Section
24.130 The Illinois Professional Teaching Standards Through June 30, 2026
The
provisions of this Section establish the minimum requirements both for the
approval of any teacher preparation program or course of study in any teaching
field pursuant to the State Board's rules for licensure (23 Ill. Adm. Code
25.Subpart C) and the basis of the examinations required for issuance of a
professional educator license endorsed in a teaching field.
a) Teaching Diverse
Students – The competent teacher understands the diverse characteristics and
abilities of each student and how individuals develop and learn within the
context of their social, economic, cultural, linguistic, and academic
experiences. The teacher uses these experiences to create instructional
opportunities that maximize student learning.
1) Knowledge Indicators –
The competent teacher:
A) understands the spectrum
of student diversity (e.g., race and ethnicity, socioeconomic status, special
education, gifted, English language learners (ELL), sexual orientation, gender,
gender identity) and the assets that each student brings to learning across the
curriculum;
B) understands how each
student constructs knowledge, acquires skills, and develops effective and
efficient critical thinking and problem-solving capabilities;
C) understands how teaching
and student learning are influenced by development (physical, social and
emotional, cognitive, linguistic), past experiences, talents, prior knowledge,
economic circumstances and diversity within the community;
D) understands the impact of
cognitive, emotional, physical, and sensory disabilities on learning and
communication pursuant to the Individuals with Disabilities Education
Improvement Act (also referred to as IDEA) (20 U.S.C. 1400 et seq.), its
implementing regulations (34 CFR 300 (2022)), Article 14 of the School Code
[105 ILCS 5/Art.14] and 23 Ill. Adm. Code 226 (Special Education);
E) understands the impact of
linguistic and cultural diversity on learning and communication;
F) understands the
teacher's personal perspectives and biases and their effects on one's teaching;
and
G) understands how to
identify individual needs and how to locate and access technology, services,
and resources to address those needs.
2) Performance Indicators –
The competent teacher:
A) analyzes and uses student
information to design instruction that meets the diverse needs of students and
leads to ongoing growth and achievement;
B) stimulates prior
knowledge and links new ideas to already familiar ideas and experiences;
C) differentiates
strategies, materials, pace, levels of complexity, and language to introduce
concepts and principles so that they are meaningful to students at varying
levels of development and to students with diverse learning needs;
D) facilitates a learning
community in which individual differences are respected; and
E) uses information about
students' individual experiences, families, cultures, and communities to create
meaningful learning opportunities and enrich instruction for all students.
b) Content Area and
Pedagogical Knowledge – The competent teacher has in-depth understanding of
content area knowledge that includes central concepts, methods of inquiry,
structures of the disciplines, and content area literacy. The teacher creates
meaningful learning experiences for each student based upon interactions among
content area and pedagogical knowledge, and evidence-based practice.
1) Knowledge Indicators –
The competent teacher:
A) understands theories and
philosophies of learning and human development as they relate to the range of
students in the classroom;
B) understands major
concepts, assumptions, debates, and principles; processes of inquiry; and
theories that are central to the disciplines;
C) understands the cognitive
processes associated with various kinds of learning (e.g., critical and
creative thinking, problem-structuring and problem-solving, invention,
memorization, and recall) and ensures attention to these learning processes so
that students can master content standards;
D) understands the
relationship of knowledge within the disciplines to other content areas and to
life applications;
E) understands how diverse
student characteristics and abilities affect processes of inquiry and influence
patterns of learning;
F) knows how to access the
tools and knowledge related to latest findings (e.g., research, practice,
methodologies) and technologies in the disciplines;
G) understands the theory
behind and the process for providing support to promote learning when concepts
and skills are first being introduced; and
H) understands the
relationship among language acquisition (first and second), literacy
development, and acquisition of academic content and skills.
2) Performance Indicators –
The competent teacher:
A) evaluates teaching
resources and materials for appropriateness as related to curricular content
and each student's needs;
B) uses differing
viewpoints, theories, and methods of inquiry in teaching subject matter
concepts;
C) engages students in the
processes of critical thinking and inquiry and addresses standards of evidence
of the disciplines;
D) demonstrates fluency in
technology systems, uses technology to support instruction and enhance student
learning, and designs learning experiences to develop student skills in the
application of technology appropriate to the disciplines;
E) uses a variety of
explanations and multiple representations of concepts that capture key ideas to
help each student develop conceptual understanding and address common
misunderstandings;
F) facilitates learning
experiences that make connections to other content areas and to life
experiences;
G) designs learning
experiences and utilizes assistive technology and digital tools to provide
access to general curricular content to individuals with disabilities;
H) adjusts practice to meet
the needs of each student in the content areas; and
I) applies and adapts an
array of content area literacy strategies to make all subject matter accessible
to each student.
c) Planning for
Differentiated Instruction – The competent teacher plans and designs
instruction based on content area knowledge, diverse student characteristics,
student performance data, curriculum goals, and the community context. The
teacher plans for ongoing student growth and achievement.
1) Knowledge Indicators –
The competent teacher:
A) understands the Illinois
Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum development
process, content, learning theory, assessment, and student development and
knows how to incorporate this knowledge in planning differentiated instruction;
B) understands how to
develop short- and long-range plans, including transition plans, consistent
with curriculum goals, student diversity, and learning theory;
C) understands cultural,
linguistic, cognitive, physical, and social and emotional differences, and
considers the needs of each student when planning instruction;
D) understands when and how
to adjust plans based on outcome data, as well as student needs, goals, and
responses;
E) understands the
appropriate role of technology, including assistive technology, to address
student needs, as well as how to incorporate contemporary tools and resources
to maximize student learning;
F) understands how to
co-plan with other classroom teachers, parents or guardians, paraprofessionals,
school specialists, and community representatives to design learning
experiences; and
G) understands how research
and data guide instructional planning, delivery, and adaptation.
2) Performance Indicators –
The competent teacher:
A) establishes high expectations
for each student's learning and behavior;
B) creates short-term and
long-term plans to achieve the expectations for student learning;
C) uses data to plan for
differentiated instruction to allow for variations in individual learning
needs;
D) incorporates experiences
into instructional practices that relate to a student's current life
experiences and to future life experiences;
E) creates approaches to
learning that are interdisciplinary and that integrate multiple content areas;
F) develops plans based on
student responses and provides for different pathways based on student needs;
G) accesses and uses a wide
range of information and instructional technologies to enhance a student's
ongoing growth and achievement;
H) when planning instruction,
addresses goals and objectives contained in plans developed under Section 504
of the Rehabilitation Act of 1973 (29 U.S.C. 794), individualized education
programs (IEP) (see 23 Ill. Adm. Code 226 (Special Education)) or individual
family service plans (IFSP) (see 23 Ill. Adm. Code 226 and 34 CFR
300.24; 2006);
I) works with others to
adapt and modify instruction to meet individual student needs; and
J) develops or selects
relevant instructional content, materials, resources, and strategies (e.g., project-based
learning) for differentiating instruction.
d) Learning Environment –
The competent teacher structures a safe and healthy learning environment that
facilitates cultural and linguistic responsiveness, emotional well-being,
self-efficacy, positive social interaction, mutual respect, active engagement,
academic risk-taking, self-motivation, and personal goal-setting.
1) Knowledge Indicators –
The competent teacher:
A) understands principles of
and strategies for effective classroom and behavior management;
B) understands how
individuals influence groups and how groups function in society;
C) understands how to help
students work cooperatively and productively in groups;
D) understands factors
(e.g., self-efficacy, positive social interaction) that influence motivation
and engagement;
E) knows how to assess the
instructional environment to determine how best to meet a student's individual
needs;
F) understands laws, rules,
and ethical considerations regarding behavior intervention planning and
behavior management (e.g., bullying, crisis intervention, physical restraint);
G) knows strategies to
implement behavior management and behavior intervention planning to ensure a
safe and productive learning environment; and
H) understands the use of
student data (formative and summative) to design and implement behavior
management strategies.
2) Performance Indicators –
The competent teacher:
A) creates a safe and
healthy environment that maximizes student learning;
B) creates clear expectations
and procedures for communication and behavior and a physical setting conducive
to achieving classroom goals;
C) 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;
D) analyzes the classroom
environment and makes decisions to enhance cultural and linguistic responsiveness,
mutual respect, positive social relationships, student motivation, and
classroom engagement;
E) organizes, allocates, and
manages time, materials, technology, and physical space to provide active and
equitable engagement of students in productive learning activities;
F) engages students in and
monitors individual and group-learning activities that help them develop the
motivation to learn;
G) uses a variety of
effective behavioral management techniques appropriate to the needs of all
students that include positive behavior interventions and supports;
H) modifies the learning
environment (including the schedule and physical arrangement) to facilitate
appropriate behaviors and learning for students with diverse learning
characteristics; and
I) analyzes student
behavior data to develop and support positive behavior.
e) Instructional Delivery –
The competent teacher differentiates instruction by using a variety of
strategies that support critical and creative thinking, problem-solving, and
continuous growth and learning. This teacher understands that the classroom is
a dynamic environment requiring ongoing modification of instruction to enhance
learning for each student.
1) Knowledge Indicators –
The competent teacher:
A) understands the cognitive
processes associated with various kinds of learning;
B) understands principles
and techniques, along with advantages and limitations, associated with a wide
range of evidence-based instructional practices;
C) knows how to implement
effective differentiated instruction through the use of a wide variety of
materials, technologies, and resources;
D) understands disciplinary
and interdisciplinary instructional approaches and how they relate to life and
career experiences;
E) knows techniques for
modifying instructional methods, materials, and the environment to facilitate
learning for students with diverse learning characteristics;
F) knows strategies to
maximize student attentiveness and engagement;
G) knows how to evaluate and
use student performance data to adjust instruction while teaching; and
H) understands when and how
to adapt or modify instruction based on outcome data, as well as student needs,
goals, and responses.
2) Performance Indicators –
The competent teacher:
A) uses multiple teaching
strategies, including adjusted pacing and flexible grouping, to engage students
in active learning opportunities that promote the development of critical and
creative thinking, problem-solving, and performance capabilities;
B) monitors and adjusts
strategies in response to feedback from the student;
C) varies the teacher'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;
D) 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 and creative thinking;
E) uses strategies and
techniques for facilitating meaningful inclusion of individuals with a range of
abilities and experiences;
F) uses technology to
accomplish differentiated instructional objectives that enhance learning for
each student;
G) models and facilitates
effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning;
H) uses student data to
adapt the curriculum and implement instructional strategies and materials
according to the characteristics of each student;
I) uses effective
co-planning and co-teaching techniques to deliver instruction to all students;
J) maximizes instructional
time (e.g., minimizes transitional time); and
K) implements appropriate
evidence-based instructional strategies.
f) Reading, Writing, and
Oral Communication – The competent teacher has foundational knowledge of
reading, writing, and oral communication within the content area and recognizes
and addresses student reading, writing, and oral communication needs to
facilitate the acquisition of content knowledge.
1) Knowledge Indicators –
The competent teacher:
A) understands appropriate
and varied instructional approaches used before, during, and after reading,
including those that develop word knowledge, vocabulary, comprehension,
fluency, and strategy use in the content areas;
B) understands that the
reading process involves 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;
C) understands communication
theory, language development, and the role of language in learning;
D) understands writing
processes and their importance to content learning;
E) knows and models standard
conventions of written and oral communications;
F) recognizes the
relationships among reading, writing, and oral communication and understands
how to integrate these components to increase content learning;
G) understands how to
design, select, modify, and evaluate a wide range of materials for the content
areas and the reading needs of the student;
H) understands how to use a
variety of formal and informal assessments to recognize and address the
reading, writing, and oral communication needs of each student; and
I) knows appropriate and
varied instructional approaches, including those that develop word knowledge, vocabulary,
comprehension, fluency, and strategy use in the content areas.
2) Performance Indicators –
The competent teacher:
A) selects, modifies, and
uses a wide range of printed, visual, or auditory materials, and online
resources appropriate to the content areas and the reading needs and levels of
each student (including ELLs, and struggling and advanced readers);
B) uses assessment data,
student work samples, and observations from continuous monitoring of student
progress to plan and evaluate effective content area reading, writing, and oral
communication instruction;
C) facilitates the use of
appropriate word identification and vocabulary strategies to develop each
student's understanding of content;
D) teaches fluency
strategies to facilitate comprehension of content;
E) uses modeling,
explanation, practice, and feedback to teach students to monitor and apply
comprehension strategies independently, appropriate to the content learning;
F) teaches students to
analyze, evaluate, synthesize, and summarize information in single texts and
across multiple texts, including electronic resources;
G) teaches students to
develop written text appropriate to the content areas that utilizes
organization (e.g., compare/contrast, problem/solution), focus, elaboration,
word choice, and standard conventions (e.g., punctuation, grammar);
H) integrates reading,
writing, and oral communication to engage students in content learning;
I) works with other
teachers and support personnel to design, adjust, and modify instruction to
meet students' reading, writing, and oral communication needs; and
J) stimulates discussion in
the content areas for varied instructional and conversational purposes.
g) Assessment – The
competent teacher understands and uses appropriate formative and summative
assessments for determining student needs, monitoring student progress,
measuring student growth, and evaluating student outcomes. The teacher makes
decisions driven by data about curricular and instructional effectiveness and
adjusts practices to meet the needs of each student.
1) Knowledge Indicators –
The competent teacher:
A) understands the purposes,
characteristics, and limitations of different types of assessments, including
standardized assessments, universal screening, curriculum-based assessment, and
progress monitoring tools;
B) understands that
assessment is a means of evaluating how students learn and what they know and
are able to do in order to meet the Illinois Learning Standards;
C) understands measurement
theory and assessment-related issues, such as validity, reliability, bias, and
appropriate and accurate scoring;
D) understands current
terminology and procedures necessary for the appropriate analysis and
interpretation of assessment data;
E) understands how to
select, construct, and use assessment strategies and instruments for diagnosis
and evaluation of learning and instruction;
F) knows research-based
assessment strategies appropriate for each student;
G) understands how to make
data-driven decisions using assessment results to adjust practices to meet the
needs of each student;
H) knows legal provisions,
rules, and guidelines regarding assessment and assessment accommodations for
all student populations; and
I) knows assessment and progress
monitoring techniques to assess the effectiveness of instruction for each
student.
2) Performance Indicators –
The competent teacher:
A) uses assessment results
to determine student performance levels, identify learning targets, select appropriate
research-based instructional strategies, and implement instruction to enhance
learning outcomes;
B) appropriately uses a
variety of formal and informal assessments to evaluate the understanding,
progress, and performance of an individual student and the class as a whole;
C) involves students in
self-assessment activities to help them become aware of their strengths and
needs and encourages them to establish goals for learning;
D) maintains useful and
accurate records of student work and performance;
E) accurately interprets and
clearly communicates aggregate student performance data to students, parents or
guardians, colleagues, and the community in a manner that complies with the
requirements of the Illinois School Student Records Act [105 ILCS 10], 23 Ill.
Adm. Code 375 (Student Records), the Family Educational Rights and Privacy Act
(FERPA) (20 U.S.C. 1232g) and its implementing regulations (34 CFR
99; January 19, 2017);
F) effectively uses
appropriate technologies to conduct assessments, monitor performance, and
assess student progress;
G) collaborates with
families and other professionals involved in the assessment of each student;
H) uses various types of
assessment procedures appropriately, including making accommodations for
individual students in specific contexts; and
I) uses assessment
strategies and devices that 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.
h) Collaborative
Relationships – The competent teacher builds and maintains collaborative
relationships to foster cognitive, linguistic, physical, and social and
emotional development. This teacher works as a team member with professional
colleagues, students, parents or guardians, and community members.
1) Knowledge Indicators –
The competent teacher:
A) understands schools as
organizations within the larger community context;
B) understands the
collaborative process and the skills necessary to initiate and carry out that
process;
C) collaborates with others
in the use of data to design and implement effective school interventions that
benefit all students;
D) understands the benefits,
barriers, and techniques involved in parent and family collaborations;
E) understands school- and
work-based learning environments and the need for collaboration with all
organizations (e.g., businesses, community agencies, nonprofit organizations)
to enhance student learning;
F) understands the
importance of participating on collaborative and problem-solving teams to
create effective academic and behavioral interventions for all students;
G) understands the various
models of co-teaching and the procedures for implementing them across the
curriculum;
H) understands concerns of
families of students with disabilities and knows appropriate strategies to
collaborate with students and their families in addressing these concerns; and
I) understands the roles
and the importance of including students with disabilities, as appropriate, and
all team members in planning individualized education programs (i.e, IEP, IFSP,
Section 504 plan) for students with disabilities.
2) Performance Indicators –
The competent teacher:
A) works with all school
personnel (e.g., support staff, teachers, paraprofessionals) to develop
learning climates for the school that encourage unity, support a sense of
shared purpose, show trust in one another, and value individuals;
B) participates in
collaborative decision-making and problem-solving with colleagues and other
professionals to achieve success for all students;
C) initiates collaboration
with others to create opportunities that enhance student learning;
D) uses digital tools and
resources to promote collaborative interactions;
E) uses effective
co-planning and co-teaching techniques to deliver instruction to each student;
F) collaborates with school
personnel in the implementation of appropriate assessment and instruction for
designated students;
G) develops professional
relationships with parents and guardians that result in fair and equitable
treatment of each student to support growth and learning;
H) establishes respectful
and productive relationships with parents or guardians and seeks to develop
cooperative partnerships to promote student learning and well-being;
I) uses conflict resolution
skills to enhance the effectiveness of collaboration and teamwork;
J) participates in the
design and implementation of individualized instruction for students with
special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs,
and students who are gifted; and
K) identifies and utilizes
community resources to enhance student learning and to provide opportunities
for students to explore career opportunities.
i) Professionalism,
Leadership, and Advocacy – The competent teacher is an ethical and reflective
practitioner who exhibits professionalism; provides leadership in the learning
community; and advocates for students, parents or guardians, and the
profession.
1) Knowledge Indicators –
The competent teacher:
A) evaluates best practices
and research-based materials against benchmarks within the disciplines;
B) knows laws and rules
(e.g., mandatory reporting, sexual misconduct, corporal punishment) as a
foundation for the fair and just treatment of all students and their families
in the classroom and school;
C) understands emergency
response procedures as required under the School Safety Drill Act [105 ILCS
128], including school safety and crisis intervention protocol, initial
response actions (e.g., whether to stay in or evacuate a building), and first
response to medical emergencies (e.g., first aid and life-saving techniques);
D) identifies paths for
continuous professional growth and improvement, including the design of a
professional growth plan;
E) is cognizant of the
teacher's emerging and developed leadership skills and the applicability of
those skills within a variety of learning communities;
F) understands the roles of
an advocate, the process of advocacy, and its place in combating or promoting
certain school district practices affecting students;
G) understands local and
global societal issues and responsibilities in an evolving digital culture; and
H) understands the
importance of modeling appropriate dispositions in the classroom.
2) Performance Indicators –
The competent teacher:
A) models professional
behavior that reflects honesty, integrity, personal responsibility,
confidentiality, altruism and respect;
B) maintains accurate
records, manages data effectively, and protects the confidentiality of
information pertaining to each student and family;
C) reflects on professional
practice and resulting outcomes; engages in self-assessment; and adjusts
practices to improve student performance, school goals, and professional
growth;
D) communicates with
families, responds to concerns, and contributes to enhanced family
participation in student education;
E) communicates relevant
information and ideas effectively to students, parents or guardians, and peers,
using a variety of technology and digital-age media and formats;
F) collaborates with other
teachers, students, parents or guardians, specialists, administrators, and
community partners to enhance students' learning and school improvement;
G) participates in
professional development, professional organizations, and learning communities,
and engages in peer coaching and mentoring activities to enhance personal
growth and development;
H) uses leadership skills
that contribute to individual and collegial growth and development, school
improvement, and the advancement of knowledge in the teaching profession;
I) proactively serves all
students and their families with equity and honor and advocates on their
behalf, ensuring the learning and well-being of each child in the classroom;
J) is aware of and complies
with the mandatory reporter provisions of Section 4 of the Abused and Neglected
Child Reporting Act [325 ILCS 5/4];
K) models digital etiquette
and responsible social actions in the use of digital technology; and
L) models and teaches safe,
legal, and ethical use of digital information and technology, including respect
for copyright, intellectual property, and the appropriate documentation of
sources.
(Source:
Amended at 47 Ill. Reg. 390, effective December 29, 2022)
