MSU Standards for Initial Teacher Programs

Knowledge of Content and Pedagogy

  • Has deep understanding of the major concepts and principles of the disciplines taught
  • Demonstrates extensive knowledge of the research, teaching methodologies, technologies, core learning standards, and resources specific to those disciplines
  • Possesses broad-based knowledge within and across the liberal arts 
  • Exhibits exemplary literacy and communication skills; speaks and writes English fluently, and communicates clearly and appropriately

Understanding of Learning and Development

  • Understands how children, adolescents, and adults learn and develop in a variety of school, family, and community contexts
  • Takes initiative to know each student as a unique individual who brings varied backgrounds, strengths, needs, and perspectives to learning

Instructional Planning

  • Plans culturally and linguistically responsive instruction that respects diversity of ability, age, class, ethnicity, gender, language, race, religion, sexual orientation, and life experience to support the development and academic achievement of all students 
  • Plans rigorous, developmentally-appropriate instruction that builds on evidence of students’ prior knowledge, incorporating a variety of teaching strategies to engage all students in meaningful and challenging learning 
  • Crafts lessons that encourage students to connect and apply content knowledge to authentic local or global contexts 
  • Creates, selects, or adapts curriculum and materials to plan universally designed instruction for all students
  • Creates, selects, or adapts curriculum and materials to support students’ acquisition and use of academic language related to instructional content
  • Plans lessons that foster students’ creative and critical thinking, and self-regulated learning
  • Plans lessons that appropriately monitor and assess student learning, progress, and achievement toward college and career readiness goals

Implementing Instruction

  • Provides culturally and linguistically responsive instruction that respects diversity of ability, age, class, ethnicity, gender, language, race, religion, sexual orientation, and life experience to support the development and academic achievement of all students 
  • Implements rigorous, developmentally-appropriate instruction that builds on students’ prior knowledge, using teaching strategies that engage all students in meaningful and challenging learning
  • Guides students to connect and apply content knowledge to authentic local or global contexts 
  • Enacts instruction that is universally designed to support the access of all students to meaningful and challenging learning
  • Enacts instruction that supports students’ acquisition and use of academic language related to instructional content
  • Engages students in creative and critical thinking, and fosters students’ self-regulated learning 
  • Uses multiple forms of assessment to appropriately monitor and evaluate impact on student learning, achievement and progress, toward college and career readiness goals, and to inform instruction

Learning Communities

  • Models attitudes, values, and behaviors that promote democratic practice, student participation, and collaborative learning in the classroom
  • Creates supportive and empathic learning environments that are safe spaces conducive to learning
  • Models and promotes judicious use of digital tools, content, or social networks to improve learning and engagement
  • Facilitates learning through effective, shared classroom management

Leadership and Collaboration

  • Embraces leadership roles and creates collaborative partnerships with school colleagues and other school professionals to meet the needs of all learners
  • Communicates and works with families to establish shared expectations for students and to engage families in the school community
  • Seeks and uses resources available through community and local institutions to actively build partnerships that enhance instruction and learning

Professional Dispositions

  • Demonstrates belief that all children can learn and should have equitable access to knowledge
  • Is an emerging reflective practitioner who uses research and evidence to inquire into the nature of teaching and learning and improve teaching practice
  • Demonstrates integrity, honesty, and understanding of professional ethics, roles and responsibilities, and relevant laws and policies
  • Demonstrates commitment to teaching