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Millikin University - Decatur, IL
Proficiencies 

4.4 Candidate proficiencies, aligned with professional, state and institutional standards, guide the Teacher education programs at Millikin

We call the proficiencies we use to measure candidates’ performances “Millikin Teaching Standards.” In presenting them, we will show their connection to our knowledge base by aligning them to the four goals that explain our vision, Journey Toward Excellence in Teaching and Learning. Then we will show their correlation to the Illinois Professional Teaching Standards.

The professional educator engages in active learning.

  • The teacher-learner constructs knowledge of the central concepts, methods of inquiry, and structures of the discipline(s) by connecting professional, liberal education and life experiences and by connecting theory and practice. From a passion for the knowledge gained, s/he creates learning experiences that engage all students and make the content meaningful to them. [Millikin Teaching Standard 1]
  • The teacher-learner values reflection, continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. [MTS 10]

 

The professional educator creates communities of learning.

  • The teacher-learner understands how individuals grow, develop and learn and provides learning opportunities that support – with care and empathy – the intellectual, social, emotional, and physical development of all students. [MTS 2]
  • The teacher-learner understands how individuals differ in their approaches to learning and creates learning environments that value and appreciate human diversity, show respect for students’ varied talents and perspectives and that are fair and equitable to all students. [MTS 3]
  • The teacher-learner draws on an understanding of individual and group motivation to create effective learning environments that encourage self-discipline, respect for self and others, and responsible problem solving. [MTS 5]
  • The teacher-learner fosters critical thinking, active inquiry, collaboration and supportive interaction in the classroom through effective written, verbal, nonverbal and visual communication techniques. [MTS 7]

 

The professional educator facilitates learning for others.

  • The teacher-learner understands instructional planning and designs instruction, based on research, that integrates content, pedagogy, and the needs of students. [MTS 4]
  • The teacher-learner understands and uses a variety of instructional strategies that result in active, relevant learning and encourage students’ development as creative, effective lifelong learners. [MTS 6]
  • The teacher-learner understands various formal and informal assessment strategies and uses them to encourage authentic learning and continuous development for all students. [MTS 8]

 

The professional educator collaborates with others.

  • The teacher-learner understands the role of the community in education; develops and maintains collaborative relationships with colleagues, parents/guardians, and the community; and advocates for student learning and well-being. [MTS 9]
  • The teacher-learner understands education as a profession, maintains standards of professional conduct, provides leadership to improve student learning and well-being and shape social change, and demonstrates a willingness to give and receive help. [MTS 11]
  • Professional and pedagogical courses are aligned to the above standards.  The standards themselves are highly correlated with the Illinois Professional Teaching Standards and with INTASC standards as indicated on the following charts.

 

MILLIKIN TEACHING STANDARDS

Compared with Illinois Professional Teaching Standards

Millikin Teaching Standards

Illinois Professional Teaching Standards

STANDARD 1 - Content Knowledge

The teacher-learner constructs knowledge of the central concepts, methods of inquiry, and structures of the discipline(s) by connecting professional, liberal education and life experiences and by connecting theory and practice. From a passion for the knowledge gained, s/he creates learning experiences that engage all students and make the content meaningful to them.

STANDARD 1 - Content Knowledge

The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.

STANDARD 2 - Human Development and Learning

The teacher-learner understands how individuals grow, develop and learn and provides learning opportunities that support – with care and empathy – the intellectual, social, emotional, and physical development of all students.

STANDARD 2 - Human Development and Learning

The teacher understands how individuals grow, develop and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.

STANDARD 3 – Diversity

The teacher-learner understands how individuals differ in their approaches to learning and creates learning environments that value and appreciate human diversity, show respect for students’ varied talents and perspectives and that are fair and equitable to all students.

STANDARD 3 – Diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

STANDARD 4 - Planning for Instruction

The teacher-learner understands instructional planning and designs instruction, based on research, that integrates content, pedagogy, and the needs of students.

STANDARD 4 - Planning for Instruction

The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

STANDARD 5 –Creating Communities of Learners

The teacher-learner draws on an understanding of individual and group motivation to create effective learning environments that encourage self-discipline, respect for self and others, and responsible problem solving.

STANDARD 5 - Learning Environment

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.

STANDARD 6 - Instructional Delivery

The teacher-learner understands and uses a variety of instructional strategies that result in active, relevant learning and encourage students’ development as creative, effective lifelong learners.

STANDARD 6 - Instructional Delivery

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

STANDARD 7 – Communication

The teacher-learner fosters critical thinking, active inquiry, collaboration and supportive interaction in the classroom through effective written, verbal, nonverbal and visual communication techniques.

STANDARD 7 – Communication

The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

STANDARD 8 – Assessment

The teacher-learner understands various formal and informal assessment strategies and uses them to encourage authentic learning and continuous development for all students.

STANDARD 8 – Assessment

The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

STANDARD 9 - Collaborative Relationships

The teacher-learner understands the role of the community in education; develops and maintains collaborative relationships with colleagues, parents/guardians, and the community; and advocates for student learning and well-being.

STANDARD 9 – Collaborative Relationships

The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being.

STANDARD 10 - Reflection and Professional Growth

The teacher-learner values reflection, continually evaluates how choices and actions affect students, parents, and other professionals in the learning community, and actively seeks opportunities to grow professionally.

STANDARD 10 – Reflection and Professional Growth

The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

STANDARD 11 - Professional Conduct and Leadership

The teacher-learner understands education as a profession, maintains standards of professional conduct, provides leadership to improve student learning and well-being and to shape social change, and demonstrates a willingness to give and receive help.

STANDARD 11 - Professional Conduct and Leadership

The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being.

Note: The indicators for Millikin Teaching Standards are the same as those developed for the Illinois Professional Teaching Standards.

MILLIKIN TEACHING STANDARDS

Compared with Interstate New Teacher Assessment and

Support Consortium Standards (INTASC)

Millikin Teaching Standards

INTASC Standards

STANDARD 1—Content Knowledge

The teacher-learner constructs knowledge of the central concepts, methods of inquiry, and structures of the discipline(s) by connecting professional, liberal education and life experiences and by connecting theory and practice.  From a passion for the knowledge gained, s/he creates learning experiences that engage all students and make the content meaningful to them.

Standard 1—SUBJECT MATTER

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

STANDARDHuman Development and Learning

The teacher-learner understands how individuals grow, develop and learn and provides learning opportunities that support – with care and empathy – the intellectual, social, emotional, and physical development of all students.

Standard 2—STUDENT LEARNING

The teacher understands how children and youth learn and develop and can provide learning opportunities that support their intellectual, social and personal development.

STANDARD 3Diversity

The teacher-learner understands how individuals differ in their approaches to learning and creates learning environments that value and appreciate human diversity, show respect for students’ varied talents and perspectives and that are fair and equitable to all students.

Standard 3—DIVERSE LEARNERS

The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.

STANDARD 4Planning for Instruction

The teacher-learner understands instructional planning and designs instruction, based on research, that integrates content, pedagogy, and the needs of students.

Standard 4—INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage the students' development of critical thinking, problem solving, and performance skills.

STANDARD 5—Creating Communities of Learners

The teacher-learner draws on an understanding of individual and group motivation to create effective learning environments that encourage self-discipline, respect for self and others, and responsible problem solving.

Standard 5—LEARNING ENVIRONMENT

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.

STANDARD 6—Instructional Delivery

The teacher-learner understands and uses a variety of instructional strategies that result in active, relevant learning and encourage students’ development as creative, effective lifelong learners.

Standard 7—PLANNING INSTRUCTION

The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

STANDARD 7—Communication

The teacher-learner fosters critical thinking, active inquiry, collaboration and supportive interaction in the classroom through effective written, verbal, nonverbal and visual communication techniques.

Standard 6—COMMUNICATION

The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

STANDARD 8—Assessment

The teacher-learner understands various formal and informal assessment strategies and uses them to encourage authentic learning and continuous development for all students.

Standard 8—ASSESSMENT

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his/her learners.

STANDARD 9—Collaborative Relationships

The teacher-learner understands the role of the community in education; develops and maintains collaborative relationships with colleagues, parents/guardians, and the community; and advocates for student learning and well-being.

Standard 10—COLLABORATION, ETHICS, AND RELATIONSHIPS

A teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support the students' learning and well-being.

STANDARD 10—Reflection and Professional Growth

The teacher-learner values reflection, continually evaluates how choices and actions affect students, parents and other professionals in the learning community, and actively seeks opportunities to grow professionally.

Standard 9—REFLECTION & PROFESSIONAL DEVELOPMENT

The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

STANDARD 11—Professional Conduct and Leadership

The teacher-learner understands education as a profession, maintains standards of professional conduct, provides leadership to improve student learning and well-being and to shape social change, and demonstrates a willingness to give and receive help.

 

A comparison of the Millikin Teaching Standards (MTS) and the Illinois Professional Teaching Standards (IPTS) shows the influence of Millikin’s conceptual framework on its candidate outcomes. The hyphenated phrase, “teacher-learner,” that begins each of the MTS reminds us that teaching and learning are mutually constitutive activities that must continually develop in tandem in both the pre-service and in-service teacher. MTS 1 expresses our commitment to active learning and to a constructivist view of learning. It expresses our belief that teachers must be actively and passionately involved in the processes of learning and teaching. MTS 2 acknowledges our indebtedness to humanism and affirms the importance we place on a safe, non-threatening, playful learning environment. MTS 3 underlines dispositions we feel are essential for teachers in working with diverse student populations. Teachers must live, learn and respect themselves and others. They must value and express appreciation for diversity by creating learning environments that are fair and equitable for all students. MTS 4 expresses our commitment to planning approaches that are research-based.

MTS 5 emphasizes the key role we place on the learning community that promotes students’ intellectual, social, and personal development. We believe that such communities emerge as a result of caring, empathetic interactions between student and teacher and between candidate and professor. MTS 6 defines effective instruction as learning that actively engages and that challenges and inspires the learner to continue learning. MTS 7 emphasizes the importance we place on critical thinking in the candidates’ communication skills. MTS 8 explicitly shows the value we place on assessment communication that fosters critical thought, and MTS 9 shows our expectation that collaborative relationships advance a social, economic and political agenda of promoting student learning and well-being. MTS 11 endorses the disposition of the candidate’s willingness to give and receive help as an important component of professional conduct and leadership.


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Millikin University - Decatur, IL
 
Millikin University - Decatur, IL
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