The Missouri Teacher Standards And Quality Indicators .

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The Missouri Teacher Standards and Quality IndicatorsDRAFT (October 10, 2014)Missouri Initial Professional Education Competencies (MIPEC)The Missouri Initial Professional Education Competencies (MIPEC) are the expectations that aspiring teacher candidatesmust meet prior to being admitted into any teacher education program in Missouri. In addition, students must meetthe competencies in the Aspiring Teacher Candidate column prior to earning the Associate of Arts in Teaching (AAT)degree from any Missouri community college.Standard #1: Content Knowledge Aligned with Appropriate Instruction. The teacher understands the central concepts,structures, and tools of inquiry of the discipline(s) and creates learning experiences that make aspects of subject mattermeaningful and engaging for students.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 1—Quality Indicator 1: Content Knowledge and Academic Language1A1) The aspiring candidate demonstrates basic general 1C1) The teacher candidate demonstrates knowledgeeducation content knowledge, as well as awareness ofof the discipline applicable to the certification area(s)academic language of disciplines.sought as defined by the Subject Competencies forBeginning Teachers in Missouri. The candidate knowsthe academic language of his/her discipline.Standard 1 – Quality Indicator 2: Student Engagement in Subject Matter1A2) The aspiring candidate demonstrates an awareness 1C2) The teacher candidate demonstrates contentof teaching methodologies used to engage students inknowledge and the ability to use multiple subjectsubject matter.specific methodologies for specific instructionalpurposes to engage students.Standard 1 – Quality Indicator 3: Disciplinary Research and Inquiry MethodologiesNot applicable at Aspiring Teacher Candidate level1C3) The teacher candidate demonstrates anunderstanding of how to engage students in themethods of inquiry/research in his/her respectivediscipline.Standard 1 – Quality Indicator 4: Interdisciplinary Instruction1A4) The aspiring candidate demonstrates an1C4) The teacher candidate can create and implementunderstanding of what constitutes interdisciplinaryinterdisciplinary lessons that are aligned with standards.instruction.Standard 1 – Quality Indicator 5: Diverse Social and Cultural Perspectives1A5) The aspiring candidate demonstrates an1C5) The teacher candidate demonstratesunderstanding of cultural diversity and the potential for understanding of diverse cultural perspectives andbias in teaching.recognizes the potential for bias in his/herrepresentation of the discipline.Standard #2: Student Learning, Growth, and Development. The teacher understands how students learn, develop,and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverselearners and support the intellectual, social, and personal development of all students.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 2 – Quality Indicator 1: Cognitive, Social, Emotional, and Physical Development2A1) The aspiring candidate demonstrates a basic2C1) The teacher candidate knows and identifiesknowledge of principles of human development.child/adolescent development stages and can applythem to students.Standard 2 – Quality Indicator 2: Student Goals2A2) The aspiring candidate recognizes the need to set2C2) The teacher candidate demonstrates the ability toshort- and long-term goals, organize, implement, andset short- and long-term goals, organize, implement,self-reflect.and self-reflect.Missouri Initial Professional Education Competencies (MIPEC) – DRAFT – October 10, 2014

The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 2 -- Quality Indicator 3: Theory of Learning2A3) The aspiring candidate demonstrates a basic2C3) The teacher candidate applies knowledge of theknowledge of theories of learning.theory of learning.Standard 2 – Quality Indicator 4: Differentiated Lesson Design2A4) The aspiring candidate demonstrates an2C4) The teacher candidate recognizes diversity andunderstanding that students differ in their approachesthe impact it has on education.to learning.Standard 2 – Quality Indicator 5: Prior Experiences, Multiple Intelligences, Strengths, and Needs2A5) The aspiring candidate identifies how students’2C5) The teacher candidate is aware that students’ priorprior experiences, learning styles, multiple intelligences, experiences, learning styles, multiple intelligences,strengths, and needs impact learning.strengths, and needs impact learning.Standard 2 – Quality Indicator 6: Language, Culture, Family, and Knowledge of Community Values2A6) The aspiring candidate explains how students’2C6) The teacher candidate shows an understandinglanguage, culture, family, and community impactthat instruction should be connected to students’ priorlearning.experiences and family, culture, and community.Standard #3: Curriculum Implementation. The teacher recognizes the importance of long-range planning andcurriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district,and state standards data.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 3 – Quality Indicator 1: Implementation of Curriculum Standards3A1) The aspiring candidate demonstrates an3C1) The teacher candidate knows and understandsunderstanding of curriculum, instructional alignment,the components and organization of an effectiveand national and state standards.curriculum and is able to create aligned learningexperiences. The candidate can locate national andstate standards and align to learning outcomes.Standard 3 – Quality Indicator 2: Lessons for Diverse Learners3A2) The aspiring candidate demonstrates an3C2) The teacher candidate knows and understandsunderstanding of the importance of using appropriatelearning styles and learning theory and selectsstrategies to meet individual student needs.appropriate strategies for addressing individualstudent needs.Standard 3 – Quality Indicator 3: Instructional Goals and Differentiated Instructional Strategies3A3) The aspiring candidate demonstrates a basic3C3) The teacher candidate knows and understands theunderstanding of the importance of differentiatedconcept of differentiated instruction and short- andinstruction and short- and long-term instructional goallong-term instructional goal planning to meet studentplanning to meet student needs.needs.Standard #4: Critical Thinking. The teacher uses a variety of instructional strategies and resources to encouragestudents’ critical thinking, problem solving, and performance skills.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 4—Quality Indicator 1: Instructional Strategies Leading to Student Engagement in Problem Solving andCritical Thinking4A1) The aspiring candidate identifies instructional4C1) The teacher candidate demonstrates knowledgestrategies that promote critical thinking and problemand its application of research-based models of criticalsolving.thinking and problem solving and identifies anddistinguishes between various types of instructionalstrategies and appropriate resources.Missouri Initial Professional Education Competencies (MIPEC) – DRAFT – October 10, 2014

The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 4—Quality Indicator 2: Appropriate Use of Instructional Resources to Enhance Student Learning4A2) The aspiring candidate demonstrates the4C2) The teacher candidate demonstrates knowledgeimportance of using instructional resources to enhanceand its application of current instructional resourcesstudent learning.and how they benefit the teaching and learning process.Standard 4—Quality Indicator 3: Cooperative, Small Group, and Independent Learning4A3) The aspiring candidate demonstrates a basic4C3) The candidate demonstrates knowledge and itsunderstanding of multiple strategies for effectiveapplication of multiple strategies for effective studentstudent engagement.engagement.Standard #5: Positive Classroom Environment. The teacher uses an understanding of individual/group motivationand behavior to create a learning environment that encourages active engagement in learning, positive socialinteraction, and self-motivation.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 5—Quality Indicator 1: Classroom Management Techniques5A1) The aspiring candidate recognizes principles of5C1) The teacher candidate recognizes the importanceclassroom management, motivation, and engagement.of the relationship between classroom management,motivation, and engagement strategies/techniques.Standard 5—Quality Indicator 2: Management of Time, Space, Transitions, and Activities5A2) The aspiring candidate identifies the implications5C2) The teacher candidate recognizes the necessity ofof effective management of time, space, transitions, and managing time, space, transitions, and activities.activities.Standard 5—Quality Indicator 3: Classroom, School, and Community Culture5A3) The aspiring candidate recognizes the influence of5C3) The teacher candidate recognizes and identifiesclassroom, school, and community culture on studentthe influence of classroom, school, and communityrelationships and the impact on the classroomculture on student relationships and the impact on theenvironment and learning.classroom environment and learning.Standard #6: Effective Communication. The teacher models effective verbal, nonverbal, and media communicationtechniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction inthe classroom.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 6—Quality Indicator 1: Verbal and Nonverbal Communication6A1) The aspiring candidate demonstrates effective6C1) The teacher candidate develops the ability to useverbal and nonverbal communication techniques.effective verbal and nonverbal communicationtechniques.Standard 6—Quality Indicator 2: Sensitivity to Culture, Gender, Intellectual, and Physical Differences6A2) The aspiring candidate recognizes the need to be6C2) The teacher candidate develops sensitivity tosensitive to student differences in communication.differences in culture, gender, intellectual, and physicalability in classroom communication and in responses tostudents’ communications.Standard 6—Quality Indicator 3: Learner Expression in Speaking, Writing, and Other Media6A3) The aspiring candidate reflects on how effective6C3) The teacher candidate develops the ability toteachers facilitate learner expression in speaking,facilitate learner expression in speaking, writing,writing, listening, and other media.listening, and other media.Standard 6—Quality Indicator 4: Technology and Media Communication Tools6A4) The aspiring candidate develops skills in using a6C4) The candidate develops skills in using a variety ofvariety of media communication tools.media communication tools.Missouri Initial Professional Education Competencies (MIPEC) – DRAFT – October 10, 2014

Standard #7: Student Assessment and Data Analysis. The teacher understands and uses formative and summativeassessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data toplan ongoing instruction. The teacher monitors the performance of each student and devises instruction to enablestudents to grow and develop, making adequate academic progress.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 7—Quality Indicator 1: Effective Use of Assessments7A1) The aspiring candidate recognizes the importance7C1) The teacher candidate describes, develops,of using formative and summative assessmentanalyzes, and implements formal and informalstrategies.assessments.Standard 7—Quality Indicator 2: Assessment Data to Improve Learning7A2) The aspiring candidate recognizes how data are7C2) The teacher candidate demonstrates anused to guide informed educational decisions.understanding of how assessment data can beaccessed and appropriately used to improve learningactivities.Standard 7—Quality Indicator 3: Student-Led Assessment Strategies7A3) The aspiring candidate recognizes the importance7C3) The teacher candidate describes and analyzes aof self and peer assessment.variety of self and peer assessment strategies, canexplain the purpose of such strategies, understands theneed to prepare students for the demands of particularassessment formats, can set their own learning goals,and is able to teach students to set learning goals.Standard 7—Quality Indicator 4: Effect of Instruction on Individual/Class Learning7A4) The aspiring candidate recognizes the role of7C4) The teacher candidate develops a knowledge baseassessment data in showing the effectiveness ofof assessment strategies and tools, including how toinstruction on individual/class learning.collect information by observing classroom interactions,higher order questioning, and analysis, and the effect ofclass instruction on individual and whole class learning.Standard 7—Quality Indicator 5: Communication of Student Progress and Maintaining Records7A5) The aspiring candidate recognizes the importance7C5) The teacher candidate explains ethical and legalof maintaining confidentiality of student records andimplications of confidentiality of student records andcommunicating student progress to students, families,can describe and analyze strategies to communicatecolleagues, and administrators.student progress to students, families, colleagues, andadministrators.Standard 7—Quality Indicator 6: Collaborative Data Analysis7A6) The aspiring candidate recognizes the importance7C6) The teacher candidate demonstrates anof collaboration in the data analysis process.understanding of the department/grade level/schooldata analyses process.Missouri Initial Professional Education Competencies (MIPEC) – DRAFT – October 10, 2014

Standard #8: Professionalism. The teacher is a reflective practitioner who continually assesses the effects of choicesand actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learningfor all students.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 8—Quality Indicator 1: Self-Assessment and Improvement8A1) The aspiring candidate articulates understanding8C1) The teacher candidate reflects on teachingof the importance of reflective practice and continualpractices to refine his/her instructional process.professional growth.Standard 8—Quality Indicator 2: Professional Learning8A2) The aspiring candidate articulates the importance8C2) The teacher candidate identifies and reflects onof regular participation in professional learningthe array of professional learning opportunities,opportunities.including those offered by educator preparationprograms, school districts, professional associations,and/or other opportunities.Standard 8—Quality Indicator 3: Professional Rights, Responsibilities, and Ethical Practices8A3) The aspiring candidate recognizes ethical practices 8C3) The teacher candidate is aware of the influence ofand the influence of district policies and schooldistrict policies and school procedures on classroomprocedures on professional practice.structure.Standard #9: Professional Collaboration. The teacher has effective working relationships with students, parents, schoolcolleagues, and community members.The Aspiring Teacher Candidate (A)The Teacher Candidate (C)Standard 9—Quality Indicator 1: Induction and Collegial Activities9A1) The aspiring candidate identifies strategies for9C1) The teacher candidate observes and reflects uponfostering appropriate relationships with peers andthe importance of collegial activities designed to buildschool personnel.a shared mission, vision, values, and goals; participatesin collaborative curriculum and staff developmentmeetings at their school site; and demonstrates theability to collaborate with his/her cooperating teacherand supervisor/or instructor to establish relationshipsin the school, district, and community.Standard 9—Quality Indicator 2: Collaborating to Meet Student Needs9A2) The aspiring candidate recognizes the availability9C2) The teacher candidate understands school-basedof basic services in the school and community tosystems designed to address the individual needs ofsupport students and their learning.students by working with the cooperatingteacher/supervisor to engage with the largerprofessional community across the system to identifyand provide needed services to support individuallearners.Standard 9—Quality Indicator 3: Cooperative Partnerships in Support of Student Learning9A3) The aspiring candidate recognizes the importance9C3) The teacher candidate reflects on the importanceof developing relationships with students, families, andof developing relationships with students, families, andcommunities in support of student learning.communities in support of student learning and seeksopportunities to develop cooperative partnerships insupport of student learning and well-being.Note: The 16 Quality Indicators in italics have been identified as high leverage indicators by the 100 school districtswho participated in piloting the Missouri Educator Evaluation System.Missouri Initial Professional Education Competencies (MIPEC) – DRAFT – October 10, 2014

Oct 10, 2014 · The Missouri Teacher Standards and Quality Indicators DRAFT (October 10, 2014) Missouri Initial Professional Education Competencies (MIPEC) The Missouri Initial Professional Education Competencies (MIPEC) are the expectations that aspiring teacher candidates must meet prior to being admitted into any teacher education program in Missouri.

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