Knowledge Indicators: The competent technology specialist 12A. Understands the value of professional development experiences in observing the use of technology. 12B. Has knowledge of how to manage, evaluate, and apply technology resources to support instruction in classroom settings. Performance Indicators: The competent technology specialist 12C. Observes and compares methods and strategies used in educational technology in a variety of authentic educational settings (i.e., elementary, middle, secondary, adaptive assistive classrooms, labs). 12D. Develops and teaches a series of lessons that apply technology resources to support instruction. 12E. Documents and assesses a significant site-based activity involving experiences in instructional program development, staff development, facilities and resource management, or managing change related to technology use in schools. 12F. Documents and assesses experiences in implementing a P-12 building-based LAN (Local Area Network) and/or WAN (Wide Area Network) with Internet connectivity. Illinois Content-Area Standards Technology Specialist 212

219 VISUAL ARTS CONTENT-AREA STANDARDS STANDARD 1 The competent visual arts teacher understands the sensory elements, organizational principles and expressive qualities of the visual arts. Knowledge Indicators: The competent visual arts teacher 1A. Understands the elements of design: color, form, line, shape, space, texture, and value. 1B. Understands the principles of design: balance, contrast, harmony, movement, pattern, repetition, rhythm, and unity. 1C. Understands the expressive qualities and communication of ideas. 1D. Understands properties of two- and three-dimensional space and of the fourth dimension, time. Performance Indicators: The competent visual arts teacher 1E. Analyzes and demonstrates the elements and principles of design. 1F. Analyzes and demonstrates how aesthetic qualities (e.g., elements, principles, and expressive ideas) are used in art works. 1G. Analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning. STANDARD 2 The competent visual arts teacher understands the commonalties, distinctions, and connections in and among the fine arts. Knowledge Indicators: The competent visual arts teacher 2A. Understands how to compare and contrast elements, principles, and tools in two or more visual art works. 2B. Understands how to compare and contrast artworks in two or more fine arts that share processes, expressive ideas, similar themes, historical periods, or societal contexts. 2C. Understands how different art forms combine to create an inter-related artwork (e.g., musical theatre, and cinematography). Performance Indicators: The competent visual arts teacher 2D. Collaborates with other arts specialists in developing inter-related artworks. 2E. Analyzes and evaluates similar and distinctive characteristics of artworks in and among the arts. STANDARD 3 The competent visual arts teacher understands the process and production of the visual arts. Knowledge Indicators: The competent visual arts teacher 3A. Understands media and tools and how to use them in a safe and responsible manner. 3B. Understands a minimum of five artistic processes (e.g., printmaking, fiber arts, photography, sculpture and electronic media). Illinois Content-Area Standards Visual Arts 213

220 Performance Indicators: The competent visual arts teacher 3C. Describes how the selection of tools/techniques and processes creates specific effects. 3D. Analyzes and evaluates how the selection of media, tools, technologies, and processes is used to support and influence the communication of ideas. STANDARD 4 The competent visual arts teacher will be able to apply knowledge and skills necessary to create expressively and with technical proficiency in a range of media and processes. Knowledge Indicators: The competent visual arts teacher 4A. Understands the manipulative skills necessary to draw and build works of art, using creative processes to express ideas. 4B. Understands how to communicate clear and focused ideas based on planning and problem solving techniques in creating visual arts. Performance Indicators: The competent visual arts teacher 4C. Creates artworks in two and three dimensions and in the time arts. 4D. Creates artworks that are realistic, abstract, conceptual, functional, and decorative. 4E. Demonstrates manipulative skills to draw and build works of art in a range of media. 4F. Creates artwork which demonstrates the process of problem solving and creative exploration. STANDARD 5 The competent visual arts teacher will be able to analyze how the visual arts function in history, society and everyday life. Knowledge Indicators: The competent visual arts teacher 5A. Understands how the visual arts function in a cultural and societal context. 5B. Understands how visual arts function in commercial applications (e.g., mass media, environmental and product design). 5C. Understands how the function of the visual arts changes over time. 5D. Understands how careers and jobs in the visual arts vary based on historical and societal changes. Performance Indicators: The competent visual arts teacher 5E. Analyzes how the visual arts have contributed over time to communication, celebrations, occupations, recreation, politics and entertainment. 5F. Analyzes how the visual arts do and have been used to inform and persuade. 5G. Analyzes the function of the visual arts in various eras and cultures. STANDARD 6 The competent visual arts teacher understands how the visual arts shape and reflect history, society and everyday life. Knowledge Indicators: The competent visual arts teacher 6A. Understands the distinguishing characteristics of historical and contemporary artwork from a variety of periods and cultures. 6B. Understands how the visual arts change in response to the changes in society. 6C. Understands how popular media and the visual arts influence society. Illinois Content-Area Standards Visual Arts 214

221 Performance Indicators: The competent visual arts teacher 6D. Analyzes and classifies the distinguishing characteristics of historical and contemporary artwork from a variety of periods and cultures. 6E. Analyzes how the arts shape and reflect ideas, issues or themes in a variety of cultures and historical periods. STANDARD 7 The competent visual arts teacher understands and is able to apply pedagogical knowledge and skills appropriate to the teaching of the visual arts. Knowledge Indicators: The competent visual arts teacher 7A. Understands child development and the psychological principles of learning and how they apply to visual arts education. 7B. Understands a variety of current age-appropriate instructional strategies and their applications. 7C. Understands the ongoing process of curriculum development, taking into account local, state, and national standards. 7D. Understands how to organize the instructional environment to maximize student learning. 7E. Understands the role of assessment in measuring student learning and curriculum development. 7F. Understands different assessment methods and their application in visual arts education. 7G Understands the need for continuing study, self evaluation and professional growth. Performance Indicators: The competent visual arts teacher 7H. Adapts instructional strategies and assessment methods to the needs of individual students, allowing for students' learning styles, cultural backgrounds and special needs. 7I. Develops a comprehensive and sequenced visual arts curriculum. 7J. Effectively uses resources (technology, materials, and physical environment) to facilitate student learning. 7K. Uses a variety of assessment methods to analyze and report student learning. 7L. Identifies and applies teaching methods for integrating visual arts with other art forms and other subject areas. 7M. Articulates a logical rationale for the role of the visual arts in the school curriculum, including philosophical and social foundations for visual arts education. 7N. Advances their knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops). These standards are aligned with the Illinois Learning Standards, the Illinois Teaching Standards for Fine Arts, National Evaluation Systems, Inc., (1998) and the National Teaching Standards for Visual Arts. Illinois Content-Area Standards Visual Arts 215

222 WORK-BASED LEARNING TEACHER/COORDINATOR CONTENT-AREA STANDARDS This is a designation that is available to those who have completed the requirements for an endorsement in Agricultural Education, Business Marketing and Computer Education, Family and Consumer Sciences, Health Careers, or Technology Education. STANDARD 1 The competent work-based learning teacher/coordinator understands work-based learning and interprets it to administrators, faculty, students, parents, employers, and community members. Knowledge Indicators: The competent work-based learning teacher/coordinator 1A. Understands the rationale for integrating work-based learning activities into the curriculum. 1B. Understands career awareness/exploration, employment acquisition (including electronic processes), job retention, basic skills development, and leadership development. 1C. Understands the roles and responsibilities of students, school, and work-site in the work-based learning experience. 1D. Understands local, state, and national programs for work-based learning. 1E. Understands liability, risk management, and labor laws: OSHA, work site safety, child labor and wage laws, liability (school, employer, student). 1F. Understands the role of work-site supervisor. Performance Indicators: The competent work-based learning teacher/coordinator 1G. Articulates differences among work-based learning opportunities, including job shadowing, internship, cooperative work experience, and apprenticeship as they relate to local resources and needs. 1H. Develops collaborative partnerships with students, colleagues, community, business/industry, unions, and parents to maximize resources. 1I. Markets work-based learning programs to appropriate constituents. 1J. Secures and develops work-based learning sites. 1K. Supports and instructs others in school-to-work connecting activities. 1L. Has been employed in the workforce in an occupation other than teaching. STANDARD 2 The competent work-based learning teacher/coordinator demonstrates the ability to plan, develop, implement, supervise, and evaluate work-based learning activities and programs. Knowledge Indicators: The competent work-based learning teacher/coordinator 2A. Understands pedagogy and educational research relating to content and work-based learning. 2B. Understands the relationship among workforce studies, labor market data, public and private sector statistics, educational research, and work-based learning. Performance Indicators: The competent work-based learning teacher/coordinator 2C. Develops training plans, training agreements, and training evaluation instruments. 2D. Designs connecting activities that reinforce school-based learning. 2E. Integrates workplace skill instruction into all work-based learning curriculum. 2F. Uses labor market information, Illinois Learning Standards, occupational skill standards, advisory committee input, and appropriate resource materials in developing curriculum. Illinois Content-Area Standards Work-Based Learning Teacher/Coordinator 216

223 2G. Places students in work sites aligned with their career objective. 2H. Keeps records on student attendance, performance, and competency achievement. 2I. Assures adherence to liability, risk management, and labor laws: OSHA, work site safety, child labor and wage laws, liability (school, employer, student). 2J. Relates to workplace issues and problems, i.e., ethics, stakeholder values, sexual harassment. 2K. Conducts occupational/job analysis. 2L. Mentors and provides career guidance to individual students. 2M. Assesses student performance using a variety of methods. 2N. Promotes student organizations. 2O. Evaluates the effectiveness of program efforts and makes necessary program changes based upon evaluation findings. 2P. Assures that work-site supervisors/mentors through training are able to: work with students, use training plans, and conduct student evaluations. 2Q. Participates in appropriate professional organizations and develops a plan for continued personal and professional growth. Illinois Content-Area Standards Work-Based Learning Teacher/Coordinator 217

224 ILLINOIS PROFESSIONAL SCHOOL LEADER STANDARDS STANDARD 1 - Facilitating a Vision of Learning A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Knowledge Indicator: The administrator has knowledge and understanding of 1A. learning goals in a pluralistic society 1B. the principles of developing and implementing long-term plans 1C. theories of educational leadership 1D. information sources, data collection, and data analysis strategies 1E. effective communication 1F. effective consensus-building and negotiation skills 1G. the philosophy and history of education Performances Indicator: The administrator facilitates processes and engages in activities ensuring that 1H. the vision and mission of the school are collaboratively developed 1I. the vision and mission are effectively communicated through the use of symbols, ceremonies, stories, and similar activities reflecting the diversity of the school community 1J. the core beliefs of the school vision are modeled 1K. progress toward the vision and mission is communicated to everyone 1L. the school community is involved in school improvement efforts 1M. the vision and mission shape the educational programs, plans, and actions of the school 1N. data related to student learning are used to develop the school mission and goals 1O. relevant demographic data pertaining to students and their families are used in developing the school mission and goals 1P. an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated 1Q. barriers to achieving the vision, mission, and goals are identified, clarified, and addressed 1R. financial, human, and material resources are sought and obtained to support the implementation of the school mission and goals 1S. the vision, mission, goals, and implementation plans are regularly monitored, evaluated, and revised STANDARD 2 - School Culture and Instructional Program A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Knowledge Indicator: The administrator has knowledge and understanding of 2A. school cultures 2B. the continuum of student growth and development 2C. applied learning theories 2D. curriculum design, implementation, evaluation, and refinement 2E. principles of effective instruction and best practices 2F. measurement, evaluation, and assessment strategies 2G. diversity and its meaning for educational programs 2H. adult learning and professional development models Illinois Content-Area Standards Illinois School Leader 218

225 2I. the change process for systems, organizations, and individuals 2J. the role of technology in promoting student learning and professional growth 2K. classroom management Performances Indicator: The administrator facilitates processes and engages in activities ensuring that 2L. all individuals are treated with fairness, dignity, and respect 2M. professional development promotes a focus on student learning consistent with the school vision and goals 2N. students and staff are valued 2O. the responsibilities and contributions of each individual are acknowledged 2P. barriers to student learning are identified, clarified, and addressed 2Q. diversity is considered in developing learning experiences 2R. life-long learning is encouraged and modeled 2S. there is a culture of high expectations for self, student, and staff performance 2T. appropriate technologies are used in teaching and learning 2U. student and staff accomplishments are recognized 2V. multiple opportunities to learn are available to all students 2W. the school is organized and aligned for success 2X. curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined 2Y. curriculum decisions are based on research, standards developed by learned societies, community 2Z. the school culture and climate are assessed on an ongoing basis 2AA. multiple sources of information are used to make decisions 2BB. student learning is assessed using a variety of techniques 2CC. multiple sources of data regarding performance are used by staff and students 2DD. various supervisory and evaluation models are employed 2EE. pupil personnel programs are developed to meet the needs of students and their families STANDARD 3 - Management A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Knowledge Indicator: The administrator has knowledge and understanding of 3A. theories and models of organizations and the principles of organizational development 3B. local operational policies and procedures 3C. principles and issues relating to school safety and security 3D. management and development of human resources 3E. principles and issues relating to fiscal operations of school management 3F. principles and issues relating to school facilities and use of space 3G. legal issues impacting school operations 3H. current technologies which support management functions Performance Indicator: The administrator facilitates processes and engages in activities ensuring that 3I. knowledge of learning, teaching, and student development is used to make management decisions 3J. operational procedures are designed and managed to maximize opportunities for learning 3K. emerging trends are recognized, studied, and applied as appropriate 3L. operational plans and procedures to achieve the vision and goals of the school are in place 3M. collective bargaining and other contractual agreements related to the school are effectively managed 3N. the school plant, equipment, and support systems operate safely, efficiently, and effectively 3O. time is managed to maximize attainment of organizational goals Illinois Content-Area Standards Illinois School Leader 219

226 3P. potential problems and opportunities are identified, confronted, and resolved in a timely manner 3Q. resources are aligned to the goals of schools 3R. organizational systems are monitored on an ongoing basis and modified as needed 3S. responsibility is shared to maximize ownership and accountability 3T. effective problem-framing and problem-solving skills are used 3U. there is effective use of technology to manage school operations 3V. resources of the school are managed ethically, legally, efficiently, and effectively 3W. a safe, clean, and aesthetically pleasing school environment is created and maintained STANDARD 4 - Collaboration with Families and Communities A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Knowledge Indicator: The administrator has knowledge and understanding of: 4A. emerging issues and trends that potentially impact the school community 4B. the conditions and dynamics of the diverse school community 4C. community resources 4D. community relations and marketing strategies and processes 4E. successful models of school, family, business, community, government, and higher education partnerships 4F. hierarchic relationships and political organizations Performance Indicator: The administrator facilitates processes and engages in activities ensuring that: 4G. visibility, involvement, and communication with the larger community is a priority 4H. relationships with community leaders are identified and nurtured 4I. information about family and community concerns, expectations, and needs is used continuously 4J. there are relationships with business, religious, political, and service agencies and organizations 4K. individuals and groups with diverse values and opinions are treated equitably 4L. the school and community serve one another as resources 4M. partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals 4N. community resources and social services are integrated to enhance both common goals and educational goals 4O. multi-cultural awareness, gender sensitivity, community collaboration, and racial and ethnic appreciation are promoted and modeled 4P. media relations are developed and maintained 4Q. a comprehensive program of community relations is established and implemented 4R. opportunities for staff to develop collaborative skills are provided STANDARD 5 - Acting with Integrity, Fairness, and in an Ethical Manner A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Knowledge Indicator: The administrator has knowledge and understanding of 5A. the purpose of education and the role of leadership in modern society 5B. various ethical frameworks and perspectives on ethics 5C. the values and challenges of the diverse school community 5D. professional codes of ethics Illinois Content-Area Standards Illinois School Leader 220

227 Performance Indicator: The administrator 5E. examines personal and professional values 5F. demonstrates a personal and professional code of ethics 5G. demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance 5H. serves as a role model 5I. considers the impact of one's administrative practices on others 5J. uses the influence of the office to enhance the educational program 5K. treats people fairly, equitably, and with dignity and respect 5L. protects the rights and confidentiality of others 5M. demonstrates appreciation for, and sensitivity to, the diversity in the school community 5N. recognizes and respects the legitimate authority of others 5O. examines and considers the prevailing values of the diverse school community 5P. expects that others in the school community will demonstrate integrity and exercise ethical behavior 5Q. opens the school to public scrutiny 5R. fulfills legal and contractual obligations 5S. applies laws and procedures fairly, wisely, and considerately 5T. demonstrates the importance of equity in a democratic society STANDARD 6 - The Political, Social, Economic, Legal and Cultural Context A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Knowledge Indicator: The administrator has knowledge and understanding of 6A. principles of representative governance that undergird the system of American schools 6B. the role of public education in developing and renewing a democratic society and an economically productive nation 6C. the law as related to education 6D. the political, social, cultural, and economic systems and processes 6E. models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling 6F. global issues and forces affecting teaching and learning 6G. the dynamics of policy development and advocacy under our democratic political system Performance Indicator: The administrator facilitates and engages in activities ensuring that 6H. communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate 6I. there is ongoing dialogue with and between representatives of diverse community groups 6J. the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities 6K. public policy is shaped to provide quality education for students 6L. lines of communication are developed with decision makers outside the school community Illinois Content-Area Standards Illinois School Leader 221

228 ADMINISTRATIVE FIELDS

229 CHIEF SCHOOL BUSINESS OFFICIAL CONTENT-AREA STANDARDS STANDARD 1 Educational Foundations of Schools The competent chief school business official is knowledgeable about the educational foundations of schools. Knowledge Indicators: The competent chief school business official 1A. Is knowledgeable about the historic foundations of education as they relate to the development of public tax-supported schools. 1B. Understands the development and funding of private schools. 1C. Comprehends legislative acts guaranteeing the right of an education to all people. Performance Indicators: The competent chief school business official 1D. Analyzes and supports the school's responsibility for the academic, cultural, physical, emotional, and social development of the student. STANDARD 2 Organization and Administration The competent chief school business official understands and demonstrates various organizational leadership models. Knowledge Indicator: The competent chief school business official 2A. Understands various organizational leadership models. Performance Indicators: The competent chief school business official 2B. Utilizes methods of assigning personnel and resources to accomplish specific goals and objectives. 2C. Uses scheduling techniques to coordinate tasks to maximize personnel and resource use. 2D. Exhibits skills in identifying problems, securing relevant information and recognizing possible causes of conflict. 2E. Exhibits skills in questioning techniques, fact finding, categorizing information, and retention of relevant data. 2F. Collects, analyzes, and evaluates various types of information to generate alternate solutions, proper decisions, possible consequences and contingency plans. STANDARD 3 Public Policy and Intergovernmental Relations The competent chief school business official understands and applies theories of public policy and intergovernmental relations. Knowledge Indicators: The competent chief school business official 3A. Understands how to interpret and apply the policies and roles of: local boards of education, state boards of education, state legislatures, and the federal government. 3B. Comprehends the role of special interest groups (within a school district) and their ability to influence those who approve district policy. Illinois Content-Area Standards Chief School Business Official 223

230 Performance Indicator: The competent chief school business official 3C. Analyzes and synthesizes the political and legislative processes of the following entities as they relate to: local school board elections, municipal governments, state legislatures, and other local governmental jurisdictions. STANDARD 4 Legal Aspects The competent chief school business official understands and applies the legal aspects of educational leadership. Knowledge Indicators: The competent chief school business official 4A. Understands the state and federal constitutional rights that apply to individuals within the public education system. 4B. Understands appropriate statutory and constitutional authority regarding the general administration of public schools. Performance Indicator: The competent chief school business official 4C. Analyzes and implements significant statutory and case law relative to a number of management fields, including financial resource, human resource, facility and property, information, and ancillary services (including subcontracting). STANDARD 5 Principles of School Finance The competent chief school business official understands and demonstrates the principles of school finance. Knowledge Indicator: The competent chief school business official 5A. Comprehends the principles of school finance. Performance Indicators: The competent chief school business official 5B. Identifies and analyzes the major sources of revenue for public schools at the local, state, and federal levels. 5C. Applies various techniques for estimating and identifying the expenditures for a public school district in terms of cost centers and programs within each district. 5D. Identifies and examines the significant sources of state and local revenue and projects the impact on the school district of increases or decreases of these sources. 5E. Recognizes significant social, demographic and economic changes. STANDARD 6 Budgeting and Financial Planning The competent chief school business official understands and applies the various approaches to public school budgeting. Knowledge Indicator: The competent chief school business official 6A. Understands the principles of public school budgeting. Performance Indicators: The competent chief school business official 6B. Prepares a budget calendar to meet the time constraints of budget preparation. 6C. Analyzes the various approaches to enrollment and personnel projections. 6D. Forecasts anticipated revenue by source. Illinois Content-Area Standards Chief School Business Official 224

231 6E. Forecasts anticipated expenditures by program. 6F. Identifies various methods for budget analysis and management. 6G. Applies statistical process control techniques for budgetary analysis. 6H. Applies the legal requirements for budget adoption. 6I. Prepares a school institution budget based on hypothetical data. 6J. Prepares revenue projections and estimates of expenditures using appropriate and varied techniques. 6K. Identifies and interprets internal and external influences on the budget. STANDARD 7 Accounting, Auditing, and Financial Reporting The competent chief school business official understands and demonstrates the principles of accounting, auditing, and financial reporting. Knowledge Indicators: The competent chief school business official 7A. Understands how to present fairly and with full disclosure the financial position and results of financial operations of the funds and account groups of the school district in compliance with generally accepted accounting principles. 7B. Understands the use and role of an internal auditor. Performance Indicators: The competent chief school business official 7E. Prepares appropriate interim and annual financial statements and reports of financial position and operating results. 7F. Prepares revenues and expenditures by fund (using appropriate state chart of accounts, electronic data processing, etc.). 7G. Facilitates management control of all financial operations and funds using appropriate technology. 7H. Establishes and verifies compliance with finance-related legal and contractual provisions. 7I. Develops and maintains all fixed assets in a General Fixed Asset Account Group. 7H. Communicates the linkage between how the budget and available resources of the school district support the institution program. 7J. Analyzes both monthly and annual financial statements and reports. 7K. Develops specifications for the employment of an independent auditor. 7L. Applies the appropriate bases of accounting (modified accrual basis of accounting, accrual basis of accounting, or cash basis of accounting) in measuring financial position and operating results. STANDARD 8 Cash Management, Investments, and Debt Management The competent chief school business official understands and implements cash management, investment, and debt management procedures. Knowledge Indicators: The competent chief school business official 8A. Understands how to develop specifications for the selection of banking services and the concept of compensating balances. 8B. Comprehends procedures and legal constraints for cash collection and disbursements. 8C. Understands the risks and calculates the yields on various investment options available to a school district. Performance Indicators: The competent chief school business official 8D. Applies various methods of cash forecasting. 8E. Applies the appropriate types of short-term financing instruments available to school districts. Illinois Content-Area Standards Chief School Business Official 225

232 8F. Analyzes the legal constraints and methods of issuing long-term general obligation bonds including the bond rating process and the role of rating services. 8G. Prepares a cash flow analysis for a hypothetical school district. 8H. Implements the concept of appropriate fund balance management. STANDARD 9 Personnel and Benefits Administration The competent chief school business official understands and implements human resource management procedures for non-instructional personnel. Knowledge Indicator: The competent chief school business official 9A. Understands factors involved in formulating policies and procedures related to the management of non-instructional personnel. Performance Indicators: The competent chief school business official 9B. Demonstrates appropriate skills related to the recruitment, selection, orientation, evaluation, and assignment of non-instructional personnel, including the creation of job descriptions. 9C. Analyzes and demonstrates procedures for bidding, selecting, evaluating, and managing fringe benefit programs. 9D. Applies the legal procedures for the recruitment, selection, orientation, assignment, and termination of non-instructional personnel. 9E. Leads subordinates in understanding the expectations for the implementation of all board policies, as well as state and federal laws related to personnel. 9F. Analyzes the legal requirements and tax consequences of fringe benefit programs, using federal and state codes. STANDARD 10 Staff Development The competent chief school business official understands and implements staff development procedures for non-instructional personnel. Knowledge Indicators: The competent chief school business official 10A. Identifies staff development priorities. 10B. Identifies models for the program and completes cost analysis of staff development programs. 10C. Identifies appropriate procedures for the management of staff development programs. Performance Indicators: The competent chief school business official 10D. Incorporates the major components of adult learning into the creation of an effective, sequential process for staff development. 10E. Applies the appropriate skills for the administration of a comprehensive staff development program for non-instructional staff. STANDARD 11 Labor Relations/Collective Bargaining The competent chief school business official understands and addresses labor relations/collective bargaining issues. Knowledge Indicator: The competent chief school business official 11A. Comprehends labor relations/collective bargaining issues. Illinois Content-Area Standards Chief School Business Official 226

233 Performance Indicators: The competent chief school business official 11B. Analyzes board of education policies and state statutes regarding collective negotiations. 11C. Applies appropriate procedures for the development of the board of education's negotiation team and strategies for conducting negotiation sessions. 11D. Applies appropriate procedures for improving the relationships between management and district employees. 11E. Develops salary schedules and fringe benefit packages. 11F. Analyzes models for assessing the costs of salary and fringe benefit proposals. STANDARD 12 Planning and Construction The competent chief school business official understands and implements appropriate facility planning and construction procedures. Knowledge Indicators: The competent chief school business official 12A. Identifies the steps and procedures necessary to develop a strategic plan for facilities. 12B. Understands funding sources and issues related to school construction, including bond ratings, rating process, and bond election processes. Performance Indicators: The competent chief school business official 12C. Develops appropriate procedures for selecting and using professional services of architects, engineers, risk managers, construction managers, general contractors and other professionals and understands their roles and responsibilities. 12D. Applies protocols and procedures involved in developing and using educational specifications. 12E. Applies protocols and procedures for selecting school sites. 12F. Analyzes the legal and administrative responsibilities of advertising, awarding, and managing construction contracts, including contractor bankruptcy, product failure, and poor workmanship. 12G. Evaluates the research, current practices, and issues regarding the impact of energy, safety, and environmental factors. 12H. Analyzes the legal context within which school facilities are planned, constructed, and operated and the various federal and state agencies and their roles in the process. 12I. Creates population projections, educational specifications development, amortization of bond issues, building evaluation, etc. STANDARD 13 Maintenance and Operations The competent chief school business official understands and implements appropriate maintenance and operations procedures. Knowledge Indicators: The competent chief school business official 13A. Understands protocol procedures required to keep schools clean and safe through routine custodial services and preventive and remedial maintenance. 13B. Understands protocol procedures required to manage energy consumption efficiently and effectively and secure energy grants. Performance Indicators: The competent chief school business official 13C. Computes custodial allocations, determines energy budgets for school centers, and develops manpower plans for maintenance divisions of simulated or actual school districts. 13D. Creates and uses simulations of maintenance and operation functions that enable decisions related to resource allocation. Illinois Content-Area Standards Chief School Business Official 227

234 STANDARD 14 Purchasing The competent chief school business official understands and implements appropriate purchasing procedures. Knowledge Indicator: The competent chief school business official 14A. Understands appropriate purchasing procedures. Performance Indicators: The competent chief school business official 14B Applies generally accepted accounting principles and procedures in the bidding and purchasing processes. 14C. Incorporates legal and ethical considerations in the bidding and purchasing processes. 14D. Utilizes computerized management systems for tracking requisitions, purchase orders, deliveries, invoices, payments, and the status of the budget. STANDARD 15 Supply and Fixed Asset Management The competent chief school business official understands and implements appropriate supply and fixed asset management procedures. Knowledge Indicator: The competent chief school business official 15A. Comprehends appropriate supply and fixed asset management procedures. Performance Indicators: The competent chief school business official 15B. Manages and controls inventories. 15C. Plans and implements a program for the maintenance and repair of equipment. 15D. Provides, produces, and uses the financial analysis of life cycle costs and quality control methods. 15E. Applies the proper procedures relating to the legal evaluation and disposal of surplus property. 15F. Utilizes amortization techniques pertaining to the purchase of new and/or replacement capital equipment acquisitions. STANDARD 16 Real Estate Management The competent chief school business official understands and implements appropriate real estate management procedures. Knowledge Indicator: The competent chief school business official 16A. Understands appropriate real estate management procedures. Performance Indicators: The competent chief school business official 16B. Applies legal procedures in acquiring and disposing of land, buildings, and equipment. 16C. Collaborates with other governmental agencies regarding zoning issues, long-range land use planning, and the impact of commercial and residential development on schools. 16D. Applies proper real estate management policies, procedures, and practices. 16E. Utilizes a computer program or service to manage fixed assets of a simulated or actual school institution. Illinois Content-Area Standards Chief School Business Official 228

235 STANDARD 17 Strategic Planning The competent chief school business official understands and implements strategic planning procedures. Knowledge Indicator: The competent chief school business official 17A. Understands strategic planning procedures. Performance Indicators: The competent chief school business official 17B. Facilitates administrative and employee teams in the identification of short- and long-term goals in all aspects of school district activities. 17C. Develops a strategic plan that will move the district toward achievement of its mission and goals. STANDARD 18 Program Evaluation The competent chief school business official understands and implements appropriate program evaluation procedures for non-instructional programs. Knowledge Indicators: The competent chief school business official 18A. Understands the components and skills needed to evaluate programs and business services. 18B. Identifies various economic and cost factors inherent in program evaluation. Performance Indicators: The competent chief school business official 18C. Develops a procedure for the systematic evaluation of non-instructional programs. 18D. Analyzes and develops alternative methods of measuring program outcomes. STANDARD 19 Communications The competent chief school business official understands and demonstrates communications procedures. Knowledge Indicator: The competent chief school business official 19A. Comprehends effective communication strategies and techniques related to mass and interactive communications (oral, aural, written, and nonverbal). Performance Indicators: The competent chief school business official 19B. Articulates ideas clearly, concisely, and effectively. 19C. Develops a plan for a positive school-community relations program for the business office. 19D. Develops procedures for the management of public information programs and departments that relate to business services. Illinois Content-Area Standards Chief School Business Official 229

236 STANDARD 20 Management Information Systems The competent chief school business official understands and utilizes management information systems. Knowledge Indicator: The competent chief school business official 20A. Understands the functions of management information systems. Performance Indicators: The competent chief school business official 20B. Applies current technology in regard to the storage, analysis and communication of data. 20C. Evaluates the cost benefit of producing information in relation to value. 20D. Develops a records management system, using appropriate technology, that complies with all legal requirements. 20E. Develops a long-range technology plan for a school district. 20F. Evaluates computer hardware and software for use in the school business office. STANDARD 21 Risk Management The competent chief school business official understands and implements risk management procedures. Knowledge Indicators: The competent chief school business official 21A. Comprehends the common types of insurance protection needed. 21B. Understands federal and state statutes regarding liability limits and bond requirements. Performance Indicators: The competent chief school business official 21C. Develops policies and procedures regarding safety programs for both students and employees. 21D. Identifies models to evaluate the risk management program of a school district. 21E. Provides education on risk management issues to school district personnel. STANDARD 22 Transportation The competent chief school business official understands and implements transportation procedures. Knowledge Indicator: The competent chief school business official 22A. Understands the appropriate transportation procedures needed to ensure the safe transport of children. Performance Indicators: The competent chief school business official 22B. Analyzes the various methods of providing transportation for students and identifies the most efficient method for a given district. 22C. Develops transportation routes and schedules, and programs for the selection and training of staff. 22D. Applies appropriate management principles in the maintenance and operation of a district transportation program to ensure the safe transportation of students. Illinois Content-Area Standards Chief School Business Official 230

237 STANDARD 23 Food Service The competent chief school business official understands and implements food service procedures. Knowledge Indicators: The competent chief school business official 23A. Understands a system for quality food production, operation, and service. 23B. Comprehends the financial aspects of school food service (federal, state, and local). Performance Indicators: The competent chief school business official 23C. Applies state and federal guidelines regarding free and/or reduced-price meal subsidies and qualifications for participation. 23D. Interfaces with nutritional and regulatory agencies relative to planning, conduct, and reporting of food service programs. STANDARD 24 Health and Safety The competent chief school business official understands and implements health and safety procedures. Knowledge Indicators: The competent chief school business official 24A. Comprehends the components of a health and safety program by establishing policies and administrative procedures for students, employees, and the community that comply with federal and state regulations. 24B. Understands federal laws regarding asbestos abatement, radon gas, lead contaminants, and other potentially hazardous substances. Performance Indicators: The competent chief school business official 24C. Facilitates training for employees that will enable them to be more cognizant of dangerous environmental factors. 24D. Develops and implements a process for assessing potential safety hazards in school buildings and on school grounds. 24E. Prepares a school district disaster preparedness and recovery plan. 24F. Develops and implements district policies regarding students and staff infected with contagious diseases. These standards are aligned with the Illinois School Leaders Standards. National standards from the Association of School Business Officials (ASBO) International and the Interstate School Leader Licensure Consortium (ISLLC) have been used in the development of the content-area standards for Illinois Chief School Business Officials. Illinois Content-Area Standards Chief School Business Official 231

238 CONTENT-AREA STANDARDS FOR PRINCIPALS STANDARD 1 Facilitating a Vision of Learning The competent school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Knowledge Indicators: The competent principal 1A. Has knowledge and understanding of learning goals in a pluralistic society. 1B. Comprehends the principles of developing and implementing long-term plans. 1C. Recognizes theories of educational leadership. 1D. Understands information sources, data collection, and data analysis strategies. 1E. Understands effective communication. 1F. Understands effective consensus-building and negotiation skills. 1G. Has knowledge of the philosophy and history of education. Performance Indicators: The competent principal 1H. Designs curricula with consideration for philosophical, sociological, and historical foundations, democratic values and the community's values, goals, social needs and changing conditions. 1I. Facilitates the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning. 1J. Analyzes, evaluates and monitors operational plans and processes to accomplish strategic goals, using practical applications of organizational theories. 1K. Solicits and uses financial, human and material resources to support the implementation of the school mission and goals. 1L. Identifies and critiques several theories of leadership and their application to various school environments. 1M. Conducts needs assessments and uses qualitative and quantitative data to plan and assess school programs. 1N. Analyzes and interprets educational data, issues and trends. 1O. Uses appropriate interpersonal skills and applies appropriate and effective communications strategies when using written, verbal and nonverbal communication. 1P. Engages in effective consensus-building and displays effective negotiation skills. 1Q. Frames, analyzes and resolves problems using appropriate problem-solving techniques and decision-making skills. 1R. Analyzes school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society. STANDARD 2 School Culture and Instructional Program The competent school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Knowledge Indicators: The competent principal 2A. Has knowledge and understanding of school cultures. 2B. Understands the continuum of student growth and development. 2C. Knows the procedures used in the assessment of the learning environment. 2D. Understands applied learning theories. 2E. Understands curriculum design, implementation, evaluation and refinement. Illinois Content-Area Standards Principal 232

239 2F. Recognizes the components of a special education comprehensive case study evaluation. 2G. Understands principles of effective instruction and best practices. 2H. Comprehends measurement, evaluation, and assessment strategies. 2I. Understands diversity and its meaning for educational programs. 2J. Is familiar with adult learning and professional development models. 2K. Understands the change process for systems, organizations, and individuals. 2L. Recognizes the role of technology in promoting student learning and professional growth. 2M. Understands classroom management. Performance Indicators: The competent principal 2N. Creates with teachers, parents and students a positive school culture that promotes learning. 2O. Promotes an inclusive educational culture. 2P. Articulates the district's or school's vision, mission and priorities to the community and media. 2Q. Builds community support for district or school priorities and programs. 2R. Promotes an environment where all individuals are treated with fairness, dignity, and respect. 2S. Develops a culture of high expectations for self, student and staff performance where accomplishments are recognized. 2T. Applies the principles of student growth and development to the learning environment and the educational program. 2U. Utilizes procedures in the assessment of the learning environment. 2V. Develops collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum and incorporates best practice. 2W. Develops collaboratively curriculum and developmentally appropriate instruction for varied teaching and learning styles as well as specific student needs considering gender, ethnicity, culture, social class and exceptionalities. 2X. Analyzes various staffing patterns, student grouping plans, class scheduling forms, school organizational structures and facilitates design processes to support various teaching strategies and desired student outcomes. 2Y. Assesses student progress using a variety of appropriate techniques. 2Z. Bases curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates. 2AA. Aligns curricular goals and objectives with state learning standards. 2BB. Facilitates the design, implementation and evaluation of curricular, co-curricular and extracurricular programs for continuous improvement. 2CC. Uses resources to support instructional programs and best practices, and incorporates a variety of supervisory models to improve teaching and learning. 2DD. Uses qualitative and quantitative data to plan and assess school programs. 2EE. Promotes an inclusive educational culture. 2FF. Identifies needs for professional development, incorporates adult learning strategies and assessment in the formulation of self-development plans for staff. 2GG. Facilitates the change process for systems, organizations, and individuals by using qualitative and quantitative data to plan and assess school programs. 2HH. Studies best practices, relevant research and demographic data to analyze their implications for school improvement. 2II. Develops, analyzes and implements operational plans and processes to accomplish strategic goals using practical applications of organizational theories. 2JJ. Applies a systems perspective, and monitors and assesses the progress of activities, making adjustments and formulating new action steps as necessary. 2KK. Uses technology, telecommunications and information systems to enrich curriculum and instruction. 2LL. Develops and implements long-range plans for school and district technology information systems. 2MM. Uses a variety of supervisory models to improve teaching and learning. 2NN. Uses and implements collaboratively developed policies and procedures that provide a safe school environment and promote health and welfare. Illinois Content-Area Standards Principal 233

240 STANDARD 3 Management The competent school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Knowledge Indicators: The competent principal 3A. Understands theories and models of organizations and the principles of organizational development. 3B. Is aware of local operational policies and procedures. 3C. Understands principles and issues relating to school safety and security. 3D. Has knowledge of management and development of human resources. 3E. Comprehends principles and issues relating to fiscal considerations of school management. 3F. Understands principles and issues relating to school facilities and use of space. 3G. Recognizes legal issues impacting school operations. 3H. Has knowledge of current technologies that support management functions. Performance Indicators: The competent principal 3I. Applies theories to create conditions that motivate staff, students and families to achieve the school's vision. 3J. Analyzes school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society. 3K. Applies effective job-analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff. 3L. Utilizes appropriate policies, criteria and processes for the recruitment, selection, induction, compensation and separation of personnel with attention to issues of equity, diversity and exceptionalities. 3M. Develops and implements an efficient building-level budget planning process that is driven by school priorities. 3N. Understands federal, state and local statutory and regulatory provisions and judicial decisions governing education. 3O. Applies common law and contractual requirements and procedures in an educational setting. 3P. Applies and assesses current technologies for school management and business procedures. STANDARD 4 Collaboration with Families and Communities The competent school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Knowledge Indicators: The competent principal 4A. Recognizes emerging issues and trends that potentially impact the school community. 4B. Comprehends parents' rights, including the right to an independent evaluation and the use of that evaluation by the special education multidisciplinary team. 4C. Understands the conditions and dynamics of the diverse school community. 4D. Has knowledge of community resources. 4E. Understands community relations and marketing strategies and processes. 4F. Is aware of successful models of school, family, business, community, government, and higher education partnerships. Illinois Content-Area Standards Principal 234

241 Performance Indicators: The competent principal 4G. Assesses emerging issues and trends to determine their impact on the school community. 4H. Engages in activities that address parents' rights, including the right to an independent evaluation and the use of that evaluation by the special education multidisciplinary team. 4I. Analyzes community and district power structures and identifies major opinion leaders and their relationships to school goals and programs. 4J. Identifies and analyzes the major sources of fiscal and non-fiscal resources for schools. 4K. Develops and implements an effective staff communication plan and public relations program. 4L. Articulates the district's or school's vision, mission and priorities to the community and media and understands how to build community support for district or school priorities and programs. STANDARD 5 Acting with Integrity, Fairness, and in an Ethical Manner The competent administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Knowledge Indicators: The competent principal 5A. Understands the purpose of education and the role of leadership in modern society. 5B. Recognizes various ethical frameworks and perspectives on ethics. 5C. Understands the values and challenges of the diverse school community. 5D. Is aware of the professional code of ethics. Performance Indicators: The competent principal 5E. Analyzes school problems with an understanding of major historical, philosophical, ethical, social and economic influences in a democratic society. 5F. Manifests a professional code of ethics and values. 5G. Bases decisions on the moral and ethical implications of policy options and political strategies. 5H. Promotes the values and challenges of the diverse school community. 5I. Communicates effectively with various cultural, ethnic, racial, special interest groups and other diverse populations in the community. 5J. Treats people fairly, equitably and with dignity and respect, and protects the rights and confidentiality of others. 5K. Encourages others in the school community to demonstrate integrity and exercise ethical behavior. STANDARD 6 The Political, Social, Economic, Legal and Cultural Context The competent school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Knowledge Indicators: The competent principal 6A. Comprehends principles of representative governance that undergird the system of American schools. 6B. Recognizes the role of public education in developing and renewing a democratic society and an economically productive nation. 6C. Understands the law as related to education. 6D. Understands state and federal requirements regarding least restrictive environment (including placement based on the student's Individualized Education Program [IEP] and the Individual Family Service Plan [IFSP]) for students ages birth through 21 years old. 6E. Has knowledge of the political, social, cultural, and economic systems and processes. Illinois Content-Area Standards Principal 235

242 6F. Understands models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling. 6G. Knows about global issues and forces affecting teaching and learning. 6H. Recognizes the dynamics of policy development and advocacy under our democratic political system. 6I. Understands federal, state and local statutory and regulatory provisions as well as judicial decisions governing education. Performance Indicators: The competent principal 6J. Considers the general characteristics of internal and external political systems as they apply to school settings. 6K. Influences policy development at the federal, state, district and school-site level. 6L. Applies knowledge of common law and contractual requirements and procedures in an educational setting. 6M. Analyzes appropriate procedures and relationships for working with local governing boards. 6N. Develops lines of communication with decision makers outside the school community. 6O. Frames, analyzes and resolves problems using models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling. 6P. Bases decisions on the moral and ethical implications of policy options and political strategies. These standards are aligned with the national standards of the National Council for Accreditation of Teacher Education (NCATE), National Association of Elementary School Principals (NAESP), Interstate School Leader Licensure Consortium (ISLLC) and Illinois Special Education Administrator Standards. Illinois Content-Area Standards Principal 236

243 SCHOOL SUPERINTENDENT CONTENT-AREA STANDARDS STANDARD 1 Facilitating a Vision of Educational Excellence The competent school superintendent is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of educational excellence that is shared and supported by the school community. Knowledge Indicators: The competent school superintendent 1A. Understands differing population needs in a pluralistic society. 1B. Understands theories and methodologies of teaching and learning. 1C. Understands the principles of developing, implementing, and evaluating long-term plans. 1D. Understands theories of and research on organizational and educational leadership. 1E. Understands information sources, data collection, and data analysis strategies. 1F. Understands appropriate channels and media for communicating plans, ideas, and goals to the board of education, staff, parents, students, and the community. 1G. Understands effective consensus-building and negotiation skills. 1H. Understands the historical, moral, philosophical, and political traditions of education in the USA and other countries. 1I. Understands systems and theories of educational assessment and evaluation. 1J. Understands human and financial resources needed to implement and support the realization of the district vision, mission, and goals. Performance Indicators: The competent school superintendent 1K. Facilitates and engages in activities that promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. 1L. Facilitates and engages in activities that promote appropriate academic rigor and excellence for all students and staff. 1M. Facilitates and engages in activities that support a nurturing and high-performing culture and climate through the use of symbols, ceremonies, stories, and similar activities reflecting the diversity of the school community. 1N. Facilitates and engages in activities that collaboratively develop vision and goals among teachers, support staff, students, administrators, board members, parents, and community members. 1O. Facilitates and engages in activities that articulate and model core beliefs of the school district and effectively communicates and takes actions to achieve district vision, mission, and goals. 1P. Facilitates and engages in activities that form and implement educational programs, policies, plans, and actions to realize district vision, mission, and goals. 1Q. Facilitates and engages in activities that form and implement vision, mission, and goals that shape purpose and direction for individuals and groups. 1R. Facilitates and engages in activities that affect the collection, organization and analyses of a variety of information, including student performance data, to assess progress toward district vision, mission, and goals. 1S. Facilitates and engages in activities that develop an implementation plan in which objectives and strategies to achieve the district vision, mission, and goals are clearly articulated and linked to student learning. 1T. Facilitates and engages in activities that identify, clarify, and address barriers to achieving the vision, mission, and goals. 1U. Facilitates and engages in activities that obtain and organize financial, human, and material resources to realize the district vision, mission, and goals. 1V. Facilitates and engages in activities that monitor, evaluate, and revise the district vision, mission, goals, and implementation plans regularly. Illinois Content-Area Standards School Superintendent 237

244 STANDARD 2 Learning Environment and Instructional Program The competent school superintendent is an educational leader who promotes the success of all students by advocating and nurturing a constantly improving learning environment and an instructional program based upon educationally sound principles of curriculum development, learning and teaching theory, and professional development. Knowledge Indicators: The competent school superintendent 2A. Understands the principles of human growth and development and their application to the school environment and instructional program. 2B. Understands the concept of school climate as it applies to student and staff performance. 2C. Understands the educational change process. 2D. Understands a variety of educational research methodologies and their comparable strengths and weaknesses. 2E. Understands cognition and learning theories and their relationship to instruction. 2F. Understands technology applications for administrators, staff, and students to enhance the learning and instructional program. 2G. Understands a variety of methods for assessing and evaluating student performance. 2H. Understands professional development models and adult learning theory. Performance Indicators: The competent school superintendent 2I. Facilitates and engages in activities that develop a climate that is supportive of continuous improvement of the instructional program. 2J. Facilitates and engages in activities that apply the principles of human growth and development. 2K. Facilitates and engages in activities that systematically design and implement procedures and instruments for evaluating the instructional program. 2L. Facilitates and engages in activities that systematically support staff development to enhance the learning environment and the instructional program. 2M. Facilitates and engages in activities that use best practices and sound educational research to inform changes in instructional practices and curricular materials. 2N. Facilitates and engages in activities that promote reflective practices among administrators, teachers, and staff. 2O. Facilitates and engages in activities that promote an environment that encourages responsible risk-taking. 2P. Facilitates and engages in activities that provide a climate in which treatment of all individuals with respect, dignity, and fairness is valued. 2Q. Facilitates and engages in activities that promote the appropriate use of technology to enhance student learning and professional growth. 2R. Facilitates and engages in activities that promote high expectations for self, staff, and students. 2S. Facilitates and engages in activities that deal with the ambiguity and uncertainty that accompanies the change process. 2T. Facilitates and engages in activities that systematically conduct, act upon, and report assessment of individual student academic performance and evaluation of the instructional program. 2U. Facilitates and engages in activities that connect educational standards to the instructional program. 2V. Facilitates and engages in activities that coordinate district staff and outside agencies in determining and enforcing educational standards. 2W. Facilitates and engages in activities that foster lifelong learning. Illinois Content-Area Standards School Superintendent 238

245 STANDARD 3 Management The competent school superintendent is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Knowledge Indicators: The competent school superintendent 3A. Has knowledge and understanding of a variety of practices and models for the management of the school district as an organizational system. 3B. Has knowledge and understanding of principles of human resource management and development to maximize the effectiveness of all constituents of the school district. 3C. Has knowledge and understanding of practices, policies, and procedures for operating and maintaining the school district s facilities, equipment, and auxiliary services. 3D. Has knowledge and understanding of principles of financial planning and management for efficient fiscal operation in support of the school district s vision, mission, and goals. 3E. Has knowledge and understanding of school district operational policies and procedures that enhance student learning. 3F. Has knowledge and understanding of practices and procedures to ensure safe and secure schools for students, parents, staff, and community members. 3G. Has knowledge and understanding of practices and procedures to ensure that school district management functions are supported by current technologies. Performance Indicators: The competent school superintendent 3H. Facilitates and engages in activities that use core organizational processes (including planning, communication, decision making, problem solving, and information management) for operational effectiveness and organizational development. 3I. Facilitates and engages in activities that empower all constituents (e.g., staff/students/parents) of the school district as leaders to support change efforts through the use of delegation, collaboration, and collegial strategies. 3J. Facilitates and engages in activities that employ supervisory and performance appraisal techniques to enhance and develop the knowledge and skill base of instructional and noninstructional staff. 3K. Facilitates and engages in activities that support and facilitate professional development activities for all constituents of the school district, focusing on the improvement of teaching and learning outcomes. 3L. Facilitates and engages in activities that use core human resource processes (including recruitment, selection, induction, and negotiation) to support an effective learning environment. 3M. Facilitates and engages in activities that ensure the physical plant is accessible, well maintained, functional, secure, and conducive to the support of the full range of the school district s curricular and extracurricular programs. 3N. Facilitates and engages in activities that provide efficient delivery of core auxiliary services (including health and nutrition, pupil transportation, risk management, and school security). 3O. Facilitates and engages in activities that identify financial and material assets and resources and acquire them for subsequent allocation according to school district goal priorities. 3P. Facilitates and engages in activities that maximize fiscal resources through core financial management processes (including planning, budgeting, procurement, accounting, and monitoring). 3Q. Facilitates and engages in activities that create operational plans and procedures in support of school district vision, mission, and goals. 3R. Facilitates and engages in activities that use organizational monitoring systems to ensure policy implementation. 3S. Facilitates and engages in activities that use management techniques to define roles, assign functions, and delegate accountability relative to achieving goals. 3T. Facilitates and engages in activities that operate school plant, equipment, and support systems securely, safely, efficiently, and effectively. Illinois Content-Area Standards School Superintendent 239

246 3U. Facilitates and engages in activities that maintain secure, safe, clean, and esthetically pleasing school environments that foster student learning. 3V. Facilitates and engages in activities that identify management functions that can be improved using technology. 3W. Facilitates and engages in activities that provide ongoing training and review to ensure the productive and efficient use of technology in school district management. STANDARD 4 Collaboration with Families and Communities The competent school superintendent is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Knowledge Indicators: The competent school superintendent 4A. Has knowledge and understanding of the multiple stakeholders groups that comprise the school community, which includes, but is not limited to, parents, religious groups, business and industry, service organizations, local and county government, students, other taxpayers, and employees of organizations within the community. 4B. Has knowledge and understanding of the conditions and dynamics of the racial, ethnic, linguistic, religious, and socio-economic diversity of the community. 4C. Has knowledge and understanding of community resources that provide services that support the vision, mission, and goals of the school district. 4D. Has knowledge and understanding of school-community relations and marketing strategies and processes. 4E. Has knowledge and understanding of emerging issues and trends that potentially impact the school community and the mission of the school. 4F. Has knowledge and understanding of successful models of partnerships between district schools and families, businesses, community groups, government agencies, and higher education. 4G. Has knowledge and understanding of the political nature of schools and how the political system operates. Performance Indicators: The competent school superintendent 4H. Facilitates and engages in activities that clearly articulate the district vision, mission, and goals to multiple stakeholders. 4I. Facilitates and engages in activities that use political structures and skills to build community support for district priorities. 4J. Facilitates and engages in activities that provide effective communication with individuals and organizations throughout the community. 4K. Facilitates and engages in activities that inform district decision making by collecting and organizing a variety of formal and informal information from multiple stakeholders. 4L. Facilitates and engages in activities that provide communications from the district that are written and spoken clearly and forcefully. 4M. Facilitates and engages in activities that demonstrate formal and informal listening skills. 4N. Facilitates and engages in activities that demonstrate group leadership skills. 4O. Facilitates and engages in activities that identify and consider various political interests within the community environment in district decision making. 4P. Facilitates and engages in activities that educate the community about school funding and referenda. 4Q. Facilitates and engages in activities that mediate conflict between the district and various stakeholders. 4R. Facilitates and engages in activities that involve the school organization and community in school improvement efforts. 4S. Facilitates and engages in activities that demonstrate the ability to build consensus. 4T. Facilitates and engages in activities that foster educational partnerships with a variety of persons and organizations to promote delivery of educational opportunities. Illinois Content-Area Standards School Superintendent 240

247 STANDARD 5 Knowledge of Laws, Regulations and Professional Ethics The competent school superintendent is an educational leader who promotes the success of all students by understanding and applying knowledge of laws, regulations, and professional ethics related to schools and children. Knowledge Indicators: The competent school superintendent 5A. Has knowledge and understanding of current legal, regulatory, and ethical issues affecting education. 5B. Has knowledge and understanding of the legal rights and responsibilities of students, staff, and parents/guardians. 5C. Has knowledge and understanding of federal and state education laws and regulations. 5D. Has knowledge and understanding of the legal aspects of school administration. 5E. Has knowledge and understanding of the system of public school governance in Illinois. 5F. Has knowledge and understanding of the responsibilities and functions of school committees and boards. 5G. Has knowledge and understanding of procedures for formulating and implementing board policies and operating procedures. 5H. Has knowledge and understanding of the moral and ethical responsibilities of schools and members of the school community. 5I. Has knowledge and understanding of how to establish and implement policies that promote ethical behavior and high professional standards through collaboration with stakeholders. 5J. Has knowledge and understanding of how Illinois and U.S. Constitutions, district policies, and laws (statutory, common, and case) regulate the behavior of students, staff, and administrators in the schools. 5K. Has knowledge and understanding of the role of public education in developing and renewing a democratic society and an economically productive nation. 5L. Has knowledge and understanding of models and strategies of change and conflict resolution as applied to schools. Performance Indicators: The competent school superintendent 5M. Facilitates and engages in activities that ensure an ongoing dialogue with and among representatives of diverse community groups. 5N. Facilitates and engages in activities that lead the school community to operate within the framework of policies, laws, and regulations enacted by local, state, and federal authorities and professional ethical standards. 5O. Facilitates and engages in activities that foster a board/superintendent working relationship that promotes and actualizes district vision, missions, and goals. 5P. Facilitates and engages in activities that shape public policy to provide quality education for students. 5Q. Facilitates and engages in activities that provide clear distinctions between board policies and operating procedures. 5R. Facilitates and engages in activities that base decisions on the legal, moral, and ethical implications of policy options and political strategies. 5S. Facilitates and engages in activities that create a collaborative relationship with staff to implement policies to promote behavior and professional practices consistent with high ethical standards. These standards are aligned with the Interstate School Leaders Licensure Consortium (ISLLC) Standards. Illinois Content-Area Standards School Superintendent 241