Section R7-2-602. Professional Teaching Standards

A.      The standards presented in this Section shall be the basis for approved teacher preparation programs, described in R7-2- 604, and the Arizona Teacher Proficiency Assessment, described in R7-2-606.

B.       Standard 1. Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. The teacher:

1.        Regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

2.        Creates developmentally appropriate instruction that takes into account individual learners’ strengths, inter- ests, and needs and that enables each learner to advance and accelerate his/her learning.

3.        Collaborates with families, communities, colleagues, and other professionals to promote learner growth and devel- opment.

4.        Understands how learning occurs – how learners con- struct knowledge, acquire skills, and develop disciplined thinking processes – and knows how to use instructional strategies that promote student learning.

5.        Understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.

6.        Identifies readiness for learning, and understands how development in any one area may affect performance in others.

7.        Understands the role of language and culture in learning and, consistent with Arizona law, knows how to modify instruction to make language comprehensible and instruc- tion relevant, accessible, and challenging.

8.        Respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.

9.        Is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.

10.     Takes responsibility for promoting learners’ growth and development.

C.      Standard 2. Learning Differences: The teacher uses under- standing of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. The teacher:

1.        Designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

2.        Makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communica- tion, assessment, and response modes) for individual stu- dents with particular learning differences or needs.

3.        Designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

4.        Brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.

5.        Incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.

6.        Accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

7.        Understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.

8.        Understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.

9.        Knows about second language acquisition processes and knows how  to incorporate  instructional strategies and resources to support language acquisition.

10.     Understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.

11.     Knows how to access information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction.

12.     Believes that all learners can achieve at high levels and persists in helping each learner reach his/her full poten- tial.

13.     Respects learners as individuals with differing personal and family backgrounds and various skills, abilities, per- spectives, talents, and interests.

14.     Makes learners feel valued and helps them learn to value each other.

15.     Values diverse languages and dialects and seeks to inte- grate them into his/her instructional practice to engage students in learning.

D.      Standard 3. Learning Environments: The teacher works with others to create environments that support individual and col- laborative learning, and that encourage positive social interac- tion, active engagement in learning, and self motivation. The teacher:

1.        Collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

2.        Develops learning experiences that engage learners in collaborative and self-directed learning and that extend

learner  interaction  with   ideas  and  people  locally  and globally.

3.        Collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

4.        Manages the learning environment to actively and equita- bly engage learners by organizing, allocating, and coordi- nating the resources of time, space, and learners’ attention.

5.        Uses a variety of methods to engage learners in evaluat- ing the learning environment and collaborates with learn- ers to make appropriate adjustments.

6.        Communicates verbally  and nonverbally in ways  that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

7.        Promotes responsible learner use of interactive technolo- gies to extend the possibilities for learning locally and globally.

8.        Intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.

9.        Understands the relationship between motivation and engagement and knows how to design learning experi- ences using strategies that build learner self-direction and ownership of learning.

10.     Knows how to help learners work productively and coop- eratively with each other to achieve learning goals.

11.     Knows how to collaborate with learners to establish and monitor elements of a safe and productive learning envi- ronment including norms, expectations, routines, and organizational structures.

12.     Understands how learner diversity can affect communica- tion and knows how to communicate effectively in differ- ing environments.

13.     Knows how to use technologies and how to guide learn- ers to apply them in appropriate, safe, and effective ways.

14.     Is committed to working with learners, colleagues, fami- lies, and communities to establish positive and supportive learning environments.

15.     Values the role of learners in promoting each other’s learning and recognizes the importance of peer relation- ships in establishing a climate of learning.

16.     Is committed to supporting learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning.

17.     Seeks to foster respectful communication among all members of the learning community.

18.     Is a thoughtful and responsive listener and observer.

E.       Standard 4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the disci- pline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. The teacher:

1.        Effectively uses multiple representations and explana- tions that capture key ideas in the discipline, guide learn- ers through learning progressions, and promote each learner’s achievement of content standards.

2.        Engages students in learning experiences in the disci- pline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

3.        Engages learners in applying methods of inquiry and standards of evidence used in the discipline.

4.        Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes con- nections to learners’ experiences.

5.        Recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.

6.        Evaluates and modifies instructional resources and cur- riculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his or her learners.

7.        Uses supplementary  resources and technologies effec- tively to ensure accessibility and relevance for all learn- ers.

8.        Creates opportunities for students to learn, practice, and master academic language in their content.

9.        Accesses school and/or district-based resources to evalu- ate the learner’s content knowledge in his or her primary language.

10.     Understands major concepts, assumptions, debates, pro- cesses of inquiry, and ways of knowing that are central to the discipline(s) he or she teaches.

11.     Understands common misconceptions in learning the dis- cipline and how to guide learners to accurate conceptual understanding.

12.     Knows and uses the academic language of the discipline and knows how to make it accessible to learners.

13.     Knows how to integrate culturally relevant content to build on learners’ background knowledge.

14.     Has a deep knowledge of student content standards and learning progressions in the discipline(s) he or she teaches.

15.     Realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolv- ing. The teacher keeps abreast of new ideas and under- standings in the field, and ensures instruction is consistent with Arizona’s adopted academic standards.

16.     Appreciates multiple perspectives within the discipline and facilitates learners’ critical analysis of these perspec- tives.

17.     Recognizes the potential of bias in his or her representa- tion of the discipline and seeks to appropriately address problems of bias.

18.     Commits to work toward each learner’s mastery of disci- plinary content and skills.

F.       Standard 5. Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collabora- tive problem  solving  related to authentic  local and global issues. The teacher:

1.        Develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disci- plinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).

2.        Engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

3.        Facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.

4.        Engages learners in questioning and challenging assump- tions and approaches in order to foster innovation and problem solving in local and global contexts.

5.        Develops learners’ communication skills in disciplinary and  interdisciplinary  contexts  by  creating  meaningful

opportunities to employ a variety of forms of communi- cation that address varied audiences and purposes.

6.        Engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

7.        Facilitates learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.

8.        Develops and implements supports for learner literacy development across content areas.

9.        Understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.

10.     Understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.

11.     Understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.

12.     Understands how to use digital and interactive technolo- gies for efficiently and effectively achieving specific learning goals.

13.     Understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.

14.     Understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learn- ing.

15.     Understands creative thinking processes and how to engage learners in producing original work.

16.     Knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.

17.     Is constantly exploring how to use disciplinary knowl- edge as a lens to address local and global issues.

18.     Values knowledge outside his/her own content area and how such knowledge enhances student learning.

19.     Values flexible learning environments that encourage learner exploration, discovery, and expression across con- tent areas.

G.      Standard 6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. The teacher:

1.        Balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

2.        Designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

3.        Works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.

4.        Engages learners in understanding and identifying quality work and provides them with effective descriptive feed- back to guide their progress toward that work.

5.        Engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

6.        Models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.

7.        Effectively uses multiple and appropriate types of assess- ment data to identify each student’s learning needs and to develop differentiated learning experiences.

8.        Prepares all learners for the demands of particular assess- ment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.

9.        Continually seeks appropriate ways to employ technol- ogy to support assessment practice both to engage learn- ers more fully and to assess and address learner needs.

10.     Understands the differences between formative and sum- mative applications of assessment and knows how and when to use each.

11.     Understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropri- ate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

12.     Knows how to analyze assessment data to understand pat- terns and gaps in learning, to guide planning and instruc- tion, and to provide meaningful feedback to all learners.

13.     Knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.

14.     Understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.

15.     Knows when and how to evaluate and report learner progress against standards.

16.     Understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.

17.     Is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.

18.     Takes responsibility for aligning instruction and assess- ment with learning goals.

19.     Is committed to providing timely and effective descrip- tive feedback to learners on their progress.

20.     Is committed to using multiple types of assessment pro- cesses to support, verify, and document learning.

21.     Is committed to making accommodations in assessments and testing conditions, especially for learners with dis- abilities and language learning needs.

22.     Is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.

H.      Standard 7. Planning for Instruction: The teacher plans instruc- tion that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curricu- lum, cross-disciplinary skills, and pedagogy, as well as knowl- edge of learners and the community context. The teacher:

1.        Individually and collaboratively selects and creates learn- ing experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

2.        Plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

3.        Develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

4.        Plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

5.        Plans collaboratively with professionals who have spe- cialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.

6.        Evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.

7.        Understands content and content standards and how these are organized in the curriculum.

8.        Understands how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content knowledge.

9.        Understands learning theory, human development, cul- tural diversity, and individual differences and how these impact ongoing planning.

10.     Understands the strengths and needs of individual learn- ers and how to plan instruction that is responsive to these strengths and needs.

11.     Knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.

12.     Knows when and how to adjust plans based on assess- ment information and learner responses.

13.     Knows when and how to access resources and collaborate with others to support student learning (e.g., special edu- cators, related service providers, language learner spe- cialists, librarians, media specialists, community organizations).

14.     Respects learners’ diverse strengths and needs and is committed to using this information to plan  effective instruction.

15.     Values planning as a collegial activity that takes into con- sideration the input of learners, colleagues, families, and the larger community.

16.     Takes professional responsibility to use short- and long- term planning as a means of assuring student learning.

17.     Believes that plans must always be open to adjustment and revision based on learner needs and changing circum- stances.

I.        Standard 8. Instructional Strategies: The teacher understands and uses a  variety of instructional  strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. The teacher:

1.        Uses appropriate strategies and resources to  adapt instruction to the needs of individuals and groups of learners.

2.        Continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.

3.        Collaborates with learners to design and implement rele- vant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.

4.        Varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

5.        Provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and perfor- mances.

6.        Engages all learners in developing higher order question- ing skills and metacognitive processes.

7.        Engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.

8.        Uses a variety of instructional strategies to support and expand learners’ communication through speaking, lis- tening, reading, writing, and other modes.

9.        Asks questions to stimulate discussion that serves differ- ent purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking pro- cesses, stimulating curiosity, and helping learners to question).

10.     Understands the cognitive processes associated with vari- ous kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memo- rization and recall) and how these processes can be stimu- lated.

11.     Knows how to apply a range of developmentally, cultur- ally, and linguistically appropriate instructional strategies to achieve learning goals.

12.     Knows when and how to use appropriate strategies to dif- ferentiate instruction and engage all learners in complex thinking and meaningful tasks.

13.     Understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.

14.     Knows how to use a wide variety of resources, including human and technological, to engage students in learning.

15.     Understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effec- tiveness.

16.     Is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.

17.     Values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication.

18.     Is committed to exploring how the use of new and emerg- ing technologies can support and promote student learn- ing.

19.     Values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.

J.        Standard 9. Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evi- dence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, fami- lies, other professionals, and the community), and adapts prac- tice to meet the needs of each learner. The teacher:

1.        Engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.

2.        Engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

3.        Independently and in collaboration with colleagues, uses a variety of data (e.g., systematic observation, informa- tion about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

4.        Actively seeks professional, community, and technologi- cal resources, within and outside the school, as supports for analysis, reflection, and problem-solving.

5.        Reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic,

gender, and learning differences to build stronger rela- tionships and create more relevant learning experiences.

6.        Advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.

7.        Understands and knows how to use a variety of self- assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/ adjustments.

8.        Knows how to use learner data to analyze practice and differentiate instruction accordingly.

9.        Understands how personal identity, worldview, and prior experience affect perceptions and expectations, and rec- ognizes how they may bias behaviors and interactions with others.

10.     Understands and adheres to laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabili- ties, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

11.     Knows how to build and implement a plan for profes- sional growth directly aligned with his/her needs as a growing professional using feedback from teacher evalu- ations and observations, data on learner performance, and school- and system-wide priorities.

12.     Takes responsibility for student learning and uses ongo- ing analysis and reflection to improve planning and prac- tice.

13.     Is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abili- ties, ways of knowing), the potential biases in these frames, and their impact on expectations for and relation- ships with learners and their families.

14.     Sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.

15.     Understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

K.      Standard 10. Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsi- bility for student learning, to collaborate with learners, fami- lies, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profes- sion. The teacher:

1.        Takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

2.        Works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learn- ers.

3.        Engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.

4.        Works collaboratively with learners and their families to establish mutual expectations and ongoing communica- tion to support learner development and achievement.

5.        Working with school colleagues, builds ongoing connec- tions with community resources to enhance student learn- ing and well being.

6.        Engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

7.        Uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.

8.        Uses and generates meaningful research on education issues and policies.

9.        Seeks appropriate opportunities to model effective prac- tice for colleagues, to lead professional learning activi- ties, and to serve in other leadership roles.

10.     Strives to meet the needs of learners and to strengthen the learning environment.

11.     Takes on leadership roles at the school, district, state, and/or national levels.

12.     Understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.

13.     Understands that alignment of family, school, and com- munity spheres of influence enhances student learning and that discontinuity in these spheres of influence inter- feres with learning.

14.     Knows how to work with other adults and has developed skills in  collaborative interaction  appropriate for both face-to-face and virtual contexts.

15.     Knows how to contribute to a common culture that sup- ports high expectations for student learning.

16.     Actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.

17.     Respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.

18.     Takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.

19.     Takes responsibility for contributing to and advancing the profession.

20.     Embraces the challenge of continuous improvement and change.

Historical Note

Former Section R7-2-602 repealed, new Section R7-2- 602 adopted effective December 4, 1978 (Supp. 78-6). Amended by adding a new subsection (B) effective August 29, 1988 (Supp. 88-3). Amended effective

December 15, 1989 (Supp. 89-4). Amended effective July

10, 1992 (Supp. 92-3). Amended effective March 6, 1997 (Supp. 97-1). Section repealed; new Section adopted effective December 3, 1998 (Supp. 98-4). Amended by exempt rulemaking at 18 A.A.R. 1029, effective Decem- ber 5, 2011 (Supp. 12-2).