Development, Learning, and Motivation -
Candidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas. (InTASC 1, 2, 3)

• Apply knowledge of students' developmental level, prior experiences, interests, and culture to design appropriate and engaging instruction. [MC2, MC5]
• Establish and maintain clear expectations for inclusive physical and digital learning environments that promote positive, safe relationships, high expectations, and equity for all students. [MC1]
• Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [MC1, MC4]
• Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [MC3]
• Create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. [MC2, MC5]
• Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents. [MC2]

Curriculum Content -
Candidates apply the central concepts, tools of inquiry, and structures of the disciplines they teach to engage students in critical thinking, creativity, and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)

• Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [MC2, MC3]
• Apply knowledge of content area standards and learning progressions to develop cross-disciplinary and real-world learning experiences. [MC2, MC5]
• Collaborate with colleagues to effectively develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives. [MC1]
• Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [MC3, MC]
• Develop digital literacy by using technology to support learning and as tools of inquiry to engage students. [MC2]
• Create opportunities for students to collaboratively practice academic language and literacy across subject areas. [MC1]
• Apply evidence-based concepts of reading development to design, select, adapt, teach, and evaluate instructional approaches using informational and narrative text for literacy instruction to whole class and groups of students. [MC1, MC2]
• Apply theoretical, historical, and evidence-based concepts of writing development and the writing process (e.g., handwriting, spelling, sentence construction, typing, word processing, conventions) to literacy instruction.
• Apply theoretical, historical, and evidence-based concepts of communication (e.g., structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, and viewing) to literacy instruction. [MC1, MC2]

Instruction -
Candidates plan and implement instruction using a variety of instructional strategies that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 7, 8)

• Integrate diverse print materials and digital technologies to foster student choice, engagement, and motivation safely and effectively.
• Design engaging learning experiences that are based on assessment data and appropriate for meeting student needs, goals, and curriculum and content-area standards. [MC2]
• Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [MC1, MC2]
• Design instruction that purposefully engages learners in creative and critical thinking and applying interdisciplinary skills across content areas. [MC2]
• Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [MC2, MC5]
• Expand students' ability to collaborate and communicate through multiple modes and forms of communication. [MC2]
• Design learning experiences that engage students in collaborative and self-directed learning in virtual and in-person environments. [MC1]
• Create evidence-based, supplemental, and intervention literacy approaches and programs, including relevant learning experiences such as incorporating the values of diverse cultures and communities into instruction. [MC3, MC5]
• Collaborate with school-based educators in creating, implementing, and evaluating equitable literacy instructional practices and curriculum that advocates for inclusivity and diversity. [MC3, MC4]

Assessment -
Candidates understand and use multiple methods of assessment to engage learners in their growth, monitor learner progress, and guide the teacher's and learner's decision-making. (InTASC 6)

• Identify a variety of assessments and their purposes in supporting and demonstrating learning.
• Design standards-based assessments that are differentiated to meet all learner needs. [MC5]
• Analyze a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. [MC2]
• Provide descriptive and timely feedback using a variety of methods to assist students and families in understanding student progress. [MC4]
• Identify strategies to support learners in reflecting on progress, setting goals for learning, and identifying quality work. [MC1, MC4]
• Determine ethical and equitable assessment practices for the classroom including when technology is used to support assessment. [MC5]
• Evaluate assessments based on the purposes, attributes, formats, strengths/limitations, and influences of various literacy and language assessment tools (including validity, reliability, inherent language, dialect and/or cultural bias). [MC2]
• Communicate assessment results to a variety of stakeholders, including administrators, teachers, other educators, parents/guardians, and students using both written and oral communication to drive decisions regarding assessment, instruction, intervention, and evaluation. [MC1]

Professionalism -
Candidates engage in ongoing professional learning and use evidence to continually evaluate and improve their practice, as well as seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (InTASC 9, 10)

• Use knowledge of the historical and evidence-based foundations to drive and critique professional practices, policies, and actions. [MC1]
• Reflect on teaching practices using a variety of data, including current research, to inform instruction and improve student learning. [MC2, MC4]
• Collaborate effectively with learner, families, colleagues, and members of the community to support learner development, achievement, and well-being. [MC2]
• Advocate for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership. [MC4]
• Demonstrate high expectations of the profession including communication, technology, codes of ethics, professional standards practice, and relevant law and policy. [MC3, MC5]
• Establish professional learning goals and engage in meaningful experiences within the professional learning community, including professional development. [MC4]
• Engage in collaborative decision making with colleagues to apply foundational theories about diverse learners, equity, and culturally responsive instruction to design, align, and assess instructional practices and interventions within and across classrooms.
• Plan professional learning experiences to support teacher inquiry and reflection using coaching tools and processes in their collaborative work with teachers including selecting, administering, analyzing results data for instructional decision making. [MC4]
• Advocate on behalf of teachers, students, families, and communities for equitable literacy and language practices based on stakeholder input and assessment results that support a literacy-rich learning environment. [MC3, MC4]