All Grade Standards
Standard 1: Student Development and Diversity
Teachers of grades P–12 have a broad and comprehensive understanding of student development
and diversity and demonstrate the ability to provide instruction that is responsive to student
differences and that promotes development and learning for all students, including:
1.1 major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical,
and moral development of students in grades P–12, and factors in the home, school, community, and
broader environment that influence student development
1.2 knowledge of students' developmental characteristics and developmental variation, and the ability to use
this knowledge to inform instructional decision making and promote student success
1.3 typical developmental challenges for students from early childhood through grade 12 (e.g., in relation to
independence, self-esteem, peer interactions, physical development, self-direction, decision making, goal
setting, involvement in risky behaviors, and identity formation) and the ability to help students address
these challenges
1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender;
religion; family structure), and the ability to use this knowledge to promote learning and development for
students with diverse backgrounds, characteristics, and needs
1.5 knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics;
and their implications for development, teaching, and learning; and the ability to use this knowledge to
promote learning and development for students with exceptionalities
1.6 processes of second-language acquisition and the ability to use differentiated strategies based on
assessment data to support learning for English Learners
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Standard 2: Learning Processes
Teachers of grades P–12 have a broad and comprehensive understanding of learning processes and
demonstrate the ability to facilitate student achievement, including:
2.1 knowledge of major theories and concepts related to the learning process, and the ability to apply this
knowledge to enhance student learning in varied educational contexts, including project-based learning
contexts
2.2 processes by which students construct meaning and acquire skills, including critical- and creative-thinking
skills, and the ability to facilitate these processes for students with diverse characteristics and needs
2.3 knowledge of the important roles of play, social interaction, and hands-on experiences in young children's
learning, and the ability to use these processes to help children construct knowledge and develop
problem-solving and other skills
2.4 knowledge of the role of positive relationships and supportive interactions as a crucial foundation for
working with children, with a focus on children's individual characteristics, needs, and interests
2.5 knowledge of how student learning is influenced by different types of instructional practices and teacher
behaviors, and the ability to use this knowledge to promote learning for all students
2.6 procedures for making instruction rigorous and relevant to students and for linking new learning to
students' experiences and prior knowledge, and the ability to use these procedures to facilitate student
learning
2.7 strategies for promoting students' independent thinking and learning, reflection, and higher-order
thinking, and the ability to use these strategies to promote students' growth as learners
2.8 strategies for engaging students in generating and evaluating new ideas and novel approaches, seeking
inventive solutions to problems, and developing original work
2.9 strategies for promoting students' organizational and time-management skills and sense of responsibility
for their own learning, and the ability to use these strategies to promote student success
2.10 knowledge of how various individual factors (e.g., prior learning and experiences, interests, talents) and
factors in the home, school, and community influence learning processes, and the ability to use this
knowledge to improve teaching effectiveness and learning outcomes
2.11 knowledge of how digital-age tools and environments influence learning processes and outcomes, and
the ability to use this knowledge to improve teaching effectiveness and learning outcomes
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Standard 5: Learning Environment
Teachers of grades P–12 have a broad and comprehensive understanding of student learning
environments and demonstrate the ability to establish positive, productive, well-managed, and safe
learning environments for all students, including:
5.1 the ability to create safe, healthy, supportive, and inclusive learning environments, including indoor and
outdoor environments, that encourage all students' engagement, collaboration, and sense of belonging
5.2 the ability to apply skills and strategies for establishing a culture of learning that emphasizes high
expectations for all students, promotes self-motivation, and encourages students' sense of responsibility
for their own learning
5.3 the ability to plan and adapt developmentally appropriate learning environments that reflect cultural
competency; are responsive to the characteristics, strengths, experiences, and needs of each student;
and promote all students' development and learning
5.4 knowledge of the characteristics and benefits of virtual learning environments, online environments, faceto-face environments, and hybrid environments, and the ability to work effectively in different types of
environments to ensure student learning and growth
5.5 knowledge of developmentally appropriate classroom management approaches and positive guidance
techniques, including relationships between specific practices and student learning, attitudes, and
behaviors, and the ability to use this knowledge to create an organized, positive, and productive learning
environment that maximizes students' time on task; facilitates learning; and encourages student selfregulation, responsibility, and accountability
5.6 the ability to apply skills and strategies for managing class schedules and transitions and for organizing
the physical environment to maximize student learning time and meet student learning needs
Teachers of grades P–12 have a broad and comprehensive understanding of student development
and diversity and demonstrate the ability to provide instruction that is responsive to student
differences and that promotes development and learning for all students, including:
1.1 major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical,
and moral development of students in grades P–12, and factors in the home, school, community, and
broader environment that influence student development
1.2 knowledge of students' developmental characteristics and developmental variation, and the ability to use
this knowledge to inform instructional decision making and promote student success
1.3 typical developmental challenges for students from early childhood through grade 12 (e.g., in relation to
independence, self-esteem, peer interactions, physical development, self-direction, decision making, goal
setting, involvement in risky behaviors, and identity formation) and the ability to help students address
these challenges
1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender;
religion; family structure), and the ability to use this knowledge to promote learning and development for
students with diverse backgrounds, characteristics, and needs
1.5 knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics;
and their implications for development, teaching, and learning; and the ability to use this knowledge to
promote learning and development for students with exceptionalities
1.6 processes of second-language acquisition and the ability to use differentiated strategies based on
assessment data to support learning for English Learners
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Standard 2: Learning Processes
Teachers of grades P–12 have a broad and comprehensive understanding of learning processes and
demonstrate the ability to facilitate student achievement, including:
2.1 knowledge of major theories and concepts related to the learning process, and the ability to apply this
knowledge to enhance student learning in varied educational contexts, including project-based learning
contexts
2.2 processes by which students construct meaning and acquire skills, including critical- and creative-thinking
skills, and the ability to facilitate these processes for students with diverse characteristics and needs
2.3 knowledge of the important roles of play, social interaction, and hands-on experiences in young children's
learning, and the ability to use these processes to help children construct knowledge and develop
problem-solving and other skills
2.4 knowledge of the role of positive relationships and supportive interactions as a crucial foundation for
working with children, with a focus on children's individual characteristics, needs, and interests
2.5 knowledge of how student learning is influenced by different types of instructional practices and teacher
behaviors, and the ability to use this knowledge to promote learning for all students
2.6 procedures for making instruction rigorous and relevant to students and for linking new learning to
students' experiences and prior knowledge, and the ability to use these procedures to facilitate student
learning
2.7 strategies for promoting students' independent thinking and learning, reflection, and higher-order
thinking, and the ability to use these strategies to promote students' growth as learners
2.8 strategies for engaging students in generating and evaluating new ideas and novel approaches, seeking
inventive solutions to problems, and developing original work
2.9 strategies for promoting students' organizational and time-management skills and sense of responsibility
for their own learning, and the ability to use these strategies to promote student success
2.10 knowledge of how various individual factors (e.g., prior learning and experiences, interests, talents) and
factors in the home, school, and community influence learning processes, and the ability to use this
knowledge to improve teaching effectiveness and learning outcomes
2.11 knowledge of how digital-age tools and environments influence learning processes and outcomes, and
the ability to use this knowledge to improve teaching effectiveness and learning outcomes
-----------------------------------------------------------------------------------------------------------------------------------------------
Standard 5: Learning Environment
Teachers of grades P–12 have a broad and comprehensive understanding of student learning
environments and demonstrate the ability to establish positive, productive, well-managed, and safe
learning environments for all students, including:
5.1 the ability to create safe, healthy, supportive, and inclusive learning environments, including indoor and
outdoor environments, that encourage all students' engagement, collaboration, and sense of belonging
5.2 the ability to apply skills and strategies for establishing a culture of learning that emphasizes high
expectations for all students, promotes self-motivation, and encourages students' sense of responsibility
for their own learning
5.3 the ability to plan and adapt developmentally appropriate learning environments that reflect cultural
competency; are responsive to the characteristics, strengths, experiences, and needs of each student;
and promote all students' development and learning
5.4 knowledge of the characteristics and benefits of virtual learning environments, online environments, faceto-face environments, and hybrid environments, and the ability to work effectively in different types of
environments to ensure student learning and growth
5.5 knowledge of developmentally appropriate classroom management approaches and positive guidance
techniques, including relationships between specific practices and student learning, attitudes, and
behaviors, and the ability to use this knowledge to create an organized, positive, and productive learning
environment that maximizes students' time on task; facilitates learning; and encourages student selfregulation, responsibility, and accountability
5.6 the ability to apply skills and strategies for managing class schedules and transitions and for organizing
the physical environment to maximize student learning time and meet student learning needs
