Teacher Preparation Programs:

Competency Appraisal for Practicum and Student Teaching

Key Assessment: Overview

Context and Overview for Assessment
This Competency Appraisal is a tool used to assess the active involvement of the National Louis teacher
candidate during field experiences. The Competency Appraisals help determine the course grade for the
coursework and teaching done and become a part of the candidate’s permanent record at the university.
The Cooperating Teacher, Teacher Candidate, and University Supervisor each completes a Competency
Appraisal. The Competency Appraisal is administered in LiveText.

Standards Addressed
Competency Appraisals are tools used to assess the progress of the teacher candidate [the National Louis
student] during field experiences. The cooperating teacher, the teacher candidate, and the university
supervisor [if assigned] each complete a Competency Appraisal related to the teacher candidate’s
performance in the classroom. These Competency Appraisals offer formative data for mid-course
corrections and advise seminar instructors as they determine the final and official course grade for
student teaching. National College of Education is committed to assessing student performance for all
Teacher Preparation programs on the basis of competence aligned to the InTASC standards, as well as
proficiencies related to NCE values of Diversity and Technology.

Assessing Levels of Proficiency

The Competency Appraisal assessment instrument is an adaptation of Charlotte Danielson’s Framework
for Professional Practice. In this framework, Danielson explains that typical early-career teachers are
likely to have a mix of ‘basic’ and ‘proficient’ components to their practice and teachers with any
‘unsatisfactory’ components to their practice are in immediate need of targeted professional
development to improve.

As such, we expect teacher candidates from the NLU teacher preparation programs to perform at a level
generally expected by a novice teacher. As a beginning teacher, we expect at least ‘basic’ in all
components of practice; ideally, student teachers are also ‘proficient’ in several components and clearly
trend towards proficiency in all components. ‘Not observed’ has been included for those areas when
something is not observable or cannot be evaluated. The ‘N/A’ column of the rubric should be selected
when a criterion is ‘Not Observed.’

Glossary of Terms
Proficient: Candidate demonstrates mastery at a consistently professional level.
Basic: Candidate demonstrates the necessary knowledge and skills but their
applications are inconsistent.
Unsatisfactory: Candidate performance is consistently below standards.
Not Observed: Not applicable and/or lack of basis for judgment at this time.

Mastery: Comprehensive knowledge or skill

Consistent: Acting or performing in the same way over time
Inconsistent: Not performing on a regular basis over time

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ADDENDUMS: Assessing Content-Specific Standards
In addition to the InTASC standards, the Teacher Preparation programs need to assess competencies that
meet standards for their Specialized Professional Associations (‘SPAs’). These content-specific
components are assessed in an Addendum to the Teacher Preparation Competency Appraisal Rubric.

Middle Grades English/Language Arts

The Competency Appraisal assessment for Middle Grades English/Language Arts is used three times,
once in MGE 505 and twice in MGE 590.

The Association of Middle Level Education/ Illinois State Board of Education Middle Grades Standards
are used to assess the candidate for the Middle Grades Education Program. NOTE: The State of Illinois
has adopted the AMLE Standards as the ISBE Middle Grades Standards. The International Literacy
Association Standards are used for the specific content endorsement. These standards are found at the
end of the document.

References to Standards in LiveText Rubric Criteria

The standards and abbreviations as they appear in the rubric criterion are detailed below.

InTASC Standards Abbreviation in Rubric

InTASC Standard 1: Learner Development InTASC 1: LEARNER
The teacher understands how learners grow and develop, recognizing that DEVELOPMENT
patterns of learning and development vary individually within and across
the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning
experiences.
InTASC Standard 2: Learning Differences InTASC 2:
The teacher uses understanding of individual differences and diverse LEARNING
cultures and communities to ensure inclusive learning environments that DIFFERENCES
enable each learner to meet high standards.
InTASC Standard 3: Learning Environment InTASC 3:
The teacher works with others to create environments that support LEARNING
individual and collaborative learning, and that encourage positive social ENVIRONMENT
interaction, active engagement in learning and self-motivation.
InTASC Standard 4: Content Knowledge InTASC 4: CONTENT
The teacher understands the central concepts, tools of inquiry, and KNOWLEDGE
structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
InTASC Standard 5: Application of Content InTASC 5:
The teacher understands how to connect concepts and use differing APPLICATION OF
perspectives to engage learners in critical thinking, creativity, and CONTENT
collaborative problem-solving related to authentic local and global issues.
InTASC Standard 6: Assessment InTASC 6:
The teacher understands and uses multiple methods of assessment to engage ASSESSMENT
learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making.

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 InTASC Standards Abbreviation in Rubric
InTASC Standard 7: Planning for Instruction InTASC 7:
The teacher plans instruction that supports every student in meeting PLANNING FOR
rigorous learning goals by drawing upon knowledge of content areas, INSTRUCTION
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.
InTASC Standard 8: Instructional Strategies InTASC 8:
The teacher understands and uses a variety of instructional strategies to INSTRUCTIONAL
encourage learners to develop deep understanding of content areas and their STRATEGIES
connections, and to build skills to apply knowledge in meaningful ways.
InTASC Standard 9: Professional Learning and Ethical Practice InTASC 9:
The teacher engages in ongoing professional learning and uses evidence to PROFESSIONAL
continually evaluate his/her practice, particularly the effects of his/her LEARNING /
choices and actions on others (learners, families, other professionals, and ETHICAL PRACTICE
the community), and adapts practice to meet the needs of each learner.
InTASC Standard 10: Leadership and Collaboration InTASC 10:
The teacher seeks appropriate leadership roles and opportunities to take LEADERSHIP /
responsibility for student learning, to collaborate with learners, families COLLABORATION
colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.
NCE Values Abbreviation in Rubric
Diversity NCE: DIVERSITY
Technology NCE: TECHNOLOGY

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 ADDENDUM: Middle Grades English / Language Arts Standards Abbreviation in Rubric
AMLE Standard 1: Young Adolescent Development 1: YOUNG
Middle level teacher candidates understand, use, and reflect on the major ADOLESCENT
concepts, principles, theories, the research related to young adolescent DEVELOPMENT
development and use that knowledge in their practice. They demonstrate
their ability to apply this knowledge when making curricular decisions,
planning and implementing instruction, participating in middle level
programs and practices, and providing healthy and effective learning
environments for all young adolescents.
AMLE Standard 2: Middle Level Curriculum 2: CURRICULUM
Middle level teacher candidates understand and use the central concepts,
standards, research, and structures of content to plan and implement
curriculum that develops all young adolescents’ competence in subject
matter. They use their knowledge and available resources to design,
implement, and evaluate challenging, developmentally responsive
curriculum that results in meaningful learning outcomes. Middle level
teacher candidates demonstrate their ability to assist all young adolescents
in understanding the interdisciplinary nature of knowledge. They design and
teach curriculum that is responsive to all young adolescents’ local, national,
and international histories, language/dialects, and individual identities (e.g.,
race, ethnicity, culture, age, appearance, ability, sexual orientation,
socioeconomic status, family composition).
AMLE Standard 3: Middle Level Philosophy and School Organization 3: PHILOSOPHY AND
Middle level teacher candidates understand the major concepts, principles, SCHOOL
theories, and research underlying the philosophical foundations of ORGANIZATION
developmentally responsive middle level programs and schools, and they
work successfully within middle level organizational components.
AMLE Standard 4: Middle Level Instruction and Assessment 4: INSTRUCTION
Middle level teacher candidates understand, use, and reflect on the major AND ASSESSMENT
concepts, principles, theories, and research related to data-informed
instruction and assessment. They employ a variety of developmentally
appropriate instructional strategies, information literacy skills, and
technologies to meet the learning needs of all young adolescents (e.g., race,
ethnicity, culture, age, appearance, ability, sexual orientation,
socioeconomic status, family composition).
AMLE Standard 5: Middle Level Professional Roles 5: PROFESSIONAL
Middle level teacher candidates understand their complex roles as teachers ROLES
of young adolescents. They engage in practices and behaviors that develop
their competence as middle level professionals. They are informed
advocates for young adolescents and middle level education, and work
successfully with colleagues, families, community agencies, and
community members. Middle level teacher candidates demonstrate positive
dispositions and engage in ethical professional behaviors.

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Directions for Completing the Competency Appraisal in LiveText

1. Carefully review the Overview of the Key Assessment above.

2. There is a place for summary Comments and Feedback at the top of the LiveText document, in
which you may “Provide any final comments and feedback on the Internship experience.”
3. Complete the Teacher Preparation Competency Appraisal rubric and the Addendum rubric, by
clicking in the appropriate cell for each row.
Each row is a “required” component. In the LiveText rubric, an ‘N/A’ column will be available
to use for ratings of ‘Not Observed.’
4. There is a ‘Comments’ row after each element in the LiveText rubric. Please use this row to
provide additional information regarding the following:
a. Strengths and/or recommendations for improvement
b. Ratings of ‘Not Observed’ (‘N/A’ in the LiveText rubric)
c. Ratings of ‘Unsatisfactory’
d. If applicable, rationale for selecting one rating over another.

5. The Competency Appraisal assessment does not have to be completed in one sitting.
If you wish to pause in your assessment and return to it later, select the Save button (in the lower
right corner of the screen).
6. When you have completed the assessment, select the (blue) Submit Assessment button (in the
lower right corner of the screen).
Please note that once you have submitted your assessment, the assessment will be viewable by
the others in the Placement: Student Teacher, Cooperating Teacher, University Supervisor,
Seminar Leader.
7. You may save the completed assessment as a PDF.
If you are on the main Field Experience page, click on the link: View Completed.
If you are on the Placement Details page, click on the link: Assessment Completed.
8. To view the assessments of the others in the Placement, see the Placement Details page.

The Teacher Preparation Competency Appraisal Rubric and the Addendum Rubric appear below
(except for the “Comments” rows).

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Teacher Preparation Competency Appraisal Rubric
Criteria Standards Unsatisfactory Basic Proficient Not Observed
Candidate Candidate Candidate demonstrates Not applicable
SCORING performance is demonstrates the mastery at a consistently and/or lack of
GUIDE consistently necessary knowledge professional level. basis for
below standards. and skills but their judgment at this
applications are time.
inconsistent.

InTASC 1: LEARNER InTASC: 1 Candidate does Candidate Candidate modifies and Not applicable
DEVELOPMENT. AMLE/ISBE not create or implements implements and/or lack of
Child Development MG: implement developmentally developmentally basis for
1a, 1c, 4d developmentally appropriate and appropriate and judgment at this
ILA: 3.1, 3.2, appropriate and challenging learning challenging learning time.
3.3, 3.4, 4.1, challenging experiences based on experiences based on
4.2, 4.3, 5.3 learning learner needs. identified individual
experiences based learner needs.
on learner needs.
InTASC 2: InTASC: 2 Candidate does Differentiation Candidate consistently Not applicable
LEARNING AMLE/ISBE not implement strategies are present implements and/or lack of
DIFFERENCES. MG: differentiation and actively address differentiation strategies basis for
Differentiation 1a, 1b, 1c, 1d, strategies, or the at least one of the to promote the learning judgment at this
Strategies 4b, 4d strategies dimensions of of diverse students, and time.
ILA: 1.1, 2.1, employed are diversity: cultural andactively addresses
3.1, 3.2, 3.3, limited. ethnic diversity, multiple dimensions
3.4, 4.1, 4.3, English language including cultural and
5.3, 5.4 learners, academically ethnic diversity, English
disadvantaged, and language learners,
gifted students. academically
disadvantaged and gifted
students.
InTASC 3: InTASC 3 There is minimal Candidate attempts Candidate builds strong Not applicable
LEARNING AMLE/ISBE MG evidence of to build relationships relationships with and/or lack of
ENVIRONMENT. 1a, 1c positive classroom with students and students and creates a basis for
Creating Classroom ILA 2.2, 2.2, community; few create a respectful respectful learning judgment at this
Community 3.2, 3.3 students are learning community; environment in which all time.
comfortable most students are students are comfortable
participating. comfortable in expressing their ideas.
expressing their
ideas.
InTASC 3: InTASC 3 Candidate’s Candidate creates Candidate creates and Not applicable
LEARNING AMLE/ISBE communication of and communicates communicates classroom and/or lack of
ENVIRONMENT. MG: 1b, 1d, procedures is classroom procedures; frequently basis for
Classroom 4b, 4d inconsistent; procedures; procedures are expressed judgment at this
Procedures ILA 2.1, 3.1, students often do procedures are with clarity and time.
3.4, 5.3, 5.4 not know what sometimes not clearly understood by all
they are supposed expressed or students.
to do and the understood by all
candidate does students.
not recognize
confusion.

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Teacher Preparation Competency Appraisal Rubric
Criteria Standards Unsatisfactory Basic Proficient Not Observed
InTASC 4: CONTENT InTASC: 4 Candidate Candidate Candidate demonstrates Not applicable
KNOWLEDGE. AMLE/ISBE demonstrates demonstrates depth depth and breadth of and/or lack of
Subject Matter MG: 2a, 4a, 4b limited content and breadth of subject matter content basis for
Content Knowledge ILA: 1.3, 2.1, knowledge in the subject matter knowledge in the judgment at this
2.2, 2.3, 3.2, subjects he/she content knowledge in subjects he/she teaches, time.
4.3, 5.1, 5.2, teaches and do the subjects he/she and seeks the knowledge
5.4 not pursue the teaches. needed to improve the
acquisition of effectiveness of their
additional teaching.
knowledge.
InTASC 5: InTASC: 5 Candidate does Candidate recognizes Candidate provides Not applicable
APPLICATION OF AMLE/ISBE not attempt to and models content curricular experiences in and/or lack of
CONTENT. MG: 2a, 4a, connect content principles and which each student is basis for
Application of 4b; areas in a connections to real- able to apply content judgment at this
Content Knowledge ILA: 2.1, 2.2, meaningful way. world problems. principles to solve time.
3.1, 3.2, 3.3, unfamiliar and real-world
3.4, 5.2, 5.3, problems.
5.4
InTASC 6: InTASC: 6 Assessments used Candidate uses Candidate uses formative Not applicable
ASSESSMENT. AMLE/ISBE by candidate are assessments aligned and/or summative and/or lack of
Assessing Student MG: not aligned with to learning outcomes assessments that align basis for
Learning 2a, 4a, 4b, 4c learning to inform instruction. with learning outcomes judgment at this
ILA: 3.1, 3.2, outcomes. to inform instruction. time.
3.3
InTASC 6: InTASC: 6 Candidate does Candidate provides Candidate provides Not applicable
ASSESSMENT. AMLE/ISBE not provide learners with learners with ongoing, and/or lack of
Providing Feedback MG: meaningful meaningful feedback meaningful feedback and basis for
to Learners 2a, 4a, 4b, 4c, feedback. but not always with encourages students to judgment at this
4d consistency. self-evaluate. time.
ILA: 3.2, 3.4
InTASC 7: InTASC: 7 Candidate does Candidate attempts Candidate uses Not applicable
PLANNING FOR AMLE/ISBE not use to use knowledge of knowledge of students to and/or lack of
INSTRUCTION. MG: knowledge of students to design effectively design basis for
Designing 2a, 2b, 2c, 4a, students to design learning experiences; learning experiences that judgment at this
Instruction/ Lesson 4b, 4d lessons that however, lessons only engage, challenge, and time.
Planning ILA: 1.3, 2.1, engage students sometimes engage meet the needs of all
2.2, 2.3, 3.2, and meet the students and/or meet learners.
4.3, 5.1, 5.2, needs of all the needs of all
5.4 learners. learners.
InTASC 7: InTASC: 7 Learning Learning objectives Learning objectives of the Not applicable
PLANNING FOR AMLE/ISBE objectives and/or and curriculum lesson are clearly and/or lack of
INSTRUCTION. MG: standards are standards are stated defined, curriculum basis for
Learning goals and 2a, 2b, 2c, 4a, poorly defined or but the alignment standards are listed, and judgment at this
curriculum 4b, 4d missing, and/or between them is connections between the time.
standards applied ILA: 1.3, 2.1, the listed unclear. two are well articulated.
2.2, 2.3, 3.2, curriculum
4.3, 5.1, 5.2, standards do not
5.4 match the
learning
objectives.

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Teacher Preparation Competency Appraisal Rubric
Criteria Standards Unsatisfactory Basic Proficient Not Observed
InTASC 8: InTASC: 8 Instructional tools Candidate selects and Candidate’s selection and Not applicable
INSTRUCTIONAL AMLE/ISBE are not present in uses instructional use of instructional tools and/or lack of
STRATEGIES. MG: 2c, 3b, 4a, the candidate’s tools to demonstrate is creative and engaging, basis for
Instructional Tools 4b teaching and/or concepts and and well suited to build judgment at this
ILA: 2.1, 2.2, their use is procedures. students’ conceptual time.
3.1, 3.2, 3.3, perfunctory and understanding.
3.4, 5.1, 5.3 do not support
student learning.
InTASC 8: InTASC: 8 Instructional Candidate uses Candidate uses Not applicable
INSTRUCTIONAL AMLE/ISBE technology used is
instructional instructional technology and/or lack of
STRATEGIES. MG: 4a, 4b unrelated to technology that is that is appropriate to the basis for
Integration of ILA: : 2.1, 2.2, instructional mostly appropriate to instructional outcomes, judgment at this
Technology 3.1, 3.2, 3.3, outcomes and the instructional complements content- time.
3.4, 5.1 rarely used tooutcomes, engaging specific material, and
augment learning
students most of the actively engages
in the classroom.
time. students.
InTASC 9: InTASC: 9 Reflections from
Reflections from Candidate actively seeks Not applicable
PROFESSIONAL AMLE/ISBE candidate reveal a
candidate show some feedback from university and/or lack of
LEARNING / MG: 3b, 5a, lack of self- self-awareness of supervisor and basis for
ETHICAL PRACTICE. 5b, 5c, 5d awareness of classroom practice; cooperating teacher. judgment at this
Reflective ILA: 6.1, 6.2, classroom however, candidate is Reflections demonstrate time.
Classroom Practice 6.3, 6 practice; unsure of what steps self-awareness of
candidate doesto take toward effective classroom
not accept improvement. practice and include
constructive Candidate does dynamic steps toward
feedback. accept feedback, but improvement.
may not act upon it.
InTASC 10: InTASC: 10 Candidate does Candidate Candidate clearly Not applicable
LEADERSHIP / AMLE/ISBE not understand understands understands the roles and/or lack of
COLLABORATION. MG: 5a, 5b, 5c, the roles and classroom and responsibilities of basis for
Roles and 5d responsibilities of responsibilities but being a teacher, including judgment at this
Responsibilities of ILA: 6.1, 6.2, a teacher both does not exhibit a those responsibilities time.
Being a Teacher 6.3, 6.4 inside and outside clear understanding outside of the classroom
of the classroom. of all teacher roles (e.g. timeliness,
inside and outside the preparedness,
classroom. collegiality,
communication with
parents and other staff
members).
NCE: DIVERSITY. CAEP-Diversity Candidate rarely Candidate Candidate consistently Not applicable
Demonstrates demonstrates demonstrates respect demonstrates respect for and/or lack of
respect for and respect for and for and affirms and affirms culturally and basis for
affirms culturally affirms culturally culturally and linguistically diverse judgment at this
and linguistically and linguistically linguistically diverse children and their time.
diverse children diverse children children and their families.
and their families and their families. families but the
application is
inconsistent.

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Teacher Preparation Competency Appraisal Rubric
Criteria Standards Unsatisfactory Basic Proficient Not Observed
NCE: DIVERSITY. CAEP-Diversity Candidate rarely Candidate creates Candidate consistently Not applicable
Creates learning creates learning learning creates learning and/or lack of
environments and environments and environments and environments and basis for
experiences that experiences that experiences that are experiences that are free judgment at this
are free of bias and are free of bias free of bias and are of bias and are culturally time.
are culturally and are culturallyculturally responsive responsive.
responsive responsive. but the application is
inconsistent.
NCE: DIVERSITY. CAEP-Diversity Candidate rarely Candidate adapts Candidate consistently Not applicable
Adapts curriculum adapts curriculum curriculum and adapts curriculum and and/or lack of
and strategies for and strategies for strategies for the strategies for the diverse basis for
the diverse or the diverse or diverse or exceptional or exceptional learners. judgment at this
exceptional exceptional learners but the time.
learners learners. application is
inconsistent.
NCE: TECHNOLOGY. CAEP- Candidate rarely Candidate designs Candidate consistently Not applicable
Designs Technology designs appropriate learning designs appropriate and/or lack of
appropriate appropriate environments and learning environments basis for
learning learning activities using and activities using judgment at this
environments and environments and various technologies various technologies. time.
activities using activities using but the application is
various various inconsistent.
technologies technologies.
NCE: TECHNOLOGY. CAEP- Candidate rarely Candidate adapts Candidate consistently Not applicable
Adapts curriculum Technology adapts curriculum curriculum using adapts curriculum using and/or lack of
using technology to using technology technology to address technology to address basis for
address the diverse to address the the diverse needs of the diverse needs of judgment at this
needs of children diverse needs of children but the children. time.
children. application is
inconsistent.
NCE: TECHNOLOGY. CAEP- Candidate rarely Candidate uses Candidate consistently Not applicable
Uses technology to Technology uses technology technology to create uses technology to create and/or lack of
create and to create and and implement and implement basis for
implement implement assessments but the assessments. judgment at this
assessments assessments. application is time.
inconsistent.

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ADDENDUM: Middle Grades Education English / Language Arts Competency Appraisal Rubric
Criteria Standards Unsatisfactory Basic Proficient Not Observed
1: YOUNG AMLE: 1a, 1c Candidate does Candidate Candidate demonstrates Not applicable
ADOLESCENT not create or demonstrates understanding of and and/or lack of
DEVELOPMENT. implement understanding of and modifies and implements basis for
developmentally implements developmentally judgment at this
appropriate and developmentally appropriate and time.
challenging appropriate and challenging learning
learning challenging learning experiences based on
experiences based experiences based on identified individual
on young young adolescent young adolescent needs.
adolescent needs. needs.
2: CURRICULUM. AMLE: 2a Candidate Candidate Candidate demonstrates Not applicable
Subject matter demonstrates demonstrates depth depth and breadth of and/or lack of
content knowledge limited content and breadth of subject matter content basis for
knowledge in the subject matter knowledge in the judgment at this
subject(s) taught content knowledge in subject(s) taught, and time.
and do not pursue the subject(s) taught. seeks the knowledge
the acquisition of needed to improve the
additional effectiveness of teaching.
knowledge.
2: CURRICULUM. AMLE: 2c Candidate does Candidate recognizes Candidate provides Not applicable
Interdisciplinary not attempt to and models content curricular experiences in and/or lack of
nature of connect content principles and which each young basis for
knowledge areas in a connections to real- adolescent is able to judgment at this
meaningful way. world issues. apply content principles time.
to address unfamiliar and
real-world issues.
3: PHILOSOPHY AMLE: 3b Developmental Candidate Candidate demonstrates Not applicable
AND SCHOOL responsiveness is demonstrates full understanding of and/or lack of
ORGANIZATION. not apparent in understanding of developmentally basis for
Middle level classroom developmentally responsive middle level judgment at this
organization and practices. responsive middle practices and successfully time.
best practices level practices. collaborates within the
team and school
structures.
4: INSTRUCTION AMLE: 4b, 4d Instructional tools Candidate selects and Candidate’s selection and Not applicable
AND ASSESSMENT. are not present in uses instructional use of instructional tools and/or lack of
Middle level the candidate’s tools to demonstrate is creative and engaging, basis for
instruction teaching and/or concepts and and well suited to build judgment at this
their use is procedures. young adolescents’ time.
perfunctory and conceptual
do not support understanding and
young adolescent motivation.
learning.
4: INSTRUCTION AMLE: 4c Assessments used Candidate uses Candidate uses formative Not applicable
AND ASSESSMENT. by candidate are assessments aligned and/or summative and/or lack of
Middle level not aligned with to learning outcomes assessments that align basis for
assessment learning to inform instruction. with learning outcomes judgment at this
outcomes. to inform instruction. time

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ADDENDUM: Middle Grades Education English / Language Arts Competency Appraisal Rubric
Criteria Standards Unsatisfactory Basic Proficient Not Observed
5: PROFESSIONAL AMLE: 5a, 5b Candidate does Candidate Candidate clearly Not applicable
ROLES. not understand understands understands the roles and/or lack of
Middle level the roles and classroom and responsibilities of basis for
professional roles responsibilities of responsibilities but being a middle grades judgment at this
a middle grades does not exhibit a teacher, including being time.
teacher both clear understanding an advocate for young
inside and outside of all middle grades adolescents and middle
of the classroom. teacher roles. level education.

Association for Middle Level Education/Illinois State Board of Education Middle Grades
Standards
Standard 1: Young Adolescent Development:
Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, the
research related to young adolescent development and use that knowledge in their practice. They demonstrate
their ability to apply this knowledge when making curricular decisions, planning and implementing instruction,
participating in middle level programs and practices, and providing healthy and effective learning environments
for all young adolescent
a. Knowledge of young adolescent development
b. Knowledge of the implications of diversity on young adolescent development
c. Implications of young adolescent development for middle level curriculum and instruction
d. Implications of young adolescent development for middle level programs and practices
Standard 2: Middle Level Curriculum
Middle level teacher candidates understand and use the central concepts, standards, research, and
structures of content to plan and implement curriculum that develops all young adolescents’ competence
in subject matter. They use their knowledge and available resources to design, implement, and evaluate
challenging, developmentally responsive curriculum that results in meaningful learning outcomes.
Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding
the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all
young adolescents’ local, national, and international histories, language/dialects, and individual
identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status,
family composition).
a. Subject matter content knowledge
b. Middle level student standards
c. Interdisciplinary nature of knowledge
Standard 3: Middle Level Philosophy and School Organization
Middle level teacher candidates understand the major concepts, principles, theories, and research
underlying the philosophical foundations of developmentally responsive middle level programs and
schools, and they work successfully within middle level organizational components.
a. Middle level philosophical foundations
b. Middle level organization and best practices
Standard 4: Middle Level Instruction and Assessment
Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories,
and research related to data-informed instruction and assessment. They employ a variety of
developmentally appropriate instructional strategies, information literacy skills, and technologies to
meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability,
sexual orientation, socioeconomic status, family composition).

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 a. Content pedagogy
b. Middle level instructional strategies
c. Middle level assessment and data-informed instruction
d. Young adolescent motivation
Standard 5: Middle Level Professional Roles
Middle level teacher candidates understand their complex roles as teachers of young adolescents. They
engage in practices and behaviors that develop their competence as middle level professionals. They are
informed advocates for young adolescents and middle level education, and work successfully with
colleagues, families, community agencies, and community members. Middle level teacher candidates
demonstrate positive dispositions and engage in ethical professional behaviors.
a. Professional roles of middle level teachers
b. Advocacy for young adolescents and developmentally responsive schooling practices
c. Working with family members and community involvement
d. Dispositions and professional behaviors

International Literacy Association Standards

ILA Standard 1: Foundational Knowledge
Candidates understand the theoretical and evidence-based foundations of reading and writing
processes and instruction.
1.1 Candidates understand major theories and empirical research that describe the cognitive,
linguistic, motivational, and sociocultural foundations of reading and writing
development, processes, and components, including word recognition, language
comprehension, strategic knowledge, and reading-writing connections.
1.2 Candidates understand the historically shared knowledge of the profession and changes
over time in the perceptions of reading and writing development, processes, and
components.
1.3 Candidates understand the role of professional judgment and practical knowledge for
improving all students' reading development and achievement.

ILA Standard 2: Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive,
balanced curriculum to support student learning in reading and writing.
2.1 Candidates use foundational knowledge to design or implement an integrated,
comprehensive, and balanced curriculum.
2.2 Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and reading-
writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from
traditional print, digital, and online resources.

ILA Standard 3: Assessment and Evaluation

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading
and writing instruction.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print
and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.

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 ILA Standard 4: Diversity
Candidates create and engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and
their
importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively
impact students' knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.

ILA Standard 5: Literate Environment

Candidates create a literate environment that fosters reading and writing by integrating
foundational knowledge, instructional practices, approaches and methods, curriculum materials,
and the appropriate use of assessments.
5.1 Candidates design the physical environment to optimize students' use of traditional
print, digital, and online resources in reading and writing instruction.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and
scaffolded support to optimize students' opportunities for learning to read and write.
5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation,
transitions from one activity to another, discussions, and peer feedback).
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small
group, and individual) to differentiate instruction.

ILA Standard 6: Professional Learning and Leadership

Candidates recognize the importance of, demonstrate, and facilitate professional learning and
leadership as a career-long effort and responsibility.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and related
research about organizational change, professional development, and school culture.
6.2 Candidates display positive dispositions related to their own reading and writing and the
teaching of reading and writing, and pursue the development of individual professional
knowledge and behaviors.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated
professional development programs.
6.4 Candidates understand and influence local, state, or national policy decisions.

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