This document outlines the standards and proficiencies required for entry-level teachers in Michigan. It describes 7 key areas of understanding and ability: 1) appreciation of liberal arts and respect for diversity, 2) commitment to student learning and development, 3) knowledge of subject matter and pedagogy, 4) ability to manage and monitor student learning, 5) ability to systematically organize teaching practices, 6) commitment to participating in learning communities, and 7) ability to use information technology to enhance learning.
1. Facilitate and inspire student learning and creativity.docxSONU61709
1. Facilitate and inspire student learning
and creativity
Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate
experiences that advance student learning,
creativity, and innovation in both face-to-face
and virtual environments.
a. Promote, support, and model creative
and innovative thinking and inventiveness
b. Engage students in exploring real-world issues
and solving authentic problems using digital
tools and resources
c. Promote student reflection using collaborative
tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and
creative processes
d. Model collaborative knowledge construction by
engaging in learning with students, colleagues,
and others in face-to-face and virtual environments
2. Design and develop digital age
learning experiences and assessments
Teachers design, develop, and evaluate
authentic learning experiences and assessments
incorporating contemporary tools and resources
to maximize content learning in context and
to develop the knowledge, skills, and attitudes
identified in the Standards•S.
a. Design or adapt relevant learning experiences
that incorporate digital tools and resources to
promote student learning and creativity
b. Develop technology-enriched learning
environments that enable all students to pursue
their individual curiosities and become active
participants in setting their own educational
goals, managing their own learning, and
assessing their own progress
c. Customize and personalize learning activities
to address students’ diverse learning styles,
working strategies, and abilities using digital
tools and resources
d. Provide students with multiple and varied
formative and summative assessments aligned
with content and technology standards, and use
resulting data to inform learning and teaching
3. Model digital age work and learning
Teachers exhibit knowledge, skills, and work
processes representative of an innovative
professional in a global and digital society.
a. Demonstrate fluency in technology systems
and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents,
and community members using digital tools
and resources to support student success and
innovation
ISTE Standards
Teachers
International Society for
Technology in Education
Effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and assess
learning experiences to engage students and improve learning; enrich professional practice; and provide positive models
for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.
http://www.iste.org/standards
c. Communicate relevant information and ideas
effectively to students, parents, and peers using
a variety of digital age media and formats
d. Model and facilitate effective use of curr ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Standards and Related Proficiencies for
Entry-Level Michigan Teachers
1. An understanding and appreciation of the liberal arts (the
humanities, the social sciences, the mathematical and natural
sciences, and the arts):
a. The abilities and skills necessary for effective communication
(listening, speaking, writing, and reading);
b. A knowledge and appreciation of free inquiry in the humanities, the
social sciences, the mathematical and natural sciences, and the arts;
c. A knowledge of the interdependence of the liberal arts and the
ability to integrate knowledge from the liberal arts to analyze and
synthesize ideas, information, and data;
d. The ability to discuss and debate the value of education in a free and
pluralistic society, particularly the role of intellectual and ethical
values;
e. An understanding of global and international perspectives;
f. An understanding of and respect for individual differences including
those of culture, race, gender, religion, and ethnicity, as well as
humankind's shared heritage and environment;
g. An ability to understand and respect varying points of view and the
influence of one's own and others' ethics and values;
h. An understanding of the impact of technology and its use for
gathering and communicating ideas and information;
i. An understanding of the Constitutions and histories of the United
States and Michigan;
j. An understanding of the market system for allocating resources;
k. An understanding of and respect for the role of the individual in a
free society, including the importance of individual responsibility
and respect for individual rights and values;
l. An understanding of the similarities within our culture and their
importance to the fabric of American society.
Page 1 of 7
2. Standards and Related Proficiencies for
Entry-Level Michigan Teachers
2. A commitment to student learning and achievement, including the
understanding and ability to:
a. Apply knowledge of human growth, development, and learning
theory;
b. Expand cognitive, affective, physical, and social capacities of
students for the development of the "whole person;"
c. Discern the extent to which personal belief systems and values
may affect the instructional process, e.g., love of learning; the
belief that all students can learn; the belief that all students
should be treated equitably; the role of expectations in affecting
achievement;
d. Demonstrate appropriate classroom management and
disciplinary techniques to ensure a safe and orderly
environment which is conducive to learning;
e. Plan instruction to accommodate diversity, e.g., cultural, racial,
and social diversity;
f. Plan instruction to accommodate various backgrounds of
students;
g. Use multiple approaches to appropriately assess student
abilities and needs to plan instruction;
h. Create inclusionary environments for students with exceptional
needs and abilities; and
i. Use various kinds of literacy to promote access to knowledge,
e.g.--, numeracy, graphics, printed text, computers, and
electronic media.
Page 2 of 7
3. Standards and Related Proficiencies for
Entry-Level Michigan Teachers
3. Knowledge of subject matter and pedagogy, including the
understanding and ability to:
a. Create learning environments that promote critical and higher order
thinking;
b. Help students access and use information, technology, and other
resources to become independent learners and problem solvers;
c. Use high expectations for optimal achievement to foster excellence
in all students;
d. Practice teaching as both an art and a science;
e. Integrate and transfer knowledge across subject areas and encourage
the same among students;
f. Engage students in practical activities that demonstrate the relevance
purpose, and function of subject matter; and
g. Access and use updated information and procedures.
Page 3 of 7
4. Standards and Related Proficiencies for
Entry-Level Michigan Teachers
4. The ability to manage and monitor student learning, including the
understanding and ability to:
a. Plan and use different cognitive, affective, and psychomotor
strategies to maximize learning and to accommodate differences
in the background ' learning styles, aptitudes, interests, levels of
maturity and achievement of students;
b. Use a variety of teaching methodologies and techniques, e.g.,
lectures, demonstrations, group discussions, cooperative
learning, small-group activities and how to assess one's
effectiveness in utilizing them;
c. Involve and work effectively with all support personnel to
maximize opportunities for student achievement and success;
d. Involve and work effectively with parents and/or guardians to
maximize opportunities for student achievement and success;
e. Differentiate between assessment and evaluation procedures
and use appropriate procedures; and
f. Define and accept the legal and ethical responsibilities of
teaching, e.g., student retention, corporal punishment, truancy,
child abuse, managing conflict, first aid, least restrictive
environment, health and communicable diseases.
Page 4 of 7
5. Standards and Related Proficiencies for
Entry-Level Michigan Teachers
5. The ability to systematically organize teaching practices and learn
from experiences, including the understanding and ability to:
a. Identify and use current research in both the subject field and in
other areas of practice in the profession;
b. Exercise good judgment in planning and managing time and
other resources to attain goals and objectives;
c. Maximize the use of instructional time by engaging students in
meaningful learning experiences;
d. Demonstrate an understanding of the economic, social,
political, legal, and organizational foundations and functions of
schools;
e. Accept teaching as a lifelong learning process and continue
efforts to develop and improve;
f. Interact successfully with other teachers, parents, students,
administrators, counselors, and other support personnel to
benefit students and to advance one's own professional
development;
g. Discuss and debate the evolution of education and the teacher's
role in a changing society; and
h. Engage in meaningful self-evaluation and reflect on the
professional practice of colleagues.
Page 5 of 7
6. Standards and Related Proficiencies for
Entry-Level Michigan Teachers
6. Commitment and willingness to participate in learning
communities, including the understanding and ability to:
a. Use community and home resources to enhance school
programs;
b. Design learning activities that involve representatives of
volunteer groups, civic and social organizations, and public
service agencies;
c. Demonstrate knowledge of the various communities in which
the teacher is a member, including the professional community
and local, state, national and international communities;
d. Involve professional educators, support personnel and other
stakeholders in collaborative and cooperative planning,
decision-making and implementation, to improve educational
systems at-all levels; and
e. Interact with parents to maximize the learning of students at
school, home, and in the local community.
Page 6 of 7
7. Standards and Related Proficiencies for
Entry-Level Michigan Teachers
7. An ability to use information technology to enhance learning
and to enhance personal and professional productivity.
a. Design, develop, and implement student learning
activities that integrate information technology for a
variety of student grouping strategies and diverse student
populations;
b. Identify and apply resources for staying current in
applications of information technology in education;
c. Demonstrate knowledge of uses of multi-media, hyper-
media, telecommunications, and distance learning to
support teaching/learning;
d. Demonstrate knowledge about instructional management
resources that assist in such activities as writing and
updating curriculum; creating lesson plans and tests, and
promoting, reinforcing, and organizing data regarding
student performance;
e. Use information technologies to support problem solving,
data collection, information management,
communications, presentations, and decision making
including word processing, database management,
spreadsheets, and graphic utilities;
f. Demonstrate knowledge of equitable, ethical, legal,
social, physical, and psychological issues concerning use
of information technology; and
g. Use information technology to enhance continuing
professional development as an educator.
Page 7 of 7