Professional Standards For MI Teachers

STATE OF MICHIGAN
DEPARTMENT OF EDUCATION
LANSING
MICHAEL P. FLANAGAN
JENNIFER M. GRANHOLM SUPERINTENDENT OF
GOVERNOR PUBLIC INSTRUCTION
April 28, 2008
MEMORANDUM
TO: State Board of Education
FROM: Michael P. Flanagan, Chairman
SUBJECT: Approval of the Proposed Professional Standards for Michigan Teachers and
Related Proficiencies
Entry-Level Standards for Michigan Teachers (ELSMT) were developed under the
guidance of the Professional Standards Commission for Teachers (PSCT) and adopted by
the State Board of Education (SBE) in August 1993. Various adjustments to the
standards have occurred:
In 1998 the standards were amended to include a seventh standard concerning

technology standards for all teachers.
In 2002 the entry-level standards and related indicators of achievement were
updated to align with SBE taskforce reports and national standards.
During 2004-2005 all of the standards and criteria for assessment of pedagogy were
reviewed and a number of changes were proposed in wording for clarity and updating
(Attachment A). To reflect a coherent, seamless preparation of a high quality teacher
and to promote substantive, classroom-based professional development during
induction, the PSCT members suggested a change in the name of the standards from
Entry-Level Standards for Michigan Teachers to Professional Standards for Michigan
Teachers (PSMT).
The Criteria for Assessment of Pedagogy for Initial Certification, the ELSMT companion
document, was developed by the PSCT and has also gone through several updates:
In 1998 the criteria were approved by the SBE.

In 2002 revisions were approved by the SBE to reflect the changes in
the ELSMT.
The revisions in this proposal are the result of the collaborative work of the staff from
the Office of Professional Preparation Services and the Office of Special Education and
Early Intervention Services working with the Interstate New Teacher Assessment and
Standards Consortium to assure that Michigan teachers are prepared to teach all
students, including those with special needs in an inclusive classroom.
STATE BOARD OF EDUCATION
KATHLEEN N. STRAUS – PRESIDENT • JOHN C. AUSTIN – VICE PRESIDENT

CAROLYN L. CURTIN – SECRETARY • MARIANNE YARED MCGUIRE – TREASURER
NANCY DANHOF – NASBE DELEGATE • ELIZABETH W. BAUER
REGINALD M. TURNER • CASANDRA E. ULBRICH
608 WEST ALLEGAN STREET • P.O. BOX 30008 • LANSING, MICHIGAN 48909
www.michigan.gov/mde • (517) 373-3324
This review of the ELSMT provided the PSCT and Michigan Department of Education staff
with the opportunity to examine all the ways ELSMT have been used to assure strong
preparation for inclusion and promote quality in teacher preparation.
The Profile of Teacher Knowledge and Skills (PTKS) document (Attachment B) has been
developed to replace the Criteria for Assessment of Pedagogy for Initial Certification. It
provides a coherent continuum of a teacher’s professional growth from initial certification
through the induction years. These proposed revisions require the PTKS be used by
teachers for reflection. They serve as an optional tool for administrators to observe a
teacher’s professional growth and help build a high quality and effective teaching force
for Michigan. The proposed new PTKS utilize the PSMT and identify the category of
proficiency for the first year of teaching. When implemented, the PTKS will serve as a
living and working document that allows for future adjustments of the category of
achievement to align with future national and state policy and standards.
The proposed changes reflected in the PSMT and PTKS were sent out for field review.
Feedback was requested from relevant professional associations, all teacher preparation
institutions, and a random sample of local and intermediate school districts
(Attachment C). The field responses were compiled and reviewed by PSCT members
who then made adjustments to the PSMT along with the PTKS. Attachment D is a
glossary of terms.
Based on the guidance provided by the SBE at the April 8, 2008 meeting, the proposed
PSMT were revised and changes were made to Standard 4 to read “Management and
monitoring of time, relationships, students, and classrooms to enhance learning,
including the ability to:”, which is expounded upon in the subcategories, and references
to writing skills were added to Standard 3b. In addition to adding these to the basic
standards, they were also added to the outcomes in Attachment B for these standards
and we have replaced “Universal Design for Learning Policy (UDL)” with “Universal
Education Vision and Principles”. The bold, italics sections have been added because
of suggestions received from parent organizations responses, and we have added a
glossary at the end of the document.
It is recommended that the State Board of Education approve the Professional

Standards for Michigan Teachers as attached to the Superintendent’s memorandum
dated April 28, 2008.
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Attachment A
Professional Standards for Michigan Teachers

Upon entry into an approved teacher preparation program in Michigan, teacher
candidates experience ongoing professional development as reflected in the
standards listed below. These research-based standards provide a framework of
rigorous subject matter knowledge from general and liberal education, relevant
pedagogical knowledge for optimal student learning, achievement, and participation
in a global society.
A certified teacher within the State of Michigan must initially possess and be able to
demonstrate continued growth in:
1. SUBJECT MATTER KNOWLEDGE-BASE IN GENERAL AND LIBERAL

EDUCATION
An understanding and appreciation of general and liberal arts including English,
literature, humanities, social sciences, mathematics, natural or physical
sciences, and the arts, and the ability to:
a. Synthesize, analyze, reflect upon, and write with clarity and structure about
ideas, information, and data from a general and liberal education, and the
relationships between the various disciplines;
b. Understand and appreciate free inquiry in English, literature, humanities,

social sciences, mathematics, natural or physical sciences, and the arts;
c. Understand global and international perspectives of the disciplines;
d. Understand the tenets of a free, democratic, and pluralistic society;
e. Understand and respect varying points of view and the influence of one’s own
and others’ ethics and values;
f. Understand and respect the role, rights, and value of the individual in a free
democratic society;
g. Understand technology and its use for gathering, processing,

evaluating, analyzing, and communicating ideas and information;
h. Understand the similarities and differences within our culture that support
the importance of common good and responsible citizenship within our
American society;
i. Understand the constitutions and histories of the United States and Michigan;
j. Understand and respect individual differences, including the differences

identified within the State Board of Education (SBE) Universal Education
Vision and Principles; and
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k. Demonstrate the abilities and skills necessary for effective communication
in speech, writing, and multimedia using content, form, voice, and style
appropriate to the audience and purpose (e.g., to reflect, persuade, inform,
analyze, entertain, inspire).
2. INSTRUCTIONAL DESIGN AND ASSESSMENT

Facilitation of learning and achievement of all students (in accordance with the
SBE Universal Education Vision and Principles), including the ability to:
a. Apply knowledge of human growth, development, and learning theory to

design and implement instruction for the continuing development of students’
cognitive, affective, physical, emotional, and social capacities;
b. Assess learning and differentiate instruction to maximize student

achievement and to accommodate differences in backgrounds, learning
modes, disabilities, aptitudes, interests, and levels of maturity;
c. Understand the connections between instructional decisions, grading, and

assessment data. Use formal and informal, as well as formative and
summative, assessments to evaluate learning and ensure the academic
achievement of all students;
d. Discern the extent to which personal belief systems and values may affect
the instructional process and grading, and adjust instruction and interactions
accordingly;
e. Differentiate instruction in an environment that facilitates each student’s

learning and access to an equitable education;
f. Design and implement instruction based on Michigan Curriculum Framework

(MCF), using multiple approaches to accommodate the diverse backgrounds,
abilities, and needs of students, and modify instruction based on assessment
data;
g. Understand, design, and implement grading processes and assessments,

using multiple approaches to accommodate diverse backgrounds, abilities,
and needs of students;
h. Exercise informed judgment in planning and managing time and resources to

attain goals and objectives;
i. Promote literacy in a variety of contexts (e.g., numeric, graphics, textual,

multi-media, artistic, and digital); and
j. Design, adopt, implement, and advocate for accommodations including

assistive communicative devices, assistive technologies, and multiple
strategies to enhance learning opportunities according to each student’s
needs.
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3. CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE ALIGNED
WITH STATE RESOURCES
Knowledge of subject matter and pedagogy with reference to the MCF and other
state sponsored resources, for consistent and equitable learning in Michigan
schools, including the ability to:
a. Design and implement instruction aligned with the MCF, Universal Education
Vision and Principles, and the Michigan Educational Technology Standards;
b. Create learning environments that promote critical and higher order thinking
skills, foster the acquisition of deep knowledge, and provide connections
beyond the classrooms to promote substantive conversation and clear
structured writing among teachers and learners regarding subject matter
acquisition;
c. Help each student to learn how to safely and responsibly access and use
resources to become a discerning independent learner and problem solver
(e.g., print materials, information technology, assistive technology);
d. Design instruction so that students are engaged in actively integrating and

transferring knowledge across the curriculum;
e. Engage students in activities that demonstrate the purpose and function of

subject matter to make connections to the world beyond the classroom and
enhance the relationship and relevance to a global society;
f. Evaluate, adapt, and modify instructional strategies, technologies, and other

educational resources to enhance the learning of each student; and
g. Embrace teaching through appropriate and creative activities utilizing

instructional techniques that are supported by current research.
4. EFFECTIVE LEARNING ENVIRONMENTS

Management and monitoring of time, relationships, students, and classrooms to
enhance learning, including the ability to:
a. Engage students in meaningful learning experiences while maximizing the

use of instructional time;
b. Structure the classroom environment to promote positive peer interactions

and positive self-esteem, to ensure that each student is a valued participant
in an inclusive learning community;
c. Construct a learning environment and grading process where both teacher

and students have high expectations and mutually understand what is
expected of each other to foster optimal achievement of all students;
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d. Design and implement a classroom management plan that utilizes respectful
disciplinary techniques to ensure a safe and orderly learning environment,
(e.g., instructional procedures utilizing the concepts presented in the State
Board of Education’s Positive Behavior Support Policy 2006), which is
conducive to learning and takes into account diverse needs of individual
students;
e. Understand and uphold the legal and ethical responsibilities of teaching (e.g.,
federal and state laws and SBE policies pertaining to positive and effective
learning environments, appropriate behavioral interventions, student
retention, truancy, child abuse, safety, first aid, health, and communicable
disease);
f. Use a variety of teaching methodologies and techniques (e.g., lectures,

demonstrations, group discussions, cooperative learning, small-group
activities, and technology-enhanced lessons), and objectively assess the
effectiveness of various instructional approaches and teacher actions for
impact on student learning;
g. Establish a learning environment which invites/welcomes collaborative

teaching practices; and
h. Differentiate between assessment and evaluation procedures and use

appropriately.
5. RESPONSIBILITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM,

AND STUDENT
Systematic reflection to organize and improve teaching and develop effective
relationships, including the ability to:
a. Uphold the State of Michigan Professional Code of Ethics and engage in

meaningful self-evaluation;
b. Identify and use current research to reflect on and improve one’s own
practice related to content, technology, pedagogy, and other factors that
impact student achievement;
c. Develop positive relationships with other teachers, parents/guardians,

students, administrators, counselors, and other personnel to benefit students
and to influence one’s own professional growth;
d. Analyze the effects of teacher dispositions, decisions, and actions upon

others (e.g., families, other personnel, and all students, including those with
disabilities) and adjust interactions accordingly;
e. Embrace and model teaching as a lifelong learning process and continue

efforts to develop professionally;
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f. Involve and work effectively with parents/guardians and implement school-
wide parent involvement plans to maximize opportunities for student
achievement and success;
g. Interact with parents/guardians using best practices for personal and

technology-based communication, to maximize student learning at school,
home, and in the local community; and
h. Participate in the development of individualized plans for students with

disabilities (Individual Education Plan (IEP)).
6. RESPONSIBILITIES AND RELATIONSHIPS TO THE GREATER

COMMUNITY
Participation in professional, local, state, national, and global learning
communities, including the ability to:
a. Understand the structure, function, purpose, and value of education and

schools in a free, democratic, and pluralistic society;
b. Synthesize a teacher’s role in a changing society with the evolution of

educational foundations and policy perspectives;
c. Demonstrate an understanding of and participate in related organizations and

activities in the communities in which the teacher works;
d. Use community and home resources to enhance school programs and

instruction;
e. Design learning activities for students that involve volunteer groups, civic
and social organizations, and relevant public service agencies; and
f. Participate with professional educators, school personnel, and other

stakeholders in collaborative and cooperative planning, decision-making, and
implementation, to improve educational systems at all levels.
7. TECHNOLOGY OPERATIONS AND CONCEPTS

Use of technological tools, operations, and concepts to enhance learning,
personal/professional productivity, and communication, including the ability to:
a. Understand the equity, ethical, legal, social, physical, and psychological

issues surrounding the use of technology in K-12 schools and apply those
principles in practice;
b. Successfully complete and reflect upon collaborative online learning

experiences;
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c. Demonstrate an understanding of and the ability to create an online learning
experience, and demonstrate continued growth in knowledge of technology
operations, resource evaluation for quality, objectivity, and reliability and
concepts including strategies for teaching and learning in an online
environment;
d. Plan, design, and evaluate effective technology-enhanced learning

environments and experiences aligned with Michigan’s Content Standards
and Grade Level Content Expectations and Michigan Educational Technology
Standards for each student;
e. Implement curriculum plans that include effective technology-enhanced

methods and strategies to maximize student learning;
f. Apply technology to facilitate a variety of effective assessment and

evaluation strategies; and
g. Use technology to engage in ongoing professional development, practice,

productivity, communication, and life-long learning.
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Attachment B
Professional Standards for Michigan Teachers
Profile of Teacher Knowledge and Skills
Please note that shaded boxes identify the program’s target outcomes for teachers during the first year of employment.
Upon entry into an approved teacher preparation program in Michigan, teacher candidates experience ongoing professional development as
reflected in the standards listed below. These research-based standards provide a framework of rigorous subject matter knowledge from
general and liberal education, relevant pedagogical knowledge for optimal student learning, achievement, and participation in a global society.
The following table describes each developmental category and provides examples of the skills that teachers should be able to demonstrate at
different phases of their practice. The rubric is based on a model that the state of California uses to provide support to beginning teachers.
Developmental
Professional Activity
Category
Builds and increases foundational knowledge and skills in working with all students, with wide ranges of
Developing
abilities.
Implements knowledge and skills with supervising teacher/mentor support. Typically demonstrated during field
Emerging
experiences including student teaching or internships.
Independently applies knowledge and skills with mentor support. Typically develops over the Induction period (may be
Applying
evident during candidate status).
Consistently focuses on effective design, implementation, assessment, and data use for the achievement of all learners
(may be evident during candidate status).
Integrating
Demonstrates continued professional development through action research, district/school leadership, and course work
related to district/building/learner needs.
Creatively focuses on implementing the research-based design, implementation, and assessment practices which
promote learning achievement.
Innovating
Additional years to retirement – Continuing professional development and leadership, including mentoring
new teachers.
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1. SUBJECT MATTER KNOWLEDGE-BASE IN GENERAL AND LIBERAL EDUCATION
An understanding and appreciation of general and liberal arts including English, literature, humanities, social sciences,
mathematics, natural or physical sciences, and the arts, and the ability to:
Standard Developing Emerging Applying Integrating Innovating

a. Synthesize, With support, Sporadically analyzes Independently Consistently Creatively
analyze, reflect upon, identifies ideas, and reflects upon analyzes, reflects, synthesizes, synthesizes,
and write with clarity information, and ideas, information, and occasionally analyzes, and analyzes, and
and structure about data in general and and data in general synthesizes accurate reflects accurate reflects accurate
ideas, information, liberal arts across and liberal arts knowledge across understanding of understanding of
and data from a various disciplines. across various the disciplines and knowledge from knowledge from
general and liberal disciplines. liberal arts. general and liberal general and liberal
education, and the arts across various arts across various
disciplines. disciplines.
relationships
between the various
disciplines;
b. Understand and With university Sporadically engages Initiates engagement Consistently Creatively uses free
appreciate free support, engages in in free inquiry and into free inquiry and recognizes the inquiry to invite
inquiry in English, free inquiry across exchange of ideas exchange of ideas structures of rational divergent
literature, multiple content across multiple across multiple argument in free perspectives across
humanities, social areas. content areas. content areas. inquiry and multiple content
sciences, consistently areas.
mathematics, natural recognizes
or physical sciences, propaganda.
and the arts;
c. Understand global With support, Sporadically Independently uses Consistently uses Creatively uses
and international identifies the identifies the national and national and national and
perspectives of the national perspective national and international international international
disciplines; of a discipline. international perspectives in the perspectives in the perspectives in the
perspective of a discussion of a discussion of discussion of
discipline. discipline. multiple disciplines. disciplines.
d. Understand the With support, Recognizes the Demonstrates the Consistently Creatively constructs
tenets of a free, identifies the tenets tenets of a free, use of the tenets of a implements and an environment to
democratic, and of a free, democratic, and free, democratic, and critiques the tenets maximize positive
pluralistic society; democratic, and pluralistic society in pluralistic society in of a free, practices within a
pluralistic society. action. making decisions. democratic, and free, democratic, and
pluralistic society in pluralistic society.
action and policy.
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e. Understand and Recognizes that Acknowledges Considers the Anticipates the Provides an open
respect varying personal view point different points of possible influence of possible influence of environment to
points of view and is influenced by view and the ethics and values on ethics and values on examine different
the influence of one’s personal ethics and influence of ethics differing points of points of view and points of view and
own and others’ values. and values. view. critiques different the influence of
ethics and values; points of view. personal ethics and
values.
f. Understand and With support can Acknowledges Independently Exhibits personal Provides an open
respect the role, discuss the role, different individual discusses and behavior that learning
rights, and value of rights, and roles, rights, and analyzes the role, sustains the role, environment,
the individual in a importance of the importance in a free rights, and rights, and critiques the role,
free democratic individual in a free democratic society. importance of the importance of the rights, and
society; democratic society. individual in a free individual in a free importance of the
democratic society. democratic society. individual in a free
democratic society.
g. Understand Knows of technology Sporadically uses Regularly uses Consistently Creatively uses
technology and its that is useful for technology to technology to searches for new existing and new
use for gathering, gathering and gather, process, and gather, process, technology to technologies to
processing, communicating ideas communicate ideas analyze, and gather, process, gather, process,
evaluating, and information. and information. communicate ideas evaluate, analyze, evaluate, analyze,
analyzing, and and information. and communicate and communicate
communicating ideas ideas and ideas and
and information; information. information.
h. Understand the With instructional Occasionally uses Exhibits behavior Seeks ways to Creates occasions to
similarities and support identifies knowledge of cultural which is responsive celebrate cultural highlight cultural
differences within our cultural similarities similarities and to diversity, supports diversity, support similarities and
culture that support and differences that differences to the common good, the common good of differences which
the importance of support the common support the common and demonstrates communities, and promote the
common good and good of American good of American responsible promote responsible community and
responsible citizens. citizens. citizenship. citizenship. citizenship.
citizenship within our
American society;
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i. Understand the With support, Recognizes the Indicates an Apply the major Stimulate creative
constitutions and identifies the major relationship among explanation of major themes and events thought around the
histories of the themes and events the major themes themes and events of the constitutions major themes and
United States (U.S.) of the constitutions and events of the of the constitutions and histories of the events of the
and Michigan; and histories of the constitutions and and histories of the U.S. and Michigan to constitutions and
U.S. and Michigan. histories of the U.S. U.S. and Michigan. current social issues. histories of the U.S.
and Michigan. and Michigan as
applied to the local
community.
j. Understand and With support, Sporadically Independently Consistently Intentionally creates

respect individual acknowledges recognizes and anticipates and anticipates and an environment that
differences, including individual responds to responds to cues responds to a broad anticipates and
the differences differences. perspectives related related to individual range of cues related responds to a broad
identified within the to individual differences. to individual range of
State Board of differences. differences. Seeks perspectives and
Education (SBE) new resources for provides collegial
Universal Education differentiating leadership
instruction.
Vision and Principles;
and
k. Demonstrate the With support, is Sporadically Regularly uses Consistently seeks Creatively
abilities and skills generally able to communicates effective engaging opportunity to communicates
necessary for communicate in effectively in communication communicate effectively in
effective speech and writing, speech, writing, skills in speech, effectively in speech, writing,
communication in and attempts to and multimedia writing, and speech, writing, and multimedia
speech, writing, and communicate using content, form, multimedia using and multimedia using content, form,
multimedia using through multimedia voice, and style content, form, using content, form, voice, and style
content, form, voice, using content, form, appropriate to the voice, and style voice, and style appropriate to the
and style appropriate voice, and style audience and appropriate to the appropriate to the audience and
to the audience and appropriate to the purpose (e.g., to audience and audience and purpose (e.g., to
purpose (e.g., to audience and reflect, persuade, purpose (e.g., to purpose (e.g., to reflect, persuade,
reflect, persuade, purpose (e.g., to inform, analyze, reflect, persuade, reflect, persuade, inform, analyze,
inform, analyze, reflect, persuade, entertain, inspire). inform, analyze, inform, analyze, entertain, inspire).
entertain, inspire). inform, analyze, entertain, inspire). entertain, inspire).
entertain, inspire).
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Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and
Principles), including the ability to:

a. Apply knowledge Needs instructional Independently plans Regularly plans and Consistently plans Creatively plans and
of human growth, support to plan and and provides provides effective and provides provides
development, and provide developmentally developmentally developmentally developmentally
learning theory to developmentally appropriate appropriate appropriate appropriate
design and appropriate instruction for most instruction for each instruction with instruction with
implement instruction. students. student. connections across connections across
instruction for the content areas. content areas.
continuing
development of
students’ cognitive,
affective, physical,
emotional, and social
capacities;
b. Assess* learning Needs significant Assesses student Independently Continually assesses Continually assesses
and differentiate instructional support learning and assesses student student learning for student learning for
instruction to regarding modifies instruction learning and all students with all students with
maximize student assessment and with peer as modifies instruction connections across connections across
achievement and to student learning. supervising for most students. some content areas. content areas,
accommodate teacher/mentor. making modifications
differences in to accommodate
backgrounds, learner diversity.
learning modes,
disabilities,
aptitudes, interests,
and levels of
maturity;
(*A full range of assessment types (formal, informal, formative, and summative) are referenced when the term “assess” is used.)
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c. Understand the Needs significant Uses a range of Independently uses Continually uses a Creatively uses
connections between instructional support assessment data to a variety of variety of assessment data to
instructional in using a range of make instructional assessment data to assessment data to make instructional
decisions, grading, assessment data to decisions with make instructional make instructional decisions with
and assessment make instructional supervising decisions. decisions in most connections across
data. Use formal and decisions. teacher/mentor content areas. content areas.
informal, as well as support.
formative and
summative,
assessments to
evaluate learning and
ensure the academic
achievement of all
students;
d. Discern the extent Needs significant Reflects on personal Independently Continually reflects Consistently reflects
to which personal instructional support belief systems and reflects on personal on personal belief on personal belief
belief systems and to reflect on personal values with peer belief systems and systems and values, systems and values,
values may affect the belief systems and supervising values, and how they and effectively maintaining a high
instructional process values. teacher/mentor are influencing the adjusts instruction level of sensitivity to
and grading, and support. instructional process. and interactions others’ belief
adjust instruction accordingly. systems and
and interactions instructional
outcomes.
accordingly;
e. Differentiate Needs significant Differentiates Independently Consistently Creatively

instruction in an instructional support instruction and differentiates differentiates differentiates
environment that to differentiate evaluates learning instruction and instruction that instruction that
facilitates each instruction. environment with adjusts learning facilitates each facilitates each
student’s learning supervising environment. student’s learning student’s learning
and access to an teacher/mentor and access to an and access to an
equitable education; support. equitable education. equitable education
across content areas.
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f. Design and Needs significant Independently Consistently designs Consistently designs Creatively designs
implement support to design designs and and implements and implements and implements
instruction based on and implement implements instruction based on instruction based on instruction based on
Michigan Curriculum instruction based on instruction based on the MCF for the the MCF for each the MCF for each
Framework (MCF), the MCF. the MCF with peer majority of students student, using student, using
using multiple and supervising based on assessment multiple approaches multiple approaches
approaches to teacher/mentor data. to accommodate the to accommodate the
accommodate the support. diverse backgrounds, diverse backgrounds,
abilities, and needs abilities, and needs
diverse backgrounds,
of students, and of students,
abilities, and needs
modifies instruction identifies usefulness
of students, and
based on assessment of current
modify instruction data. assessment data,
based on assessment and suggests
data; additional data and
tools.
g. Understand, Needs significant Understands, Understands, Understands and Understands and

design, and support to designs, and designs, and consistently creatively designs
implement grading understand, design, implements effectively implements effective and implements
processes and and implement assessments using implements assessments using effective
assessments, using assessments. multiple approaches assessments using multiple approaches assessments using
multiple approaches with peer and multiple approaches to accommodate multiple approaches
to accommodate supervising for the majority of diverse backgrounds, to accommodate
diverse backgrounds, teacher/mentor students. abilities, and needs diverse backgrounds,
support. of all students. abilities, and needs
abilities, and needs
of all students.
of students;
h. Exercise informed Needs significant Manages time and Manages time and Manages time and Exercises informed
judgment in planning support to manage resources to attain resources effectively resources effectively judgment in planning
and managing time time and resources goals and objectives to attain goals and to attain goals and and managing time
and resources to to attain goals and with peer and objectives for the objectives for and resources
attain goals and objectives. supervising class. individual students effectively to attain
objectives; teacher/mentor within the class. goals and objectives
support. for individual classes
and buildings.
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i. Promote literacy in Identifies the Promotes literacy in Promotes literacy in Consistently Creatively promotes
a variety of contexts importance of a variety of contexts a variety of contexts promotes literacy in literacy in a variety
(e.g., numeric, literacy in a variety with peer and for the majority of a variety of contexts of contexts for all
graphics, textual, of contexts. supervising students. for all students with students with
multi-media, artistic, teacher/mentor connections across connections across
and digital); and support. content areas. content areas.
j. Design, adopt, Needs significant Adopts and Designs, adopts, Consistently designs, Leads other teachers
implement, and support to design implements implements, and adopts, and to creatively design,
advocate for accommodations to accommodations advocates for implements adopt, and
accommodations facilitate student with peer and accommodations for accommodations for implement
including assistive learning. supervising the majority of each student, accommodations for
communicative teacher/mentor students. according to each each student,
devices, assistive support. student’s needs. according to each
technologies, and student’s needs.
multiple strategies to
enhance learning
opportunities
according to each
student’s needs.
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3. CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE ALIGNED WITH STATE RESOURCES
Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsored resources, for consistent and
equitable learning in Michigan schools, including the ability to:

a. Design and Needs significant Independently Consistently designs Consistently designs Provides leadership
implement support to design designs and and implements and implements in how to creatively
instruction aligned and implement implements instruction based on instruction based on design and
with the MCF, instruction based on instruction based on the MCF, Universal the MCF, Universal implement
Universal Education the MCF, Universal the MCF, Universal Education Vision and Education Vision and instruction based on
Vision and Principles, Education Vision and Education Vision and Principles, and the Principles, and the the MCF, Universal
and the Michigan Principles, and the Principles, and the Educational Educational Education Vision and
Educational Educational Educational Technology Technology Principles, and the
Technology Technology Standards for the Standards for each Educational
Technology
Standards. Standards and seeks majority of students. student, using Technology
Standards;
feedback. multiple approaches Standards for each
to accommodate the student, using
diverse backgrounds, multiple approaches
abilities, and needs to accommodate the
of all students. diverse backgrounds,
Seeks opportunities abilities, and needs
to collaborate with of students, and
other teachers on modifies instruction
how standards are based on assessment
operationalized in data.
teaching teams or
departmental
curricula.
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b. Create learning Assembles a Demonstrates Independently Consistently creates Provides leadership
environments that collection of grade- approaches to create creates and sustains and sustains learning in creating policy
promote critical and level appropriate and learning learning environments that structures that
higher order thinking content-focused environments that environments that promote critical and assure consistent
skills, foster the approaches to create promote critical and promote critical and higher order thinking and sustained
acquisition of deep a learning higher order thinking higher order thinking skills, fosters the learning
knowledge, and environment that skills, fosters the skills, fosters the acquisition of deep environments that
provide connections promotes critical and acquisition of deep acquisition of deep knowledge, and promote critical and
higher order thinking knowledge, and knowledge, and provides connections higher order thinking
beyond the
skills, fosters the provides connections provides connections beyond the skills, fosters the
classrooms to
acquisition of deep beyond the beyond the classrooms to acquisition of deep
promote substantive
knowledge, and classrooms to classrooms to promote substantive knowledge, and
conversation and provides connections promote substantive promote substantive conversation and provides connections
clear structured beyond the conversation and conversation and clear structured beyond the
writing among classrooms to clear structured clear structured writing among classrooms to
teachers and learners promote substantive writing among writing among teachers and promote substantive
regarding subject conversation and teachers and teachers and learners regarding conversation and
matter acquisition; clear structured learners regarding learners regarding subject matter clear structured
writing among subject matter subject matter acquisition for writing among
teachers and acquisition. acquisition for the students with diverse teachers and
learners regarding majority of students. backgrounds, learners regarding
subject matter abilities, and subject matter
acquisition. learning needs. acquisition for
students with diverse
backgrounds,
abilities, and
learning needs.
13

c. Help each student Assembles an Plans and Consistently plans Collaborates with Provides leadership
to learn how to safely extensive resource implements some and implements colleagues to provide in school/district to
and responsibly file of print lessons that provide units/lessons that and update consider new
access and use materials, opportunities for provide opportunities opportunities across evolving resources
resources to become information each student to for each student to the curriculum for that provide
a discerning technology, assistive access and use access and use each student to opportunities for
independent learner technology, and any resources to become resources to become access and use each student to
and problem solver other resource that a discerning a discerning resources to become access and use
will help future independent learner independent learner a discerning resources to become
(e.g., print materials,
students become and problem solver and problem solver independent learner a discerning
information
discerning and with supervising (e.g., print and problem solver independent learner
technology, assistive
independent learners teacher/mentor materials, (e.g., print and problem solver
technology); and problem solvers. support (e.g., print information materials, (e.g., print
materials, technology, assistive information materials,
information technology). technology, assistive information
technology, assistive technology). technology, assistive
technology). technology).
d. Design instruction Examines and With peer and Consistently designs Collaborates with Provides leadership
so that students are collects instructional supervising instruction so that colleagues across in school/district to
engaged in actively designs for their teacher/mentor students are grade levels or construct resources
integrating and potential support, designs engaged in actively departments to for instructional
transferring effectiveness in instruction so that integrating and design instruction so designs across grade
knowledge across the engaging students in students are transferring that students are levels or
curriculum; actively integrating engaged in actively knowledge across intentionally departments so that
and transferring integrating and the curriculum. engaged in actively students are
knowledge across transferring integrating and engaged in actively
the curriculum. knowledge across transferring integrating and
the curriculum. knowledge across transferring
the curriculum. knowledge across
the curriculum.
14

e. Engage students Examines and With peer and Consistently plans Integrates into Creatively integrates
in activities that collects activities supervising and implements instruction a variety into instruction a
demonstrate the that demonstrate the teacher/mentor activities that of activities that variety of activities
purpose and function purpose and function support, engage engage students demonstrate the that demonstrate the
of subject matter to of a major subject students in activities with the purpose and purpose and function purpose and function
make connections to matter to make that demonstrate the function of subject of subject matter to of subject matter to
the world beyond the connections to the purpose and function matter to make make connections to make connections to
classroom and world beyond the of subject matter to connections to the the world beyond the the world beyond the
classroom and make connections to world beyond the classroom and classroom and
enhance the
enhance a the world beyond the classroom and enhance a enhance a
relationship and
relationship and classroom and enhance a relationship and relationship and
relevance to a global
relevance to a global enhance a relationship and relevance to a global relevance to a global
society; society. relationship and relevance to a global society. society.
relevance to a global society.
society.
f. Evaluate, adapt, Examines With support and in Improve one’s own Using assessment Uses action research
and modify approaches to dialogue with instructional data, evaluates, and student
instructional effectively evaluate, supervising effectiveness, and adapts, and modifies assessment data to
strategies, adapt, and modify teacher/mentor, independently instructional evaluate, adapt, and
technologies, and instructional evaluates, adapts, evaluates, adapts, strategies, modify instructional
other educational strategies, and modifies and modifies technologies, and strategies,
resources to enhance technologies, and instructional instructional other educational technologies, and
the learning of each other educational strategies, available strategies, resources to enhance other educational
resources to enhance technologies, and technologies, and the learning of each resources to enhance
student; and
the learning of each other educational other educational student. the learning of each
student. resources to enhance resources to enhance student.
the learning of each the learning of each
student. student.
15

g. Embrace teaching Examines In discussion with Consistently Collaborates with Provides leadership
through appropriate professional supervising approaches teaching colleagues across in the district, state
and creative literature to teacher/mentor and as an art by disciplines for ways and/or national
activities utilizing determine the teaching colleagues, engaging students to articulate to professional
instructional elements that explores teaching as through appropriate parents/guardians organizations in
techniques that are identify teaching as an art by engaging and creative and the community communicating
supported by current an art by engaging students through activities, and as a that teaching is both evidence that
research. students through appropriate and science by utilizing an art which engages supports teaching as
appropriate and creative activities, instructional students through an art by engaging
creative activities, and as a science by techniques that are appropriate and students through
and as a science by utilizing instructional supported by current creative activities, appropriate and
utilizing instructional techniques that are research. and also a science creative activities,
techniques that are supported by current which utilizes and as a science by
supported by current research. instructional utilizing instructional
research. techniques that are techniques that are
supported by current supported by current
research. research.
16
Management and monitoring of time, relationships, students, and classrooms to enhance learning, including the ability to:

a. Engage students in Engages the Schedules and Modifies the Flexibly schedules, Flexibly schedules
meaningful learning attention of groups makes instructional schedule and makes plans, and and reframes
experiences while of students while decisions that hold instructional implements instruction that
maximizing the use of implementing the attention of decisions based on instruction that creatively responds
instructional time; instruction. Uses students, utilizing changing classroom engages students to the immediacy of
prepared lessons to the resources dynamics. Plans and effectively meets students’ lives.
teach students provided by the core lessons and individual needs. Plans core,
and/or create a school district or activities that Plans core lessons supplementary, and
learning center that supervising operate at multiple with supplementary intervention lessons.
addresses the needs teacher/mentor; levels to meet needs activities. Creates Responds to
of diverse learners. Plans core lessons, of diverse learners. long and short term unanticipated
using teachers’ plans that are linked sources of input,
manuals and to student needs and evaluates plans in
supervising performance, and terms of anticipated
teacher’s/mentor’s adapts them to results, and
guidance. ensure student systematically
progress and adjusts plans to
engagement. meet student needs
and engagement.
17

b. Structure the Assists in Creates a physical Structures the Consistently Creatively structures
classroom environment implementing peer’s environment that is classroom integrates student- student-centered
to promote positive and mentor’s well organized. environment and centered learning learning
peer interactions and planned lessons, Structures teacher- learning activities to activities and environments across
positive self-esteem, to setting up learning directed learning in address the environments across the curriculum in
ensure that each centers, and whole and small academic, social, and the curriculum in which all students
student is a valued acquiring resources group settings to unique needs of ways that engage all can participate in the
participant in an for planning promote healthy diverse students students in relevant design of the
elements of a lesson social development within a safe, risk- learning tasks that learning activities
inclusive learning
that ensures positive and academic free setting that promote positive and environment,
community;
interactions among success. Works with features and values peer interactions and thus increasing
all students. small groups and student work. self-esteem, leading positive peer
individuals Exhibits consistent to an inclusive interactions and self-
effectively, with commitment to learning community. esteem for each
some guidance. inclusion and Generates plans with student leading to an
differentiation of colleagues about inclusive learning
learning activities, as how to promote and community that
well as grouping for value participation of values full
instruction to teachers, staff, and participation of all.
promote positive students in a total Provides leadership
peer interactions and school learning in school and district
self-esteem among community. planning sessions for
all students in the promoting inclusive
classroom. learning
communities.
18

c. Construct a learning Examine the With peer and Organizes the Consistently creates Provides leadership
environment and professional supervising learning environment a smoothly in school and district
grading process where literature for teacher/mentor to include an functioning learning in designing
both teacher and examples of the assistance, creates a appropriate grading community where environments that
students have high outcomes of high physical environment process and space expectations are communicate high
expectations and teacher and student and communicates for individual and clear and in which expectations with a
mutually understand expectations across expectations for cooperative learning students assume focus on intellectual
what is expected of grade levels related behaviors that are activities that responsibilities for qualities, interests,
to achievement. conducive to student communicate high themselves and one and choices,
each other to foster
Develops a plan in a learning and expectations and another, question formation
optimal achievement of
major content area achievement for all. promote student participating in and problem-solving
all students;
that will promote a achievement for all, decision making, activities that are
sense of individual by utilizing student working meaningful across
and collective interests and collaboratively and grade levels.
responsibility for choices, question independently, and
fostering optimal formation, and engaging in
achievement. problem-solving purposeful learning
activities that are activities.
meaningful.
19

d. Design and Examines theoretical With peer and Utilizing student and Integrates Creatively promotes
implement a perspectives on supervising parent input, expectations for a caring,
classroom classroom teacher/mentor develops rubrics and student conduct and encouraging,
management plan management and support, implements explanations. engagement into empathic
how they are related a classroom Determines and instructional designs, environment where
that utilizes respectful
to disciplinary management plan explains the rules to with students students monitor
disciplinary techniques. that is consistently students and participating in the their own behavior,
techniques to ensure Develops a and clearly parents, and development of the guided by rules
a safe and orderly classroom articulated to the enforces them in a rules and positive which they helped to
learning environment, management plan students. When consistent and fair climate. Provides develop.
(e.g., instructional that is appropriate to confronted with manner to meet the the degree of Collaborates with
procedures utilizing a content area and a problematic diverse needs of guidance, colleagues, parents,
the concepts personal/professional situations, consults individual students. intervention, and and the community
presented in the value system. with a colleague or Uses common sense discipline necessary to insure that all
SBE’s Positive Provides a supervising problem solving to to maintain students learn and
justification for how teacher/mentor provide sufficient individual student perform successfully.
Behavior Support
the plan ensures a about potential guidance, engagement; Provides leadership
policy, 2006) which is safe and orderly interventions and intervention, and communicates with in developing
conducive to learning learning environment supporting rationale. discipline necessary parents and peers approaches to
and takes into (e.g., instructional to maintain student effectively about resolving conflicts,
account diverse needs procedures utilizing cooperation. critical elements of using reasoning and
of individual students; the concepts Approaches parents management plan. ethical standards.
presented in the and administrators Uses natural and
State Board of for guidance and logical consequences
Education’s Positive support when to address difficult
Behavior Support confronted with situations.
policy, 2006) which difficult situations.
is conducive to
learning and takes
into account diverse
needs of individual
students.
20

e. Understand and Examines the legal In dialogue with peer Consistently upholds Integrates an Provides leadership
uphold the legal and and ethical and supervising the legal and ethical understanding of in helping school
ethical responsibilities responsibilities of teacher/mentor, responsibilities of legal and ethical district personnel
of teaching (e.g., teaching (e.g., considers how the teaching (e.g., responsibilities into develop professional
federal and state laws federal and state district articulates federal and state teaching across the responses to uphold
and SBE policies laws and State Board the legal and ethical laws and State Board curriculum. Some the legal and ethical
pertaining to positive of Education policies responsibilities of of Education policies areas of integration responsibilities of
and effective learning pertaining to positive teaching (e.g., pertaining to positive might be: equitable teaching (e.g.,
and effective federal and state and effective use of texts and federal and state
environments,
learning laws and State Board learning technology to design laws and State Board
appropriate behavioral
environments, of Education policies environments, accommodations for of Education policies
interventions, student
appropriate pertaining to positive appropriate students; flexible pertaining to positive
retention, truancy, behavioral and effective behavioral accommodations and effective
child abuse, safety, interventions, learning interventions, with a range of learning
first aid, health, and student retention, environments, student retention, abilities and environments,
communicable truancy, child abuse, appropriate truancy, child abuse, preferences; appropriate
disease); safety, first aid, behavioral safety, first aid, intuitive use of behavioral
health, and interventions, health, and management interventions,
communicable student retention, communicable strategies; student retention,
disease);. Considers truancy, child abuse, disease);and adjusts communicates truancy, child abuse,
an example of a local safety, first aid, instructional plans to necessary legal safety, first aid,
school district’s health, and meet the diverse information to health, and
commitment to legal communicable needs of students in students, parents, communicable
and ethical disease);and how each assigned class. and colleagues in a disease); and
expectations and the they relate to the comprehensible provides support for
process of enforcing students involved in manner; and adjusting teaching
them given the a specific student carefully addresses behaviors to meet
dynamics in the teaching/internship transitions of the diverse needs of
community for doing assignment. students from one students in each
so (school board, Implements class or school to class and/or school.
union, parents, etc.). responsibilities. another.
21

f. Use a variety of Examines the With peer and Organizes and Integrates and Provides leadership
teaching professional supervising implements creatively designs a in school/district
methodologies and literature for teacher/mentor instruction using a variety of which encourages
techniques (e.g., research supporting support, uses direct variety of before, colleagues across the
methodologies in
lectures, a variety of teaching instruction methods during, and after curriculum to design
methodologies and and new learning learning strategies order to access instruction that
demonstrations, group
techniques that are strategies to that are designed to students’ thinking and engages students in
discussions,
cooperative learning, appropriate to major introduce new guide students experience as a basis project- and
subject matter (e.g., subject matter through the learning for instructional problem-based
small-group activities,
lectures, content. Uses process; engages activities. (e.g., learning activities
and technology-
demonstrations, shared and students in encouraging that connect to the
enhanced lessons),
group discussions, interactive methods cooperative and real world, and
and objectively assess cooperative learning, to provide technology-based
discussion, listening,
provide opportunities
the effectiveness of small-group reinforcement, learning; stimulates
and responding in to communicate with
various instructional activities, and practice, and student reflection on group interaction; experts in authentic
approaches and technology-enhanced provides guided prior knowledge and eliciting samples of situations.
teacher actions for lessons). Explores practice to assist links new ideas to student thinking Encourages
impact on student examples of how a with skill already familiar orally and in writing, colleagues to draw
learning; teacher can assess development. Uses ideas, making assessing individual on their knowledge
the effectiveness of technologies connections to and group of how learning
various instructional appropriately and student experience; occurs from a
approaches for the judiciously. provides
performance during developmental
impact on student Develops the opportunities for discussions, small perspective; use
learning in the structure, questions active engagement group and cooperative research-supported
classroom. and content for and testing of new learning experiences, grouping strategies
discussions. Selects ideas; and and providing based on student
the technologies and encourages students feedback that leads to background
texts that will be to assume student achievement.) knowledge and
used for instruction, responsibility for experience; develops
and invites students’ setting goals, questions,
reactions to follow- making choices, and strategies, and
up activities. self-assessing. structures for
discussions that
achieve equitable
opportunities for all
students.
22

g. Establish a learning Examine potential Consults with peer Consistently Regularly attends Models and provides
environment which professionals and supervising considers advice professional leadership to
invites/welcomes available in a teacher/mentor and from school/district development school/district
collaborative teaching school/district who others about the professionals, or conferences or personnel in
practices; and may provide access resources that they experiences of courses to learn examining material
to effective have found useful. colleagues through more about how and technology
resources that Creates opportunities professional diverse students resources with
promote student to speak with other development learn and what critical and cultural
achievement and professionals opportunities, to materials and criteria in mind.
success. Explores regarding the evaluate and choose methods work best Leads professional
possible resources that are materials or other for diverse learners. development
communication provided by the resources that Seeks out materials activities and
strategies for school system even maximize student that meet practical encourages
consulting with other if they are not achievement and and external criteria colleagues to
professionals. immediately needed success. developed by implement new
in the student school/district. material/technology,
teaching/internship Conducts action gather data, and
classroom. research on evaluate based on
implementation of results in the school,
new in order to add
material/technology. available resources
in the district.
h. Differentiate Differentiates With peer and Consistently solicits Integrates formative Provides leadership
between assessment between assessment supervising and uses information assessment in the use of external
and evaluation practices (vehicles teacher/mentor about students’ strategies standards, ethical
procedures and use for gathering data support, clarifies the experiences, learning throughout indicators, and
appropriately. about student school/district behavior, needs, and units/lessons to assessment data, to
achievement or expectations for progress, using involve students in evaluate school/
behavior) and assessment, informal formative self-assessment to district programs and
evaluation tools (the evaluation and assessments, become aware of practices. Uses
process for making grading, and adjusts criterion and/or their thinking, multiple sources of
judgments of student practice to norm-referenced strengths, needs, data to evaluate
performance). appropriately tests, work sample and to encourage programs. Assists
Examines the encourage, judge, analysis, etc.; them to set goals. colleagues in
organizing and report student interprets results Conducts action building a repertoire
frameworks for achievement. accurately. research of own across the
Continued Continued Continued Continued Continued
23

formative (assess for Utilizes both teacher- Evaluates the effect practice through curriculum of
learning) and made and formal of lesson observation of multiple formative
summative (assess assessments; uses implementation for classroom assessment
of learning) rubrics to encourage whole and small interactions, strategies to assess
approaches to student self- group lessons by questioning student learning, and
assessment, and the assessment and to collecting strategies, and to make instructional
varied methods for promote the information through analysis of student decisions. Conducts
conducting demonstration of observation, unit work; consistently inquiry and research
classroom learning of both tests, and evaluates the effect into practice and
assessments, content and skills. performance of instructional programs, using
including assessments. Meets activities on systematic methods.
standardized testing. in grade-level and individuals/groups. (e.g., evaluating
Examines the curriculum teams to Maintains useful data using end of the
purposes and reflect on data from records of student session
processes for state-wide testing, work/performance questionnaires,
evaluation and under the guidance and communicates anonymous surveys,
grading. Considers of a facilitator, to progress based on course ratings, self-
the age-appropriate develop grade-level agreed-upon reports, etc.);
elements to be interventions. indicators to analyzing data using
evaluated and how students, parents, appropriate tools,
they are reported to district, and checking for bias,
students, parents, community. and report results in
district, and Continually monitors terms of agreed-
community. one’s own practice in upon indicators.
relation to student Aims for school-wide
performance and improvement and
feedback. Works on innovation based on
school-wide teams evidence.
with a facilitator to
reflect on data from
external, state-wide,
or national tests and
to collaboratively
develop innovations
and interventions for
school/district use.
24
5. RESPONSIBILITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM, AND STUDENT
Systematic reflection to organize and improve teaching and develop effective relationships, including the ability to:

a. Uphold the State of Examines the State Reflects with peer Consistently Discusses and Provides leadership
Michigan Professional of Michigan and supervising demonstrates the reflects with to professional
Code of Ethics and Professional Code of teacher/mentor importance of colleagues and educators, support
engage in meaningful Ethics and support on how the professional and students on the professionals, and
self-evaluation; formulates a State of Michigan ethical behavior in all importance of other stakeholders at
transition plan for Professional Code of matters in the professional and the local level to
moving from role of Ethics is addressed classroom, school, ethical behavior in all consider ways they
student to that of in one’s own and community. matters in the uphold the State of
professional teaching behavior. classroom, school, Michigan Professional
educator. and community. Code of Ethics.
Demonstrates
through artifacts
progress on the self-
created plan.
b. Identify and use Reviews current With support, Regularly utilizes Consistently Creatively
current research to research to identifies research- current research- integrates, integrates,
reflect on and improve determine the based practices based practices promotes, and promotes, and
one’s own practice current practices related to content, related to content, models current models current
related to content, related to content, technology, technology, research-based research-based
technology, pedagogy, technology, pedagogy, and other pedagogy, and other practices related to practices related to
and other factors that pedagogy, and other factors that impact factors that impact content, technology, content, technology,
impact student factors that impact student achievement student pedagogy, and other pedagogy, and other
student and use them to achievement; factors that impact factors that impact
achievement;
achievement. design and reflects on results. student student
implement achievement; achievement; assist
instruction; reflects reflects with other professional
on results with peer colleagues on educators as they
and supervising results. reflect on their own
teacher/mentor. results.
25

c. Develop positive Examines and Seeks multiple Actively seeks to Consistently works Provides leadership
relationships with develops opportunities to develop positive to develop positive to professional
other teachers, interpersonal and develop positive relationships with relationships with educators and
parents/guardians, communication skills relationships with other teachers, other teachers, support personnel to
students, that promote other teachers, parents/guardians, parents/guardians, develop positive
administrators, positive relationships parents/guardians, students, students, relationships with
counselors, and other with other teachers, students, administrators, administrators, other teachers,
personnel to benefit parents/guardians, administrators, counselors, and counselors, and parents/guardians,
students, counselors, and other personnel to other personnel to students,
students and to
administrators, other personnel to benefit students, and benefit students; administrators,
influence one’s own
counselors, and benefit students; to advance one’s models positive counselors, and
professional growth;
other personnel to reflects with own professional interpersonal skills other personnel to
benefit students. supervising growth. and mentors others. benefit students, and
teacher/mentor to to advance their
improve professional growth.
interpersonal skills.
d. Analyze the effects Examines in detail Actively considers, Consistently Provides instruction Provides leadership
of teacher dispositions, the dimensions of with peer and monitors the effects that integrates an to professional
decisions, and actions teacher dispositions, supervising of own dispositions, understanding of the educators in
upon others (e.g., decisions, and teacher/mentor decisions, and effects of considering the
families, other actions, and their support, the effects actions upon others dispositions, effects of teacher
personnel, and all effects upon others of teacher (e.g., families, other decisions, and dispositions,
students, including (e.g., families, other dispositions, professionals, and all actions upon others decisions, and
those with disabilities) professionals, and all decisions, and students, including and helps colleagues actions upon others
students, including actions upon others those with and students (e.g., families, other
and adjust interactions
those with (e.g., families, other disabilities) and consider strategies professionals, and all
accordingly;
disabilities) from professionals, and all adjusts interactions for developing students, including
both positive and students, including accordingly. appropriate those with
negative those with dispositions for disabilities) and
perspectives. disabilities) and positive relationships helps coordinate
adjusts interactions and effective discussions of
accordingly. behaviors. effective strategies
for adjusting
interactions
accordingly.
26

e. Embrace and model Considers Reflects with peer Actively embraces Consistently Creatively
teaching as a lifelong dimensions in which and supervising and models teaching integrates and integrates,
learning process and teaching is a lifelong teacher/mentor on as a lifelong learning models teaching as a promotes, and
continue efforts to learning process; one’s own process and adjusts lifelong learning models teaching as a
develop professionally; develops an IPDP/timeline as it IPDP to reflect process and lifelong learning
individual promotes teaching current goals and monitors progress process and mentors
professional as a lifelong learning objectives. along the projected others’ efforts to
development plan process; sets goals professional plan, develop an IPDP with
(IPDP)/timeline to for future timeline, and specific goals aligned
guide efforts professional alignment with to School
throughout development. School Improvement Improvement Plan.
preparation program. Plan.
f. Involve and work Examines case With supervising Consistently Consistently provides Creatively designs
effectively with studies that teacher/mentor involves, opportunities to opportunities to
parents/guardians and represent situations support, communicates, and include parents’/ include and promote
implement school-wide of working effectively communicates works effectively guardians’ support to parent/ guardian
parent involvement with parents/ effectively with with parents/ maximize involvement to
plans to maximize guardians to parents/guardians to guardians to opportunities for maximize
opportunities for maximize maximize maximize student achievement opportunities for
student achievement opportunities for opportunities for opportunities for and success. student achievement
student achievement student achievement student achievement and success.
and success;
and success. and success. and success.
g. Interact with Creates a personal With supervising Consistently Works with Provides leadership
parents/guardians and technology- teacher/mentor interacts with colleagues and in using personal and
using best practices for based support, interacts parents using parents to integrate technology-based
personal and communication plan with parents using personal and personal and communication
technology-based to maximize student personal contacts technology-based technology-based across the content
communication to learning at school, and technology- communication to communication areas to involve
maximize student home, and in the based maximize student across content areas parents to maximize
learning at school, community. communication to learning at school, to maximize student student learning at
Examines its maximize student home, and in the learning at school, school, home, and in
home, and in the local
potential learning at school, local community. home, and in the the local community.
community; and
effectiveness. home, and in the local community.
local community.
27

h. Participate in the Examines case With supervising Consistently Consistently Provides leadership
development of studies that teacher/mentor participates in the participates in the in encouraging
individualized plans for represent diverse support seeks development of IEPs development of IEPs colleagues to fully
students with challenges in opportunities to for students with for students with participate in the
disabilities (Individual developing IEPs for participate in the disabilities, adjusts disabilities, offers development of IEPs
Education Plan (IEP)). students with development of IEPs classroom suggestions for for students with
disabilities. for students with instruction, and modifications, and is disabilities, makes
Considers disabilities. monitors student regarded by parents adjustments to
alternatives to progress. and colleagues as a instruction based on
determine degree of fair and supportive IEP, monitors
effectiveness. resource. student progress,
and is an advocate
for appropriate
resources.
6. RESPONSIBILITIES AND RELATIONSHIPS TO THE GREATER COMMUNITY

Participation in professional, local, state, national, and global learning communities, including the ability to:

a. Understand the Collects examples of Finds examples of Promotes examples Provides instruction Provides leadership
structure, function, the structure, the structure, of the structure, that integrates that exemplifies the
purpose, and value of function, purpose, function, purpose, function, purpose, understanding of the structure, function,
education and schools and value of and value of and value of structure, function, purpose, and value
in a free, democratic, education and education and education and purpose, and value of education and
and pluralistic society; schools in a free, schools in a free, schools in a free, of education and schools in a free,
democratic, and democratic, and democratic, and schools in a free, democratic, and
pluralistic society. pluralistic society. pluralistic society. democratic, and pluralistic society.
pluralistic society.
28

b. Synthesize a Investigates the Explains the Discusses and Discusses and Provides leadership
teacher’s role in a evolution of evolution of debates with debates with at the local, state, or
changing society with educational educational colleagues the colleagues and national levels in
the evolution of foundations and foundations and evolution of students the identifying,
educational policy perspectives policy perspectives educational evolution of modeling,
foundations and policy relative to the relative to the foundations and educational promoting, and
perspectives; teacher’s role in a teacher’s role in a policy perspectives foundations and impacting the
changing society. changing society. relative to the policy perspectives teacher’s role in a
teacher’s role in a relative to the changing society,
changing society. teacher’s role in a and the implications
changing society and for teaching and
the implications for learning.
teaching and
learning.
c. Demonstrate an Identifies Actively seeks Actively contributes Consistently Provides leadership

understanding of and characteristics of information about to community events contributes to for teacher
participate in related different community and organizations; community events, involvement in
organizations and communities and characteristics, encourages and integrates community events
activities in the organizations and organizations, and supports student community interests and organizations;
communities in which how they might events; involvement. and activities into demonstrates
the teacher works; support or impact demonstrates instruction, and creative ways to
student learning. community support. provides involve the
opportunities for community in
student involvement educational projects.
in community
events.
d. Use community and Identifies community With supervising Consistently uses Consistently Creatively
home resources to and home resources teacher/mentor community and integrates integrates,
enhance school that might enhance support, uses some home resources to community and promotes, and
programs and school programs and community and enhance specific home resources into models the use of
instruction; instruction. home resources to school programs and instruction to community and
enhance school instruction. enhance a variety of home resources to
programs and school programs and enhance a variety of
instruction. instruction. school programs and
instruction.
29

e. Design learning Finds examples of With supervising Designs and utilizes Integrates into Creatively
activities for students learning activities for teacher/mentor multiple learning instruction a variety integrates,
that involve volunteer students that would support, designs and activities for of learning activities promotes, and
groups, civic and social involve a volunteer utilizes some students that involve for students that models instruction
organizations, and group, civic learning activities for volunteer groups, involve volunteer that involves
relevant public service organization, social students that involve civic and social groups, civic and contributions from
agencies; and organization, or volunteer groups, organizations, and/or social organizations, volunteer groups,
relevant public civic and social relevant public and/or relevant civic and social
service agency. organizations, or service agencies. public service organizations, and/or
relevant public agencies. relevant public
service agencies. service agencies.
f. Participate with Identifies the impact With supervising Participates with Participates with Provides leadership
professional educators, that professional teacher/mentor site-based district-based to professional
school personnel, and educators, support support, participates professional professional educators, support
other stakeholders in professionals, and with site-based educators and educators, support professionals, and
collaborative and other stakeholders professional support professionals professionals, and other stakeholders at
cooperative planning, have in improving educators and in collaborative and other stakeholders in the local, state, or
decision-making, and educational systems. support professionals cooperative collaborative and national level in
implementation, to in collaborative and planning, decision- cooperative collaborative and
cooperative making, and planning, decision- cooperative
improve educational
planning, decision- implementation to making, and planning, decision-
systems at all levels.
making, and improve student implementation to making, and
implementation to learning, by applying improve educational implementation to
improve student consistently to systems at all levels. improve educational
learning in the classroom practice. systems at all levels.
classroom.
30
Use of technological tools, operations and concepts to enhance learning, personal/professional productivity, and communication,
including the ability to:

a. Understand the Identifies equity, With supervising Plans activities and Creates opportunities Creates an
equity, ethical, legal, ethical, legal, social, teacher/mentor assignments that in instruction to environment where
social, physical, and physical, and support, models consistently address regularly educate students are
psychological issues psychological issues, legal and ethical the equity, ethical, students concerning engaged beyond the
surrounding the use of including internet practices for legal, social, their equitable, classroom in
technology in K-12 safety, surrounding students. physical, and ethical, legal, social, discussions of equity,
schools and apply the use of Demonstrates psychological issues, physical, and ethical, legal, social,
those principles in technology in awareness of equity, including internet psychological uses of physical, and
K-12 schools. ethical, legal, social, safety, surrounding technology. psychological issues
practice;
physical, and the use of involving the use of
psychological, technology. technology.
issues, including
internet safety,
relative to teaching
in a classroom
environment.
b. Successfully Is familiar with With supervising Participates in Initiates and Uses reflective
complete and reflect online professional teacher/mentor specialized learning collaborates learning to assist
upon collaborative development support, successfully communities in regularly in and support others
online learning opportunities. completes and content areas, uses specialized learning in locating quality
experiences; reflects upon and evaluates communities, online learning
collaborative online professional including online experiences. Leads
learning experiences development learning experiences the discussion of
for improving resources within and for professional learning
personal skills and outside the district, development. communities,
knowledge. and regularly seeks including online
online opportunities experiences for
for improvement. professional
development.
31

c. Demonstrate an Identifies and With supervising Effectively creates Effectively fulfills Designs and
understanding of and evaluates existing teacher/mentor and uses a variety of curricular goals implements multiple
the ability to create an online resources for support, creates an online resources to through the lessons and units in
online learning teaching and effective classroom individualize development and which online
experience, and learning. environment for instruction and use of online technology’s unique
demonstrate continued using online enhance teaching learning experiences capabilities are used
growth in knowledge of resources. and learning in the that result in to facilitate learning
technology operations, classroom. increased student in ways which would
achievement. not be possible
resource evaluation for
without technology.
quality, objectivity,
and reliability and
concepts including
strategies for teaching
and learning in an
online environment;
d. Plan, design, and Plans and designs a With supervising Implements and Manages and Creates, designs,
evaluate effective technology-enhanced teacher/mentor evaluates the supports an effective and implements an
technology-enhanced learning environment input, evaluates technology-enhanced technology-enhanced effective technology-
learning environments that incorporates the technology-enhanced learning environment learning enhanced learning
and experiences use of a Course learning to help all students environment. environment utilizing
aligned with Michigan’s Management environments and meet curriculum emerging
Content Standards and System. experiences that expectations. technologies.
Grade Level Content incorporate state
standards.
Expectations and
Michigan Educational
Technology Standards
for each student;
32

e. Implement In supervised With supervising Implements and Consistently Recognizes,
curriculum plans that setting, implements teacher/mentor adapts technology- integrates and evaluates, and
include effective lesson plans that support, evaluates enhanced curriculum adjusts technology- incorporates
technology-enhanced incorporate and adapts plans to differing enhanced curriculum emerging
methods and technology methods technology-enhanced learning needs. plans incorporating technologies to
strategies to maximize and strategies. curriculum plans to Universal Design for enhance teaching
student learning; differing levels of Learning principles. and learning for all
available students.
technologies.
f. Apply technology to Identifies a variety of With supervising Uses assessment Develops both Consistently seeks
facilitate a variety of technologies used for teacher/mentor results to evaluate formative and and uses action
effective assessment effective assessment support and the effectiveness of summative research to evaluate
and evaluation and evaluation. supervision, uses the instruction and to assessments using new applications and
strategies; and enhanced capabilities modify teaching technology to assess tools that can be
of technology in strategies and plans student learning. used in assessment
assessing student accordingly. of teaching and
learning and to learning.
encourage student
self-assessment.
g. Use technology to Uses productivity Participates in an Includes in own Reflects on own Uses technology to
engage in ongoing tools, the internet, online professional IPDP, the use of practice continually inspire and
professional digital media, and learning community technologies and modifying own IPDP encourage other
development, practice, electronic for support and online learning for life-long learning. teachers through
productivity, communications for communication. experiences. Applies membership and
communication, and their own learning. learning to improve participation in
life-long learning. practice. professional
organizations. Uses
technology to
mentor others,
encouraging their
life-long learning.
33
Attachment D
Glossary
Assistive Devices Any device that is designed, made, or adapted to assist a person
to perform a particular task. For example, canes, crutches,
walkers, wheel chairs, hearing aids, glasses, microphones, are
assistive devices.
Collaborative Collaborative teaching involves the ongoing, active, and
Teaching substantive participation of teaching professionals, working
together toward the creation and delivery of integrated, aligned
instruction.
ELSMT Entry-Level Standards for Michigan Teachers
IEP Individual Education Plan
IPDP Individual Professional Development Plan
MCF Michigan Curriculum Framework
Online learning A structured learning activity that utilizes technology with

intranet/internet-based tools and resources as the delivery
method for instruction, research, assessment, and
communication.
Positive Behavior A positive behavior support system is a data-based effort that
Support concentrates on adjusting the system that supports the student.
Such a system is implemented by collaborative, school-based
teams using person-centered planning. School-wide expectations
for behavior are clearly stated, widely promoted, and frequently
referenced (SBE, September 12, 2006).
PSCT Professional Standards Commission for Teachers
PSMT Professional Standards for Michigan Teachers
SBE State Board of Education
Universal The principles of Universal Education reflect the beliefs that each
Education Vision person deserves and needs a positive, concerned, accepting
and Principles educational community that values diversity and provides a
comprehensive system of individual supports from birth to
adulthood (SBE, September 12, 2006).
34

Professional Standards For MI Teachers

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Professional Standards For MI Teachers

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STATE OF MICHIGAN

April 28, 2008

TO: State Board of Education

FROM: Michael P. Flanagan, Chairman

 In 1998 the standards were amended to include a seventh standard concerning

 In 1998 the criteria were approved by the SBE.

KATHLEEN N. STRAUS – PRESIDENT • JOHN C. AUSTIN – VICE PRESIDENT

It is recommended that the State Board of Education approve the Professional

Professional Standards for Michigan Teachers

1. SUBJECT MATTER KNOWLEDGE-BASE IN GENERAL AND LIBERAL

b. Understand and appreciate free inquiry in English, literature, humanities,

c. Understand global and international perspectives of the disciplines;

d. Understand the tenets of a free, democratic, and pluralistic society;

g. Understand technology and its use for gathering, processing,

j. Understand and respect individual differences, including the differences

2. INSTRUCTIONAL DESIGN AND ASSESSMENT

a. Apply knowledge of human growth, development, and learning theory to

b. Assess learning and differentiate instruction to maximize student

c. Understand the connections between instructional decisions, grading, and

e. Differentiate instruction in an environment that facilitates each student’s

f. Design and implement instruction based on Michigan Curriculum Framework

g. Understand, design, and implement grading processes and assessments,

h. Exercise informed judgment in planning and managing time and resources to

i. Promote literacy in a variety of contexts (e.g., numeric, graphics, textual,

j. Design, adopt, implement, and advocate for accommodations including

d. Design instruction so that students are engaged in actively integrating and

e. Engage students in activities that demonstrate the purpose and function of

f. Evaluate, adapt, and modify instructional strategies, technologies, and other

g. Embrace teaching through appropriate and creative activities utilizing

4. EFFECTIVE LEARNING ENVIRONMENTS

a. Engage students in meaningful learning experiences while maximizing the

b. Structure the classroom environment to promote positive peer interactions

c. Construct a learning environment and grading process where both teacher

f. Use a variety of teaching methodologies and techniques (e.g., lectures,

g. Establish a learning environment which invites/welcomes collaborative

h. Differentiate between assessment and evaluation procedures and use

5. RESPONSIBILITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM,

a. Uphold the State of Michigan Professional Code of Ethics and engage in

c. Develop positive relationships with other teachers, parents/guardians,

d. Analyze the effects of teacher dispositions, decisions, and actions upon

e. Embrace and model teaching as a lifelong learning process and continue

g. Interact with parents/guardians using best practices for personal and

h. Participate in the development of individualized plans for students with

6. RESPONSIBILITIES AND RELATIONSHIPS TO THE GREATER

a. Understand the structure, function, purpose, and value of education and

b. Synthesize a teacher’s role in a changing society with the evolution of

c. Demonstrate an understanding of and participate in related organizations and

d. Use community and home resources to enhance school programs and

f. Participate with professional educators, school personnel, and other

7. TECHNOLOGY OPERATIONS AND CONCEPTS

a. Understand the equity, ethical, legal, social, physical, and psychological

b. Successfully complete and reflect upon collaborative online learning

d. Plan, design, and evaluate effective technology-enhanced learning

e. Implement curriculum plans that include effective technology-enhanced

f. Apply technology to facilitate a variety of effective assessment and

g. Use technology to engage in ongoing professional development, practice,

Standard Developing Emerging Applying Integrating Innovating

Standard Developing Emerging Applying Integrating Innovating

Standard Developing Emerging Applying Integrating Innovating

j. Understand and With support, Sporadically Independently Consistently Intentionally creates

Standard Developing Emerging Applying Integrating Innovating

Standard Developing Emerging Applying Integrating Innovating

In 1998 the standards were amended to include a seventh standard concerning

In 1998 the criteria were approved by the SBE.