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Teacher Education

Entry-Level Standards for Michigan Teachers
and Related Proficiencies

March 29, 2000 draft

Upon completion of an approved teacher preparation program in Michigan, a person recommended for the Michigan Provisional Certificate should have:

  • An understanding and appreciation of the liberal arts (the humanities, the social sciences, the mathematical and natural sciences, and the arts):
    1. The abilities and skills necessary for effective communication (listening, speaking, writing, and reading);
    2. A knowledge and appreciation of free inquiry in the humanities, the social sciences, the mathematical and natural sciences, and the visual and performing arts;
    3. A knowledge of the interdependence of the liberal arts and the ability to integrate knowledge from the liberal arts to analyze and synthesize ideas, information, and data;
    4. The ability to discuss and debate the value of education in a free and pluralistic society, particularly the role of intellectual and ethical values;
    5. An understanding of global and international perspectives;
    6. An understanding of and respect for individual differences, including those of culture, race, gender, religion, and ethnicity, as well as humankind's shared heritage and environment;
    7. An ability to understand and respect varying points in view and the influence of one's own and others' ethics and values;
    8. An understanding of the impact of technology and its use for gathering and communicating ideas and information;
    9. An understanding of the Constitutions and histories of the United States and Michigan;
    10. An understanding of the market system for allocating resources;
    11. An understanding of and respect for the role of the individual in a free society, including the importance of individual responsibility and respect for individual rights and values and
    12. An understanding of the similarities within our culture and their importance to the fabric of American society.
  • A commitment to student learning and achievement, including the understanding and ability to:
    1. Apply knowledge of human growth, development, and learning theory;
    2. Expand cognitive, affective, physical, and social capacities of students for the development of the "whole person;"
    3. Discern the extent to which personal belief systems and values may affect the instructional process, e.g., love of learning; the belief that all students can learn; the belief that all students should be treated equitably; the role of expectations in affecting achievement;
    4. Demonstrate appropriate classroom management and disciplinary techniques to ensure a safe and orderly environment which is conducive to learning;
    5. Plan instruction to accommodate diversity, e.g., cultural, racial, and social diversity;
    6. Plan instruction to accommodate various backgrounds of students;
    7. Use multiple approaches to appropriately assess student abilities and needs to plan instruction;
    8. Create inclusionary environments for students with exceptional needs and abilities; and
    9. Use various kinds of literacy to promote access to knowledge, e.g., numeracy, graphics, printed text, computers, artistic expression and electronic media.
  • Knowledge of subject matter and pedagogy, including the understanding and ability to:
    1. Create learning environments that promote critical and higher order thinking skills, foster the acquisition of deep knowledge, and allows for substantive conversation with the teacher and/or peers about subject matter;
    2. Help students access and use information, technology, and other resources to become independent learners and problem solvers;
    3. Use high expectations for optimal achievement to foster excellence in all students;
    4. Practice teaching as both an art and a science
    5. Integrate and transfer knowledge across subject areas and encourage the same among students;
    6. Engage students in practical activities that demonstrate the relevance, purpose, and function of subject matter to make connections to the world beyond the classroom; and
    7. Access and use updated information and procedures.
  • The ability to manage and monitor student learning, including the understanding and ability to:
    1. Plan and use different cognitive, affective, and psychomotor strategies to maximize learning and to accommodate differences in the backgrounds, learning styles, aptitudes, interests, levels of maturity and achievement of students (including those identified for special education services);
    2. Use a variety of teaching methodologies and techniques, e.g., lectures, demonstrations, group discussions, cooperative learning, small-group activities and how to assess one's effectiveness in utilizing them;
    3. Involve and work effectively with all support personal to maximize opportunities for students achievement and success.
    4. Involve and work effectively with parents and/or guardians to maximize opportunities for students achievement and success;
    5. Differentiate between assessment and evaluation procedures and use appropriate procedures; and
    6. Define and accept the legal and ethical responsibilities of teaching, e.g., student retention, corporal punishment, truancy, child abuse, managing conflict, first aid, least restrictive environment, health and communicable disease.
  • The ability to systematically organize teaching practices and learn from experiences, including the understanding and ability to:
    1. Identify and use current research in both the subject field and in other areas of practice in the profession;
    2. Exercise good judgment in planning and managing time and other resources to attaining goals and objectives;
    3. Maximize the use of instructional time by engaging students in meaningful learning experiences;
    4. Demonstrate an understanding of the economic, social, political, legal, and organizational foundations and functions of schools;
    5. Use information technologies to support problem solving, data collection, information management, communications, presentations, and decision making including word processing, database management, spreadsheets, and graphic utilities;
    6. Demonstrate knowledge of equitable, ethical, legal, social, physical, and psychological issues concerning use of information technology; and
    7. Use information technology to enhance continuing professional development as an educator.

Note: Italic text indicates proposed changes from entry-level standards approved by the State Board of Education in July 1998.