What grade levels do these standards cover?

PROFESSIONALEDUCATION-DEVELOPMENT, HIGHEREDUCATION, UNDERGRADUATE-LOWERDIVISION, and UNDERGRADUATE-UPPERDIVISION

Where can I read the official document?

Illinois Professional Educator Standards Transition Guide

K–12 Standards

Illinois Professional Educator Standards
Other Illinois Teacher Preparation sets
Illinois Culturally Responsive Teaching and Leading standards
ISTE: For Educators

Learning Environment: The Competent teacher designs and provides a learning environment (e.g., policies, procedures, routines, and physical arrangement) that is safe, healthy, equitable, accessible, developmentally appropriate, collaborative, and responsivePES.LE

1
Reflecting school, local, and State safety expectations in the learning environmentIPES.LE.1
2
Reflecting school, local, and State public health regulations in the learning environmentIPES.LE.2
3
Integrating culturally responsive materials and resources in the learning environmentIPES.LE.3
4
Accommodating and modifying the learning environment based on learner needsIPES.LE.4
5
Utilizing engaging, developmentally appropriate resources in the learning environmentIPES.LE.5
6
Integrating developmentally appropriate routines, procedures and expectationsIPES.LE.6
7
Encouraging individual and cooperative experiences through the physical arrangement and materialsIPES.LE.7
8
Co-constructing the learning environment with learners and familiesIPES.LE.8
9
Systematically evaluating the learning environment to inform modificationsIPES.LE.9

Instruction: The competent teacher plans and implements instruction that is justifiable, equitable, accessible, developmentally appropriate, challenging, and engagingIPES.IN

1
Using research, theory and data to undergird instructional choicesIPES.In.1
2
Anchoring instruction in deep content knowledgeIPES.IN.2
3
Aligning instruction with learning goals and standardsIPES.IN.3
4
Incorporating applicable laws, rules, and policies in instructional decisionsIPES.IN.4
5
Engaging learners in challenging assumptions that sustain a system of inequityIPES.IN.5
6
Making instructional choices that empower students to self-advocateIPES.IN.6
7
Creating equitable educational learning opportunities for all learnersIPES.IN.7
8
Integrating curricular content based on individual learners' and families' cultural assetsIPES.IN.8
9
Integrating instructional technology and remote learning strategies that are accessible and developmentally appropriate for learnersIPES.IN.9
10
Adapting instruction to support learner accessibilityIPES.IN.10
11
Scaffolding instruction from learners' prior knowledgeIPES.IN.11
12
Differentiating instruction based on learners' skills, knowledge, strengths, interests, and experiencesIPES.IN.12
13
Nurturing higher-order thinking skills in instructionIPES.IN.13
14
Integratin culturally responsive instructioanl strategiesIPES.IN.14
15
Reflecting substantive content knowledge in instructionIPES.IN.15
16
Embedding collaborative experiences and student choice in instructionIPES.IN.16
17
Incorporating real-world applications in instructionIPES.IN.17
18
Engaging learners in using academic languageIPES.IN.18
19
Incorporating methods of inquiry and standards specific to pedagogical content knowledgeIPES.IN.19

Instructional Assessment: The competent teacher creates and facilitates instructional assessment that is justifiable, equitable, accessible, developmentally appropriate, challenging, engaging, colalborative, supportive, protective, and informativeIPES.A

1
Using theory, research, and data as the foundation of assessment choicesIPES.A.1
2
Aligning assessments with standardsIPES.A.2
3
Recognizing and minimizing bias in assessment measurement tools and evidence collectionIPES.A.3
4
Reflecting the spectrum. of diversity individually and for groups of learners in assessment choicesIPES.A.4
5
Scaffolding assessments to meet learners' individual and developmental needsIPES.A.5
6
Using assessment to inform progress across the developmental spectrum, (physical, cognitive, social, emotional, linguistic, etc.)IPESA.6
7
Differentiating assessment, allowing learners to demonstrate progress in different waysIPES.A.7
8
Collaborating with learners and colleagues in designing and implementing assessmerntsIPES.A.8
9
Facilitating self- and peer-assessment strategies to support student learning and developmentIPESA.9
10
Protecting and safeguarding learner and family privacy, personal information, and dataIPES.A.10
11
Implementing assessment in ways that follow professional and ethical standardsIPES.A.11
12
Using assessment data analysis to inform instructional long-term and short-term planningIPES.A.12
13
Using assessment data analysis to inform instructional modification and differentiationIPES.A.13
14
Effectively and consistently communicating with students and stakeholders regarding student performanceIPES.A.14
15
Reflecting on learner data to improve practiceIPES.A.15

Collaboration and Cooperation: The compotent teacher collaborates and communicates with families, colleagues, and the community to enhance educational opportunities and the learning experience for all learnersIPES.CC

1
Utilizing multiple perspectives, theories, and methods in collaborationIPES.CC.1
2
Collaborating with families and professionals in culturally sustaining waysIPES.CC.2
3
Cultivating equitable and inclusive relationships with learners, families, and colleaguesIPES.CC.3
4
Applying the multiple perspectives of learners, families, and colleagues in practiceIPES.CC.4
5
Collaborating with community partners to improve access and opportunities for learnersIPES.CC.5
6
Effectively communicating in culturally sustaining ways (in writing and verbally)IPES.CC.6
7
Investigating opportunities to collaborate with community and school partners for improving access and equiable opportunities for students; development/learningIPES.CC.7

Professional Expectations and Pursuit of Growth Opportunities: The competent teacher meets professional expectations and pursues growth opportunities through analysis, reflection, and goal settingIPES.PR

1
Critically analyzing how personal biases and perceptions affect practiceIPES.PR.1
2
Critically analyzing policies that are discriminatory, oppressive, or otherwise harmful to students, families, communities, or teachersIPES.PR.2
3
Reflecting on external professional feedback on practice from colleagues, mentors, and leadership to improve practiceIPES.PR.3
4
Creating personal goals targeting future professional growth, leadership, and advocacyIPES.PR.4

Frequently asked questions

What grade levels do these standards cover?: PROFESSIONALEDUCATION-DEVELOPMENT, HIGHEREDUCATION, UNDERGRADUATE-LOWERDIVISION, and UNDERGRADUATE-UPPERDIVISION
Where can I read the official document?: Illinois Professional Educator Standards Transition Guide

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