(1)Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make aspects of subject matter meaningful for pupils.

(2)Teachers know how children grow.
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

(3)Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

(4) Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.

(5) Teachers know how to manage a classroom.
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

(6) Teachers communicate well.
The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

(7) Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

(8) Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

(9) Teachers are able to evaluate themselves.
The teacher is a reflective practitioner who continually evaluates his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

(10) Teachers are connected with other teachers and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness, and in an ethical manner.

(A) Teachers are committed to students and their learning.

(B) Teachers know the subjects they teach and how to teach those subjects to students.

(C) Teachers are responsible for managing and monitoring student learning.

(D) Teachers think systematically about their practice and learn from experience.

(E) Teachers are members of learning communities.

(1) Incorporates Understanding of Human Learning and Development
Teachers design learning environments and pedagogical practices for students that are grounded in concepts and interpretive frameworks provided by disciplines that study human development and learning.

(2) Understands Social Context of Schooling
Teachers understand how local, state, national, and global social and political contexts differentially affect schooling and its outcomes for students.

(3) Demonstrates Sophisticated Curricular Knowledge
Teachers understand the central concepts, assumptions, tools of inquiry, ways of reasoning, uncertainties, and controversies of the disciplines that they teach to students.

(4) Demonstrates Pedagogical Knowledge in Specific Domains
Teachers are knowledgeable about the problems, challenges, and opportunities that commonly arise as students develop understanding or competence in particular domains.*

(5) Explains and Justifies Educational Choices
Teachers can articulate and defend their curricular and instructional choices with sound ethical and pedagogical justifications.

(6) Connects School and Community
Teachers use the knowledge and abilities necessary for collaboration with individuals, groups, and agencies within the school and community. They base instruction of students on and understanding of curricular goals, subject matter, and the community, and help the students make connections between community-based knowledge and school knowledge.

(7) Understands and Adapts to Multiple Forms of Communication
Teachers understand and adapt to students' multiple forms of expressing and receiving experiences, ideas, and feelings.

(8) Employs Varied Assessment Processes
Teachers understand and thoughtfully use formal and informal evaluation strategies to assess students' achievements, strengths, challenges, and learning styles for continuous development.

(9) Manages Learning Environment
Teachers establish and maintain an environment that engages students in learning while providing for their physical and socio-emotional well-being.

(10) Employs Varied Instructional Strategies
Teachers understand and use a variety of instructional strategies to enhance students' learning.

(11) Uses Technologies
Teachers appropriately incorporate new and proven technologies into instructional practice. They understand the major social, cultural, and economic issues surrounding their implementation.

(12) Accommodates for All Students
Teachers design educational environments and use instructional practices that accommodate students' achievements, strengths, challenges, interests, and learning styles.

(13) Is a Reflective Practitioner
Teachers are reflective practitioners who evaluate the effects of their assumptions, choices, and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally. They examine assumptions enmeshed in ways of thinking and in familial, institutional, and cultural lore and practices.

(14) Relates Well with Students, Families, and Communities
Teachers relate to students, families, and community members in a fair, respectful, and sensitive manner. They show an appreciation for the cultural** diversity of our society.

(15) Understands Legal Rights and Responsibilities
Teachers understand the legal rights and responsibilities of professional educators and the law as it applies to their specific domains of teaching.

* The term "domain" was chosen because teachers are called upon to teach "school subjects," not necessarily academic disciplines. Those school subjects include content and skills that fall within particular disciplines but often cut across those disciplines.

** "Culture" is broadly meant here to include the social patterns, arts, beliefs, institutions, and all other products of human work and thought characteristic of a community or population. Cultural patterns are related to language, sex/gender, race, national origin/ethnicity, social class, creed/religion, disability, and sexual orientation.