A. The Candidate 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. (IPTS #9).
Candidate:
1. Expresses democratic values in teaching and learning practices and policies.
2. Completes collaborative work.
3. Maintains respect during interactions with peers, parents, cooperating teachers, faculty, and staff.
4. Creates a learning community in which individual differences including race, ethnicity, culture, economic status, language, religion, gender, sexual orientation, and disabilities are respected.
5. Develops lessons/units with learning goals.
6. Identifies and uses community resources, including communities structured around race, ethnicity, language, religion, economic status, gender, sexual orientation, and disabilities that foster learning.
7. Talks with and listens to others, investigates situations, and seeks outside help as needed and appropriate to remedy problems, including considering views of parents of students with disabilities.
8. Responds to factors in the students' environments outside of school (e.g., family circumstances, community characteristics, health and economic conditions) that may influence students' lives and learning.
9. Considers multiple perspectives and interpretations, including perspectives and interpretations from non-dominant groups.
10. Collaborates with colleagues and parents of individuals with disabilities to provide equitable learning environment for students with disabilities.
11. Collaborates (including direct communication) with individuals with disabilities, their parents, teachers, and other school and community personnel to develop, implement, and assess individualized education programs for students with disabilities.
12. Understands the roles and relationships of school and society and society in schools.

B. The candidate 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. (IPTS #10)
Candidate:
1. Is self-regulating and self-directed.
2. Thinks critically.
3. Willingly receives and gives feedback.
4. Engages in teaching and learning as an ongoing, reflective process.
5. Uses professional research and resources (e.g. colleagues, professional literature) in learning planning and teaching.
6. Participates in professional activities.
7. Positively influences behavior of individuals with disabilities through supportive attitudes and actions.
8. Assesses own needs for knowledge and skills related to teaching individuals with disabilities and other distinguishing markers of differences such as race, ethnicity, culture, economic status, language, religion, gender, and sexual orientation and seeks appropriate assistance and resources.
9. Confronts personal cultural perspectives and biases and their effects on teaching.

C. The candidate understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well being. (IPTS #11)
Candidate:
1. Respects the privacy of students and the confidentiality of information.
2. Acts as an advocate for all students regardless of race, ethnicity, culture, economic status, language, religion, gender, sexual orientation, or disability.
3. Abides by state laws and professional codes of conduct, non-discrimination, non-harassment policies, and legislation guaranteeing the rights of individuals with disabilities, including identification, referral, instruction, and monitoring procedures for individuals with disabilities.
4. Strives for academic excellence.
5. Maintains a high level of integrity in educational practices which promotes the highest educational and quality of life potential for all students, including those with disabilities.
6. Attends class and makes arrangements for absences and missed work.
7. Talks and listens to others respectfully.

D. The candidate 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. (IPTS #1)
Candidate:
1. Engages in generating knowledge and testing hypotheses according to methods of inquiry and standards of evidence used in discipline/s.
2. Understands how individual differences, including disabilities, affect processes of inquiry and influence patterns of learning.
3. Uses major concepts, assumptions, and debates central to his/her discipline/s while learning, creating short and long range plans, and teaching.
4. Relates his/her disciplinary knowledge to other subject areas and sees connections to everyday life.
5. Displays enthusiasm for his/her discipline/s.
6. Effectively uses multiple representations and explanations of concepts.
7. Engages in co-teaching, co-planning, and interdisciplinary learning experiences.
8. Designs learning experiences that use technology and uses adaptive devises/technology to provide access to general curricular content for individuals with disabilities.
9. Evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing ideas and concepts.

E. The candidate understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students. (IPTS #2)
Candidate:
1. Identifies and considers ranges of cognitive, social, cultural moral, physical, emotional and linguistic development; communication needs and skills; and individual variation during planning, instruction, and interaction.
2. Applies motivational theory to teaching and learning.
3. Implements appropriate approach with peers, students, parents, and colleagues and maintains sensitivity to race, ethnicity, culture, economic status, language, religion, gender, sexual orientation, and disabilities.
4. Develops activities, assignments, and classroom management policies appropriate to grade level and learning needs, as embodied in the curriculum.
5. Addresses the development of exceptionalities as defined in the Individual with Disabilities Act (IDEA) and the Illinois Administrative Code.
6. Implements policies and practices ensuring an inclusive curriculum that accounts for the diverse background of students, including race, ethnicity, culture, economic status, language, religion, gender, sexual orientation, and disabilities.

F. The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners (IPTS #3)
Candidate:
1. Identifies and designs instructions appropriate to learning styles, strengths, and needs.
2. Uses teaching approaches that are sensitive to the multiple experiences of learners, including sensitivity to race, ethnicity, culture, economic status, language, religion, gender, sexual orientation, and disabilities.
3. Makes appropriate provisions for individual students who have particular learning differences of needs and accesses appropriate services and resources to assist students with exceptional learning needs.

G. The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (IPTS #5)
Candidate:
1. Works productively and cooperatively with others in complex social settings and promotes positive social interactions between individuals with differences (e.g., students with disabilities and students without disabilities; males and females; native English speakers and English language learners).
2. Uses a range of effective management strategies to promote positive relationships, cooperation, and purposeful learning in the classroom, including planning and implementing behavioral change programs for individuals with disabilities and implementing the least intrusive intervention consistent with the needs of students with disabilities.
3. Engages others in individual and cooperative learning activities that help develop motivation and social skill development.
4. Organizes, allocates, and manages resources of time, space, activities, and attention to provide active and equitable engagement of students in productive learning tasks.
5. Uses appropriate strategies to prevent crises from developing or escalating.
6. Helps the group to develop shared values and expectations for interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry.
7. Uses procedures for inventorying the instructional environment to determine when and how best to meet a student's individual needs.

H. The candidate understands instructional planning and designs instructions based upon knowledge of the discipline, students, the community, and curriculum goals. (IPTS #4)
Candidate:
1. Represents and uses differing viewpoints, theories, "ways of knowing", and methods of inquiry.
2. Uses contextual considerations in planning instruction that effectively bridges curricular goals and students' experiences.
3. Enhances learning through the use of a wide variety of materials and instructional strategies as well as human and technological resources.
4. Varies role in instructional processes (e.g., instruction, facilitator, coach, audience).
5. Uses IEP goals and objectives to plan instruction for students with disabilities.
6. Uses teaching approaches that are sensitive to the multiple experiences of learners, including sensitivity to race, ethnicity, culture, economic status, language religion, gender, sexual orientation, and disabilities.

I. The candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. (IPTS #4)
Candidate:
1. Provides all students, regardless of race, ethnicity, culture, economic status, language, religion, gender, sexual orientation, or disability with equitable access to learning opportunities, modifying instructional methods, materials, and the environment to facilitate positive behavior and learning for individuals with disabilities and/or diverse learning characteristics.
2. Uses strategies and techniques for facilitating instructional objectives appropriate to the grade level.
3. Uses language for fostering self-expression, identity development, and learning.
4. Models sensitivity to difference, including differences based on race, ethnicity, culture, economic status, language, religion, gender, sexual orientation, and disability.
5. Asks questions and stimulates discussion in different ways for particular purposes (e.g., probing, problem solving, risk-taking, curiosity, factual recall, convergent and divergent thinking).
6. Develops and uses curricula that encourages students to see, question, and interpret ideas from diverse perspectives.
7. Uses a variety of media, communication, and technology tools, including audio-visual aids and computers, to achieve learning objectives.
8. Implements and evaluates personal learning objectives.

J. The candidate uses knowledge of effective writing, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (IPTS #7)
Candidate:
1. Models appropriate verbal and nonverbal communication strategies in speaking, writing, and other media.
2. Selects and creates learning experiences that are appropriate for curricular goals, relevant to learners, and based upon principles of effective instruction.
3. Creates policies, lessons, and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress.

K. The candidate understands and uses various formal and informal assessment strategies to support the continuous development of all students. (IPTS #8)
Candidate:
1. Uses ongoing assessment in the instructional process to identify strengths and promote student growth.
2. Adapts assessment strategies for individuals and for particular contexts and appropriately monitors the progress of all individuals including those with disabilities.
3. Uses a variety of formal and informal assessment techniques to evaluate individual and group progress and performances and modifies teaching and learning strategies as mandated by legal provisions, regulations and guidelines regarding assessment of individuals with disabilities.
4. Uses assessment strategies to involve learners in self-assessment activities in order to become aware of strengths and needs and to encourage individuals to set personal goals for learning.
5. Collaborates with families and other professionals involved in the assessment of individuals with disabilities.
6. Uses technology appropriately in conducting assessments and interpreting results.
7. 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.
8. Evaluates the effects of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.
9. Maintains useful records of work and performance and communicates progress knowledgeably and responsibly.
10. Uses classroom observation, information about students, and research as sources of evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
11. Uses a variety of instructional and intervention strategies prior to initiating a referral of a student for special education.