SCHOOL OF EDUCATION
COLLABORATING ACADEMIC PARTNERSHIP PROGRAM
“Excellence Through Collaborative Communities of Learners”
Collaborating Academic Partnership Program
Syllabus Guidelines
The “Syllabus Guidelines” document is designed to assist instructors in developing courses to
offer for graduate credit through Aurora University’s Collaborating Academic Partnership
Program. It is organized to develop the course syllabus in a logical, concise, and instructionally
sound format to maximize acquisition of the course content and skills taught. The course
developed and approved will support the university’s belief in the “Transformative Power of
Learning”. Graduate courses should emphasize the content, pedagogical knowledge, and skills
necessary for educators to facilitate learning success for all students. The goal of the
Collaborating Academic Partnership is enhancing teacher assessment of student progress,
reflection to improve instruction, employment of a variety of appropriate instructional
techniques, addressing a wide variety of diverse learners and learning styles in a manner that
supports the continuing development of the professional educator.
The Faculty Chairs Committee and the Deans of the various Colleges have the responsibility to
approve all Aurora University courses for graduate credit. These courses and the instructors who
teach them must meet the general standards of the University as expressed in the Faculty
Handbook, the Manual of Academic Regulations, and the policies and procedures established by
the Council on Certification for the regulation of credit-bearing courses and programs of the
University.
Courses delivered and credited through the Collaborating Academic Partnership Program have
special requirements that arise from the manner by which the courses are developed, presented,
the format used, and the participants served. These requirements are imposed by the Faculty
Chairs Committee in coordination with the University’s Conceptual Framework and are in
addition to the general University requirements.
COURSE DEVELOPMENT GUIDELINES
Instructors and Partnerships are to conform to the following general guidelines as they develop
courses for submission to Aurora University.
Courses submitted for graduate credit consideration are to address important topics in
teacher staff development. Specifically, proposed courses must clearly demonstrate that they
either add to the instructional skill of the educator and/or supplement the content knowledge of
the commonly accepted K-12 curriculum.
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Blended online courses must provide the opportunity for the participants to meet face to face
with the instructor of record at convenient times and places.
The University requires the Collaborating Academic Partnership Program to provide the
same intellectually challenging content and assignments it requires of on-campus graduate
courses. Consequently, the course requirements for scholarship will be same as those expected of
the University’s master’s degree courses.
An approved syllabus is approved for a three year period; therefore, the syllabus format should
not include the instructor’s name, dates, times, or course location. The University prefers to
have a “generic” syllabus in order to share them with other Partnerships considering them for
their use.
Prior approved course syllabi must be updated and submitted to the Collaborating Academic
Partnership Program office for approval every three years in order to schedule future offerings.
When updating course syllabi, more recent references should replace those that are
outdated.
PROCEDURE FOR DEVELOPING A NEW COURSE PROPOSAL FOR APPROVAL
All submission of forms and syllabi originate with the Partnership’s Designated Contact
Person.
1. A SYLLABUS TEMPLATE is available from the partnership’s designed contact
person.
2. The use of this template assures that instructors submit their proposed syllabus using the
required course syllabus format. All new syllabi must be approved prior to the first
course offering. Upon approval and the course meetings, dates, and times are
established, the partnership’s designated contact may submit the Request to Schedule
form.
3. The Partnership’s Designated Contact Person will receive all communication from the
Collaborating Academic Partnership Program. This includes requests for syllabus
revisions, course and instructor approval notifications, and scheduling approvals. If the
syllabus needs revision prior to approval, the Collaborating Academic Partnership
Program staff will work with the Partnership to bring the syllabus into compliance with
University requirements.
When the course syllabus is approved, an electronic copy of the approval letter and the approved
syllabus will be sent to the Partnership’s Designated Contact Person. The approval letter will
include the official Aurora University course number and title assigned by the University. This
official title and course number must be used on all future course documents and
correspondence. It is the partnership’s and instructor’s responsibility to see that this edited and
approved syllabus is copied and distributed to the course participants at the first course session.
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“ EXCELLENCE THROUGH COLLABORATIVE COMMUNITIES OF LEARNERS”
AURORA UNIVERSITY SYLLABUS
Course Number: TBA
Course Title: (30 characters or less including spaces between words)
(Insert #) Semester Hours Graduate Credit
1. Catalog Description
xxxx
2. Course Overview\Course Teaching Methods
xxxx
Course Teaching Methods:
xxxx
3. Student Learning Objectives\Illinois Content & Teaching Standards Addressed
As a result of this course, the participant will be able to:

Illinois Content & Teaching Standards Addressed
(Note: In this section, identify by number and write out completely the appropriate Illinois
Content or Professional Teaching Standards that this course will cover.)
PLEASE REFER TO THE ILLINOIS PROFESSIONAL TEACHING STANDARDS
BEGINNING ON PAGE 24.
CHOOSE AND INCLUDE THE APPROPRIATE
STANDARDS ADDRESSED IN YOUR SYLLABUS. YOU MAY COPY AND PASTE THE
APPROPRIATE STANDARDS INTO YOUR SYLLABUS.

4. Units of Work\Text and Required Reading
xxxx
Text and Required Reading
xxxx
5. Class Assignments
xxxx
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6. Evaluation and Grading Procedures (Rubrics & Grading Scale Required)
Specify the grading criteria, list all items that are included in the grade, and note the percentage
or point system used to weigh them in determining the final grade. A rubric describing the
various assignments or course requirement components needed to achieve the grades of A,
B, C, and F must be included.
Please note the University does not recognize a grade of D for graduate courses.
Aurora University
College of Education
Graduate Grading System
At the end of the course, letter grades are awarded as defined:
A (4 quality points per course unit) Excellent. Denoted work that is consistently at
the highest level of achievement in a graduate college or university course.
B (3 quality points per course unit) Good. Denotes work that consistently meets the
high level of college or university standards for academic performance in a
graduate college or university course.
C (2 quality points per course unit) The lowest passing grade. Denotes work that
does not meet in all respects college or university standards for academic
performance in a graduate college or university course.
F (0 quality points per course unit) Failure. Denotes work that fails to meet the
graduate college or university standards for academic performance in a course.
7. Attendance Policy
xxxx
8. Academic Honesty and Integrity Statement
Students are expected to maintain academic honesty and integrity as students of Aurora
University by doing their own work to the best of their ability. Academic dishonesty (cheating,
fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment,
or paper. The complete academic integrity statement is found in the current graduate catalog.
9. Final Examination Policy
Indicate the final examination in detail.
xxxx
10. American Disability Act Compliance
In compliance with ADA guidelines, students who have any condition, either permanent or
temporary, which might affect their ability to perform in this course, are encouraged to inform
the instructor at the beginning of the course. Adaptations of teaching methods, class materials,
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including text and reading materials or testing, may be made as needed to provide for equitable
participation.
11. Bibliography
xxxx
PLEASE NOTE: The following Aurora University Professional Unit Conceptual
Framework and the Aurora University Sexual Misconduct Policy must be included in all
new/updated syllabi. Please copy and paste these documents into your syllabus.
Aurora University Professional Unit
Conceptual Framework
Aurora University Mission Statement:
An inclusive community dedicated to the transformative power of learning.
The Mission of the Unit:
The unit is dedicated to preparing competent and qualified professional educators who
are dedicated to excellence and continuous learning for themselves and their students.
The preparation process occurs within a collaborative environment, where the curriculum
equips our candidates with knowledge, skills, and dispositions to educate all P-12
learners. Our candidates are empowered to create and support communities where
integrity, citizenship, and reflective practice are modeled.
The Vision of the Unit:
Excellence through continuous learning communities.
Visualization of the Conceptual Framework
Organizing Concepts:
A. COLLABORATION
The unit’s goal is to produce collaborative educational professionals who understand “their
roles and responsibilities as professionals in schools that must prepare all students for
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equitable participation in a democratic society” (Darling-Hammond & Bradsford, 2005, p.
11). Many of our teacher candidates will seemingly work in isolation and view their
classrooms as their own domains. In reality, however, “Quality teaching is not an individual
accomplishment, it is the result of a collaborative culture that empowers teachers to team up
to improve student learning beyond what any of them can achieve alone” (Carroll, 2009, p.
13).
In a comprehensive study of factors that help students learn at higher levels, it was found that
collaboration among teachers was the most powerful strategy to assist with student learning.
This collaboration involved teams of educators establishing essential learnings, gathering
data as evidence of these learnings, and using the evidence to further plan and improve
instruction (Hattie, 2009). Professional collaboration occurs in all walks of the educators’
lives including collaboration with colleagues, support staff, students, parents, administrators,
and community stakeholders.
B. CURRICULUM
As foundations for successful teaching practice, research has identified “four different kinds
of knowledge essential for expert teaching: knowledge of content; pedagogical content
knowledge; general pedagogical knowledge; and knowledge of learners and learning” (Eggen
& Kauchak, 2004, p.7). The Aurora University faculty strives to combine knowledge in these
areas with current research-based practices, data-based methodologies, and technological
advances to prepare professional educator candidates to meet the varied, diverse, and
challenging needs presented by today’s educational systems. Emphasis is placed on the
inclusion of broad based knowledge in these areas into an extensive array of field and
community-based experiences designed to create optimal learning experiences.
Perhaps the most obvious of the “knowledges” essential for school professionals is
knowledge about learners and learning. Inspired by the research of Linda DarlingHammond, all professional educator candidates enrolled in the university’s licensure
programs are instructed to analyze what they are teaching and whom they are teaching. This
happens when educators reflect on how to engage and sustain learning (Linda-Darling
Hammond, 2006).
C. COMMUNITY
There is abundant research linking higher levels of student achievement to educators who
work in the collaborative culture of a professional learning community. (DuFour, 2011).
The concept of community lies at the heart of the unit’s vision. Aurora University candidates
enter an inclusive community dedicated to the transformative power of learning.
Coursework, field experiences, and internship experiences support and guide candidates as
they develop knowledge and reflective practice. Candidates develop an understanding of
their dispositions for teaching and learning pedagogy and subject matter. They champion
diversity, utilize technology to enhance communication and raise student achievement, and
exemplify the importance of working within a practitioner community (Abdul-Haqq, 1997).
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Aurora graduates enter society with the knowledge, skills and experiences to collaboratively
build professional communities of learning.
References
Abdul-Haqq (1997). Professional development schools: Weighing the evidence. Thousand Oaks,
CA: Corwin Press.
Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8-13.
Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world:
What teachers should be able to learn and be able to do. San Francisco, CA: Jossey-Bass.
Darling-Hammond, L. (2006). Powerful teacher education lessons for exemplary programs. San
Francisco, CA: Jossey-Bass.
DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61.
Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus,
OH: Pearson.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to
achievement. New York: Routledge.
DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61.
Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus,
OH: Pearson.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to
achievement. New York: Routledge.
Aurora University Sexual Misconduct Policy
Aurora University does not tolerate sexual misconduct against students, staff, faculty, or visitors,
in any form, including but not limited to: sex discrimination, sexual harassment, dating/domestic
violence, stalking, and sexual assault. The University also provides assistance for community
members reporting sexual misconduct. For additional information, including detailed definitions,
reporting options, and support resources, please see AU’s Sexual Misconduct Policy at
www.aurora.edu/sexualmisconductresources.
The University has designated the following individual to enforce the sexual misconduct policy
and to educate the community regarding reporting and prevention:
Title IX Coordinator: Shaun Neitzel, Dean of Student Life, sneitzel@aurora.edu, 630-844-6515
Confidential on-campus support and resources are provided by the following offices:
Counseling Services, mwiseman@aurora.edu, 630-844-5416, 1400 Southlawn (north entrance)
Wellness Center, cblock@aurora.edu, 630-844-5434, 1400 Southlawn (west entrance)
Chaplain, mwoolfington@aurora.edu, 630-844-6175
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RUBRIC EXAMPLES
RUBRIC FOR ONE SEMESTER HOUR GRADUATE CREDIT COURSE
Example Submitted by Waubonsee Community College
Course Number and Title: OEDP 5145 Curriculum Greening
8.
Evaluation and Grading Procedures
Grading will be based upon quality of work with components weighted a follows. Grades are
differentiated on the bases of quality. Quality alone is not a significant factor for grade
differentiation.
Course Points
Assignment #1
Assignment #2
Assignment #3
Assignment #4
Assignment #5
Assignment #6
Defining
Sustainability
Case Study
Blackboard
Participation
Blackboard
Participation
Final
Draft
Final
Presentation
15
Points
10
Points
10
Points
15
Points
15
Points
35
Points
Final Grades
A=
B=
C=
F=
Assignment One: Defining Sustainability
A
B
Actively participates in Participates in the
the Sustainability
Sustainability
Walking Tour, provides Walking Tour,
a thorough written
provides an outline
abstract on
of sustainability
sustainability inclusion inclusion in his/her
in curriculum and
curriculum and
provides constructive
makes
feedback to his/her
unconstructive
peers.
comments on peer
submissions.
15-14 Points
13-12 Points
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90 – 100 Points
89 – 79 Points
78 – 68 Points
67 – 0 Points
C
Provides an outline
of sustainability
inclusion in his/her
curriculum and does
not participate in any
blackboard
discussion.
F
Neglects to participate
in a Sustainability
Walking Tour,
provides an incomplete
assignment (or does
not submit any
assignment).
11-10 Points
9 or Less Points
Assignment Two: Case Study, Environmental Justice and Social Equity
A
B
C
F
Provides a thorough
Thoughtfully
Considers the greater Neglects to examine
examination of local
examines the local
movement but
the movement through
resources and EJ
movement in
neglects to examine
a case study. Provides
theories/concepts in
relationship to
the local movement
no reflection for
context with the case
concepts and
through case study
classroom
study provided. Uses
theories discussed
completion.
incorporation.
personal and historical
in the learning
Provides no
experiences to draw a
module. Generates reflection for
connection to the topic
clear connections to classroom
for classroom
the student
incorporation.
incorporation.
experience.
10-9 Points
8 Points
7 Points
6 or Less Points
Assignment Three: Blackboard participation, Green Economy
A
B
C
Completes all readings,
Completes all or
Provides incomplete
posts thorough responses most readings, posts responses to
to discussion questions
responses to
discussion questions
with references to
questions with few
with no references to
readings/outside sources references to the
the readings and
& provides thoughtful
readings and
provides few to no
responses to peer posts.
responds to the
responses to peer
minimum number
posts.
of peer posts.
10-9 Points
8 Points
7 Points
F
Submits incomplete,
poorly constructed
responses to discussion
questions and does not
participate in any peerto-peer feedback.
6 or Less Points
Assignment Four: Blackboard Participation, Personal Engagement and Sustainability
A
B
C
F
Completes all readings,
Completes all or
Provides incomplete Submits incomplete,
posts thorough responses most readings, posts responses to
poorly constructed
to discussion questions
responses to
discussion questions responses to discussion
with references to
questions with few
with no references to questions and does not
readings/outside sources references to the
the readings and
participate in any peer& provides thoughtful
readings and
provides few to no
to-peer feedback.
responses to peer posts.
responds to the
responses to peer
minimum number
posts.
of peer posts.
15-14 Points
13-12 Points
11-10 Points
9 or Less Points
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Assignment Five: Sustainability in the Syllabus – Draft of Final Presentation
A
B
C
F
Submits a polished draft Submits a draft of
Posts an incomplete
Submits incomplete,
of the final presentation the final
draft of the final
poorly constructed
that addresses all areas
presentation that
presentation and
draft of final
of class discussion and
addresses all or most responds to his/her
presentation and does
provides constructive
areas of class
Peer Review Partner not participate in any
feedback to multiple
discussion and
with little to no
peer-to-peer feedback.
peer posts.
provides feedback to constructive
only his/her
feedback.
assigned Peer
Review Partner.
15-14 Points
13-12 Points
11-10 Points
9 or Less Points
Assignment Six: Final Presentation
A
B
Proves a mastery of the Clearly and
course information &
concisely addresses
has a clear vision for
his/her intent to
campus-wide
include
implementation. The
sustainability in the
“A” presentation is
classroom. The “B”
dynamic, complete &
presentation is wellrehearsed and offers an
thought out,
audio and visual
complete and
representation of course addresses feedback
material.
from Blackboard
discussions.
35-31 Points
30-28 Points
C
Provides the class
with a general
overview of his/her
intent to consider
sustainability in the
classroom. The “C”
presentation is
incomplete, poorly
organized and does
not show mastery of
presented
information.
27-24 Points
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F
Fails to provide an
organized, tangible plan
for future
implementation. The
“F” presentation is
incomplete, inaccurate
and does not address
peer feedback from
Blackboard
discussions.
23 or Less Points
RUBRIC FOR TWO SEMESTER HOUR GRADUATE CREDIT COURSE
Example Submitted by Chicago Botanic Garden
Course Number and Title: OEDP 5148 Climate and Living Systems
8. Evaluation and Grading Procedures
Grading will be based upon quality of work with components weighted as follows. Grades are
differentiated on the basis of quality. Quantity alone is not a significant factor for grade
differentiation.
I.
III.
IV.
V.
10%
20%
50%
20%
Grade
Percentile
Points
A
100-90%
100-90
B
89-80%
89-80
C
79-70%
79-70
F
69-0%
69-0
10 points
Class participation
20 points
Technology Integration
50 points
Classroom Implementation and Evaluation
20 points
Presentation with supporting materials
100
Total Points
Classroom participation 10%
A
Is a prompt and
regular attendant;
stays until the
completion of the
session; participates
in group activities
and discussion by
asking questions
and offering ideas.
Completes work on
time.
10-8 Points
B
Is a prompt and
regular attendant;
arrives late or leaves
early only with the
prior notification of
the instructor;
participates in group
activities and
discussion by asking
questions and offering
ideas.
C
Participates most of
the time in group
activities and
discussion; listens
when others talk.
Attends part of the
session and
completes assigned
make-up work for
class time missed.
7-5 Points
4-3 Points
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F
Rarely participates in
group activities and
discussion; does not
listen when others are
talking; is absent
without prior
notification; does not
complete make-up
work for missed
session.
2 or Fewer Points
Technology Integration 20%
A
Participant engages actively
in BudBurst throughout the
class, including reporting
data and uploading photos
on a regular basis. Student
uses NASA data tools, usertest new BudBurst
technologies suggests
improvement, and uses as a
key component of
curriculum.
20-15 Points
B
C
F
Participant engages in
BudBurst, student
uses NASA data tools
& BudBurst, but does
not suggest
improvements.
Technology is used
moderately
effectively in the
curriculum.
Participant
sporadically
participates in
BudBurst and
NASA data tools.
Technology is in
the curriculum,
but not well
integrated with
student activities.
Participant registers
with BudBurst but
does not enter data
on any regular
basis, does not
integrate
technology into
their curriculum.
14-10 Points
9-5 Points
4 or Fewer Points
C
F
Participant
implements
activities in their
classroom, but
does not comment
on how the
activity was
received.
Participant does not
implement
activities in the
classroom.
Classroom Implementation & Evaluation 50%
A
B
Participant implements
activities in their classroom
and records clear focused
comments and notes on how
the activity was received, and
identify any changes required.
Journal entries include
additional suggestions for
implementation, changes, and
questions for class discussion.
50-35 Points
Participant
implements
activities in their
classroom. Journal
entries include
some notes on how
the activity was
received and
questions for class
discussion.
34-25 Points
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2015
24-15 Points
14 or Fewer Points
Class Presentation 20%
A
Participant presents the
results of their classroom
implementation, including
technology applications and
usability, makes relevant
and practical suggestions for
improvement and offers
student artifacts for
implementation.
20-15 Points
B
C
F
Participant presents the
results of their
classroom
implementation,
including technology
applications and
usability, makes some
suggestions for
improvement and
offers a revised lesson
plan offers student
artifacts for
implementation.
Participant presents
the results of their
classroom
implementation,
including
technology
applications and
usability, makes
some suggestions
for improvement
and offers a revised
lesson plan.
Participant’s
presentation of
implementation
is incomplete, a
revised lesson
plan is not
provided.
14-10 Points
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9-5 Points
4 or less Points
RUBRIC FOR THREE SEMESTER HOUR COURSE
Example submitted by: DuPage Area Occupational Education System
Course # and Title: OEDS 5612 Work Place Skills/Clsrm App
8. Evaluation and Grading Procedures:
Grading will be based upon quality of work with components weighted as follows:



Class Participation
Daily Reflections
Final Paper
15% or 30 points
35% or 70 points
50% or 100 points
200 points total
Grades are differentiated on the basis of quality of the daily reflections and Final Paper. Quantity
alone is not a significant factor for grade differentiation.
Grade
Percentile
Points
A
100-90%
200-180
B
89-80%
179-160
C
79-70%
159-140
F
69-0%
139-0
I. Classroom Participation
A
B
Is a prompt and
Is a prompt and
regular attendant;
regular attendant;
participates actively
participates actively
and regularly in group and regularly in group
work by offering
work by offering
ideas and asking
ideas and asking
questions; contributes questions; listens
in team activities:
when others talk, both
in groups and in class:
30-27 Points
26-24 Points
C
Generally participates
in group work by
offering ideas and
asking questions;
makes fair
contributions to class;
listens when others
talk, both in groups
and in class:
23-21 Points
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F
Minimal participation
in group work by
offering ideas and
asking questions;
occasionally listens
when others talk, both
in groups and in class;
disrupts the class with
private conversations:
20 or Less Points
II. Daily Reflections
A
Daily reflection
includes response to
classroom instruction
and identification of
new skill, concept,
and/or attitude to be
included in final
paper. Daily
reflection
demonstrates that time
and effort were put
forth:
70-63 Points
III. Final Paper
A
Final paper is
complete, well written
and organized. It
includes one fully
developed unit of
instructional strategy.
It contains evidence
of collateral reading
and use of multiple
sources of
information. It is
relevant to student’s
professional work
100-90 Points
B
Reflection includes
adequate response to
daily session, but may
lack supporting detail
and or understanding
of skill, concept, etc.
learned. Daily
reflection
demonstrates that time
and effort was put
forth.
C
Reflection includes
adequate response to
daily session, but may
lack supporting detail
and or understanding
of skill, concept, etc.
learned. Daily
reflection
demonstrates that
minimal time and
effort were put forth.
62-56 Points
55-49 Points
48 or Less Points
B
Final paper is
complete, well written
and organized. It
includes one fully
developed unit of
instructional strategy.
It contains some
evidence of collateral
reading and use of
multiple sources of
information. It is
relevant to student’s
professional work.
89-80 Points
C
Final paper is
complete, well written
and organized. It
includes one fully
developed unit of
instructional strategy.
It contains limited
evidence of collateral
reading and use of
multiple sources of
information. It is
relevant to student’s
professional work
79-70 Points
F
Final paper is poorly
written or incomplete:
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2015
F
Daily reflection is
incomplete or poorly
written:
69 or Less Points
DO NOT INCLUDE THE FOLLOWING PAGES IN YOUR SYLLABUS
These pages are intended for more detailed information and reference purposes.
INSTRUCTIONS FOR PREPARING NEW AND UPDATING COURSE SYLLABI
Font:
Times New Roman 12
Margins:
1 inch, top, bottom, left and right.
Utilizing the above syllabus template will allow partnership instructors to insert the required
information under each component. Note that some specific wording is already provided in
the template, which you may cut and paste into the proposed syllabus which may be cut
and pasted into the proposed syllabus.
Syllabi submitted must follow the syllabus template (as shown on page 1) and be complete and
fully integrated into one document. Instructors are to submit proposed course syllabi online in
Microsoft Word format only to the Partnership Designated Contact Person They are not to
forward syllabi to the University directly. The Partnership’s Designated Contact Person will
submit all new or updated course syllabi via email to Whitney Warren, Program Coordinator, at
welder@aurora.edu in MS Word format ONLY.
All new or updated proposed syllabi must be accompanied by the New And/0r Updated Course
Proposal form online at http://www.aurora.edu/capp/course-proposal.html
Please submit a proposed 30-character (including spaces) or less title with the course content as
the first word. Whenever possible, the University will assign the title that the Partnership has
proposed. However, this may not always be possible for a number of reasons; consequently, we
reserve the right to alter the proposed course title. When the course is approved, the University
will send the Partnership’s Designated Contact Person a copy of the edited syllabus with the
University-approved course number and title affixed to the syllabus copy. The Aurora
University approved syllabus is the official course syllabus which should be duplicated and
provided to participants at the first course session.
Please note that there is no mention in these guidelines of the instructor’s name, the dates, times,
nor the location of the course. Due dates of assignments are also not included in the syllabus.
The School of Education prefers to have a “generic” syllabus.
Approved course syllabi must be resubmitted for update at least every three years. The updates
need to be submitted for approval and filed with the Collaborating Academic Partnership
Program office. After approval, electronic copies of the updated syllabus will be returned to the
Collaborating Academic Partnership’s designated contact person. That person will provide an
electronic copy to the appropriate instructor.
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REQUIRED SYLLABUS COMPONENTS WITH PROPER FORMAT
1.
Catalog Description
The catalog description is routinely supplied to school districts and other universities;
consequently, it should be descriptive but brief. Try to capture the essence of the course’s
intent and avoid “cute” or “off-beat” descriptions. This will assist individuals in getting prior
approval to take this particular course. This should be limited to no more than 50 words and/or
three to four sentences.
2.
Course Overview\Course Teaching Methods
Include the intended audience, type of classroom issues that are addressed, and larger issues in
the disciplines and pedagogy of teaching. This will assist prospective participants, their
principals, and superintendents to determine whether the course meets degree, certificate, and/or
other professional needs. Include an explanation of how the material will be taught. List or
discuss what technology will be utilized, guest lecturers, or onsite interactions will take place.
3. Student Learning Objectives\Illinois Content or Teaching Standard Addressed
At least one objective should be devoted to classroom applications of course content. Also list
here the appropriate Illinois content or teaching standards that the course will address Please
use this wording below and list objectives as follows:
As a result of this course participants will be able to: (List as bullet items)

Objectives of the course should be stated in learner-centered, measurable terms, and should
allude to terms based on Bloom’s taxonomy of educational objectives. The elements of analysis,
synthesis, and evaluation, in addition to basic level elements of knowledge, comprehension, and
application should be evident in the course objectives
Illinois content or Teaching Standard Addressed
In this section, identify by number and write out completely the appropriate Illinois Content
or Professional Teaching Standards that this course will address.
PLEASE REFER TO THE ILLINOIS PROFESSIONAL TEACHING STANDARDS
BEGINNING ON PAGE 24.
CHOOSE AND INCLUDE THE APPROPRIATE
STANDARDS ADDRESSED IN YOUR SYLLABUS. YOU MAY COPY AND PASTE THE
APPROPRIATE STANDARDS INTO YOUR SYLLABUS.
4. Units of Work\Text and Required Readings
This format requires that units of work/session/topics covered be clearly stated so course
participants can plan their time and prepare adequately in advance. Include a topical outline and
generic schedule. Do not list specific days of the week or dates, rather refer to sessions; i.e.,
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Session 1, Session 2, etc. The instructor may distribute a separate schedule with specific dates
and times as an addendum to the syllabus.
Text and Required Readings
Include here required text and reading materials that will be utilized in this course.
5. Class Assignments
List specific assignments and course requirements without due dates in order to maintain the
“generic” nature of the syllabus. Include a clear delineation of the components of the each
assignment and be specific as to expectations. What is expected in terms of participant’s
outcomes; i.e., “a five-page paper on a topic selected by the student and approved by the
instructor to contain at least five outside sources...etc., or a group presentation to the class
members that involves course participants in a learning endeavor demonstrating a learning
strategy discussed in the course,” etc.
Professional Research Expectation: Three-semester hour graduate courses must include at least
one unit of work based on primary or secondary research related to the course. This must
consist of at least one written out-of-class assignment implemented through means generally
accepted in the educational disciplines. Thoughtful written assignments based on graduate level
readings are required to some extent for all courses. The university expects and will evaluate all
course submissions based on the rigor of the course content and the understanding that the course
provides graduate credit. The more credit hours the course offers, the greater should be the
demands in terms of course expectations.
6. Evaluation and Grading Procedures (Rubrics and Grading Scale Are Required)
Specify the grading criteria, list all items that are included in the grade, and note the percentage
or point system used to weigh them in determining the final grade. A rubric describing the
various assignments or course requirement components needed to achieve the grades of A,
B, C, and F must be included.
Please note the University does not recognize a grade of D for graduate courses.
Criteria for grades must be qualitative as well as quantitative and must be stated in the grading
criteria. For example:
Grading will be based upon quality of work with components weighted as follows.
Grades are differentiated on the basis of quality. Quantity alone is not a significant factor
for grade differentiation.
Please include a copy of the following Aurora University Graduate Grading System in this
section of the syllabus.
Aurora University
College of Education
Graduate Grading System
At the end of the course, letter grades are awarded as defined:
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A (4 quality points per course unit) Excellent. Denoted work that is consistently at
the highest level of achievement in a graduate college or university course.
B (3 quality points per course unit) Good. Denotes work that consistently meets the
high level of college or university standards for academic performance in a
graduate college or university course.
C (2 quality points per course unit) The lowest passing grade. Denotes work that
does not meet in all respects college or university standards for academic
performance in a graduate college or university course.
F (0 quality points per course unit) Failure. Denotes work that fails to meet the
graduate college or university standards for academic performance in a course.
Providing this policy to participants helps them understand that the standards for grading arise
from the University’s commitment to excellence in graduate education, as well as from the
instructor’s own standards.
Note: No more than 45% of the course grade for a one-semester hour course of graduate credit
can be based on a combination of attendance, participation and reflective journaling. A twosemester hour course cannot have more than 35% of the final course grade based on this
combination. A three-semester hour course cannot have more than 25% of the final grade
impacted by attendance, participation, and reflective endeavors
Collaborating Academic Partnership Program instructors are not authorized to give a
grade of Incomplete. In special circumstances, (serious illness, accident, or other catastrophic
occurrence) beyond the participant’s control, the instructor should discuss the circumstances
requiring absence and alternatives for possible make-up, with the designated partnership’s
contact person, and with the Chair of the Collaborating Academic Partnership Program for
concurrence. A Petition for a Grade of Incomplete form is then sent to the partnership for
completion by the instructor and the student and returned to Aurora University for approval.
7.
Attendance Policy
Course participants are required to attend all course sessions in their entirety and to engage in
class discussions, small group activities, and experiential group exercises and projects. Provide
an explicit policy that includes expectations and consequences. Attendance policies need to
begin with the assumption that attendance at all course sessions is essential, yet address what
happens if an absence occurs. The policy needs to be academically defensible, equitable, and
workable. However, a participant missing more than 20% of the scheduled course time is
encouraged to withdraw from the course. Withdraw from a course due to absence will not result
in a tuition refund. One hour graduate courses require attendance at all course sessions.
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8. Academic Honesty and Integrity Statement
Students are expected to maintain academic honesty and integrity as students at Aurora
University by doing their own work to the best of their ability. Academic dishonesty (cheating,
fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment,
or paper. The complete academic integrity statement is found in the current graduate catalog.
9. Final Examination Policy
A final examination or a culminating activity is required for all Collaborating Academic
Partnership Program courses. This may be a written, in-class examination, an authentic
assessment, a performance assessment, a project, an oral report, or demonstration. The
culminating activity should provide an opportunity for synthesis of the course material. Please
reiterate the culminating activity here and in the class assignments section.
10. American Disability Act Compliance
In compliance with ADA guidelines, students who have any condition, either permanent or
temporary, which might affect their ability to perform in this course, are encouraged to inform
the instructor at the beginning of the course. Adaptations of teaching methods, class materials,
including text and reading materials or testing, may be made as needed to provide for equitable
participation.
11. Bibliography
Include both recommended readings during the course and items for future references and
continued study. Provide information as well as full bibliographic citations. For unpublished
items, provide phone numbers, addresses, or contact persons for ordering. For items from
databases, such as ERIC, provide document numbers or other information needed for ordering or
retrieval. For updated course syllabi, more recent references should replace those that are
outdated.
PLEASE NOTE: The following Aurora University Professional Unit Conceptual
Framework and the Aurora University Sexual Misconduct Policy must be included in all
new/updated syllabi. Please copy and paste these documents into your syllabus.
Aurora University Professional Unit
Conceptual Framework
Aurora University Mission Statement:
An inclusive community dedicated to the transformative power of learning.
The Mission of the Unit:
The unit is dedicated to preparing competent and qualified professional educators who
are dedicated to excellence and continuous learning for themselves and their students.
The preparation process occurs within a collaborative environment, where the curriculum
equips our candidates with knowledge, skills, and dispositions to educate all P-12
learners. Our candidates are empowered to create and support communities where
integrity, citizenship, and reflective practice are modeled.
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The Vision of the Unit:
Excellence through continuous learning communities.
Visualization of the Conceptual Framework
Organizing Concepts:
D. COLLABORATION
The unit’s goal is to produce collaborative educational professionals who understand “their
roles and responsibilities as professionals in schools that must prepare all students for
equitable participation in a democratic society” (Darling-Hammond & Bradsford, 2005, p.
11). Many of our teacher candidates will seemingly work in isolation and view their
classrooms as their own domains. In reality, however, “Quality teaching is not an individual
accomplishment, it is the result of a collaborative culture that empowers teachers to team up
to improve student learning beyond what any of them can achieve alone” (Carroll, 2009, p.
13).
In a comprehensive study of factors that help students learn at higher levels, it was found that
collaboration among teachers was the most powerful strategy to assist with student learning.
This collaboration involved teams of educators establishing essential learnings, gathering
data as evidence of these learnings, and using the evidence to further plan and improve
instruction (Hattie, 2009). Professional collaboration occurs in all walks of the educators’
lives including collaboration with colleagues, support staff, students, parents, administrators,
and community stakeholders.
E. CURRICULUM
As foundations for successful teaching practice, research has identified “four different kinds
of knowledge essential for expert teaching: knowledge of content; pedagogical content
knowledge; general pedagogical knowledge; and knowledge of learners and learning” (Eggen
& Kauchak, 2004, p.7). The Aurora University faculty strives to combine knowledge in these
areas with current research-based practices, data-based methodologies, and technological
advances to prepare professional educator candidates to meet the varied, diverse, and
challenging needs presented by today’s educational systems. Emphasis is placed on the
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inclusion of broad based knowledge in these areas into an extensive array of field and
community-based experiences designed to create optimal learning experiences.
Perhaps the most obvious of the “knowledges” essential for school professionals is
knowledge about learners and learning. Inspired by the research of Linda DarlingHammond, all professional educator candidates enrolled in the university’s licensure
programs are instructed to analyze what they are teaching and whom they are teaching. This
happens when educators reflect on how to engage and sustain learning (Linda-Darling
Hammond, 2006).
F. COMMUNITY
There is abundant research linking higher levels of student achievement to educators who
work in the collaborative culture of a professional learning community. (DuFour, 2011).
The concept of community lies at the heart of the unit’s vision. Aurora University candidates
enter an inclusive community dedicated to the transformative power of learning.
Coursework, field experiences, and internship experiences support and guide candidates as
they develop knowledge and reflective practice. Candidates develop an understanding of
their dispositions for teaching and learning pedagogy and subject matter. They champion
diversity, utilize technology to enhance communication and raise student achievement, and
exemplify the importance of working within a practitioner community (Abdul-Haqq, 1997).
Aurora graduates enter society with the knowledge, skills and experiences to collaboratively
build professional communities of learning.
References
Abdul-Haqq (1997). Professional development schools: Weighing the evidence. Thousand Oaks,
CA: Corwin Press.
Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8-13.
Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world:
What teachers should be able to learn and be able to do. San Francisco, CA: Jossey-Bass.
Darling-Hammond, L. (2006). Powerful teacher education lessons for exemplary programs. San
Francisco, CA: Jossey-Bass.
DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61.
Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus,
OH: Pearson.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to
achievement. New York: Routledge.
DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61.
Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus,
OH: Pearson.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to
achievement. New York: Routledge.
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Aurora University Sexual Misconduct Policy
Aurora University does not tolerate sexual misconduct against students, staff, faculty, or visitors,
in any form, including but not limited to: sex discrimination, sexual harassment, dating/domestic
violence, stalking, and sexual assault. The University also provides assistance for community
members reporting sexual misconduct. For additional information, including detailed definitions,
reporting options, and support resources, please see AU’s Sexual Misconduct Policy at
www.aurora.edu/sexualmisconductresources.
The University has designated the following individual to enforce the sexual misconduct policy
and to educate the community regarding reporting and prevention:
Title IX Coordinator: Shaun Neitzel, Dean of Student Life, sneitzel@aurora.edu, 630-844-6515
Confidential on-campus support and resources are provided by the following offices:
Counseling Services, mwiseman@aurora.edu, 630-844-5416, 1400 Southlawn (north entrance)
Wellness Center, cblock@aurora.edu, 630-844-5434, 1400 Southlawn (west entrance)
Chaplain, mwoolfington@aurora.edu, 630-844-6175
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CHOOSE THE ILLINOIS PROFESSIONAL TEACHING STANDARDS YOUR COURSE
WILL COVER AND FOLLOW THE DIRECTIONS IN SECTION 3 OF THE SYLLABUS
TEMPLATE. YOU MAY COPY AND PASTE THE APPROPRIATE STANDARDS INTO
YOUR SYLLABUS. PLEASE DO NOT INCLUDE THESE PAGES IN YOUR SYLLABUS
SUBMISSION. THEY ARE FOR YOUR REFERNECE ONLY.
Section 24.130 The Illinois Professional Teaching Standards
Beginning July 1, 2013
No later than July 1, 2013, all approved teacher preparation programs shall submit the course of
study for that program with evidence that the program’s or course’s content is congruent with the
standards identified in this Section. An application for approval of a new preparation program or
course of study submitted on or after November 1, 2010, shall provide evidence of congruence
with the standards identified in this Section. No later than September 1, 2013, the assessment of
professional teaching (APT) required for the issuance of an initial teaching certificate under 23
Ill. Adm. Code 25.720 (Certification) shall be based on the standards set forth in this Section.
Standard One | Teaching Diverse Students
The competent teacher understands the diverse characteristics and abilities of each student and
how individuals develop and learn within the context of their social, economic, cultural,
linguistic, and academic experiences. The teacher uses these experiences to create instructional
opportunities that maximize student learning.
Knowledge Indicators – The competent teacher:
A. understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status,
special education, gifted, English language learners (ELL), sexual orientation, gender, gender
identity) and the assets that each student brings to learning across the curriculum;
B. understands how each student constructs knowledge, acquires skills, and develops effective
and efficient critical thinking and problem-solving capabilities;
C. understands how teaching and student learning are influenced by development (physical,
social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic
circumstances and diversity within the community;
D. understands the impact of cognitive, emotional, physical, and sensory disabilities on learning
and communication pursuant to the Individuals with Disabilities Education Improvement Act
(also referred to as “IDEA”) (20 USC 1400 et seq.), its implementing regulations (34 CFR 300;
2006), Article 14 of the School Code [105 ILCS 5/Art.14] and 23 Ill. Adm. Code 226 (Special
Education);
E. understands the impact of linguistic and cultural diversity on learning and communication;
F. understands his or her personal perspectives and biases and their effects on one’s teaching;
and
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G. understands how to identify individual needs and how to locate and access technology,
services, and resources to address those needs.
Performance Indicators – The competent teacher:
A. analyzes and uses student information to design instruction that meets the diverse needs of
students and leads to ongoing growth and achievement;
B. stimulates prior knowledge and links new ideas to already familiar ideas and experiences;
C. differentiates strategies, materials, pace, levels of complexity, and language to introduce
concept and principles so that they are meaningful to students at varying levels of development
and to students with diverse learning needs;
D. facilitates a learning community in which individual differences are respected; and
E. uses information about students’ individual experiences, families, cultures, and communities
to create meaningful learning opportunities and enrich instruction for all students.
Standard Two | Content Area and Pedagogical Knowledge
The competent teacher has in-depth understanding of content area knowledge that includes
central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The
teacher creates meaningful learning experiences for each student based upon interactions among
content area and pedagogical knowledge, and evidence-based practice.
Knowledge Indicators – The competent teacher:
A. understands theories and philosophies of learning and human development as they relate to
the range of students in the classroom;
B. understands major concepts, assumptions, debates, and principles; processes of inquiry; and
theories that are central to the disciplines;
C. understands the cognitive processes associated with various kinds of learning (e.g., critical
and creative thinking, problem-structuring and problem-solving, invention, memorization, and
recall) and ensures attention to these learning processes so that students can master content
standards;
D. understands the relationship of knowledge within the disciplines to other content areas and to
life applications;
E. understands how diverse student characteristics and abilities affect processes of inquiry and
influence patterns of learning;
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F. knows how to access the tools and knowledge related to latest findings (e.g., research,
practice, methodologies) and technologies in the disciplines;
G. understands the theory behind and the process for providing support to promote learning
when concepts and skills are first being introduced; and
H. understands the relationship among language acquisition (first and second), literacy
development, and acquisition of academic content and skills.
Performance Indicators – The competent teacher:
A. evaluates teaching resources and materials for appropriateness as related to curricular content
and each student’s needs;
B. uses differing viewpoints, theories, and methods of inquiry in teaching subject matter
concepts;
C. engages students in the processes of critical thinking and inquiry and addresses standards of
evidence of the disciplines;
D. demonstrates fluency in technology systems, uses technology to support instruction and
enhance student learning, and designs learning experiences to develop student skills in the
application of technology appropriate to the disciplines;
E. uses a variety of explanations and multiple representations of concepts that capture key ideas
to help each student develop conceptual understanding and address common misunderstandings;
F. facilitates learning experiences that make connections to other content areas and to life
experiences;
G. designs learning experiences and utilizes assistive technology and digital tools to provide
access to general curricular content to individuals with disabilities;
H. adjusts practice to meet the needs of each student in the content areas; and
I. applies and adapts an array of content area literacy strategies to make all subject matter
accessible to each student.
Standard Three | Planning for Differentiated Instruction
The competent teacher plans and designs instruction based on content area knowledge, diverse
student characteristics, student performance data, curriculum goals, and the community context.
The teacher plans for ongoing student growth and achievement.
Knowledge Indicators – The competent teacher:
A. understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum
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development process, content, learning theory, assessment, and student development and knows
how to incorporate this knowledge in planning differentiated instruction;
B. understands how to develop short- and long-range plans, including transition plans, consistent
with curriculum goals, student diversity, and learning theory;
C. understands cultural, linguistic, cognitive, physical, and social and emotional differences, and
considers the needs of each student when planning instruction;
D. understands when and how to adjust plans based on outcome data, as well as student needs,
goals, and responses;
E. understands the appropriate role of technology, including assistive technology, to address
student needs, as well as how to incorporate contemporary tools and resources to maximize
student learning;
F. understands how to co-plan with other classroom teachers, parents or guardians,
paraprofessionals, school specialists, and community representatives to design learning
experiences; and
G. understands how research and data guide instructional planning, delivery, and adaptation.
Performance Indicators – The competent teacher:
A. establishes high expectations for each student’s learning and behavior;
B. creates short-term and long-term plans to achieve the expectations for student learning;
C. uses data to plan for differentiated instruction to allow for variations in individual learning
needs;
D. incorporates experiences into instructional practices that relate to a student’s current life
experiences and to future life experiences;
E. creates approaches to learning that are interdisciplinary and that integrate multiple content
areas;
F. develops plans based on student responses and provides for different pathways based on
student needs;
G. accesses and uses a wide range of information and instructional technologies to enhance a
student’s ongoing growth and achievement;
H. when planning instruction, addresses goals and objectives contained in plans developed under
Section 504 of the Rehabilitation Act of 1973 (29 USC 794), individualized education programs
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(IEP) (see 23 Ill. Adm. Code 226 (Special Education)) or individual family service plans (IFSP)
(see 23 Ill. Adm. Code 226 and 34 CFR 300.24; 2006);
I. works with others to adapt and modify instruction to meet individual student needs; and
J. develops or selects relevant instructional content, materials, resources, and strategies (e.g.,
project-based learning) for differentiating instruction.
Standard Four | Learning Environment
The competent teacher structures a safe and healthy learning environment that facilitates cultural
and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction,
mutual respect, active engagement, academic risk-taking, self-motivation, and personal goalsetting.
Knowledge Indicators – The competent teacher:
A. understands principles of and strategies for effective classroom and behavior management;
B. understands how individuals influence groups and how groups function in society;
C. understands how to help students work cooperatively and productively in groups;
D. understands factors (e.g., self-efficacy, positive social interaction) that influence motivation
and engagement;
E. knows how to assess the instructional environment to determine how best to meet a student’s
individual needs;
F. understands laws, rules, and ethical considerations regarding behavior intervention planning
and behavior management (e.g., bullying, crisis intervention, physical restraint);
G. knows strategies to implement behavior management and behavior intervention planning to
ensure a safe and productive learning environment; and
H. understands the use of student data (formative and summative) to design and implement
behavior management strategies.
Performance Indicators – The competent teacher:
A. creates a safe and healthy environment that maximizes student learning;
B. creates clear expectations and procedures for communication and behavior and a physical
setting conducive to achieving classroom goals;
C. uses strategies to create a smoothly functioning learning community in which students
assume responsibility for themselves and one another, participate in decision-making, work
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collaboratively and independently, use appropriate technology, and engage in purposeful
learning activities;
D. analyzes the classroom environment and makes decisions to enhance cultural and linguistic
responsiveness, mutual respect, positive social relationships, student motivation, and classroom
engagement;
E. organizes, allocates, and manages time, materials, technology, and physical space to provide
active and equitable engagement of students in productive learning activities;
F. engages students in and monitors individual and group-learning activities that help them
develop the motivation to learn;
G. uses a variety of effective behavioral management techniques appropriate to the needs of all
students that include positive behavior interventions and supports;
H. modifies the learning environment (including the schedule and physical arrangement) to
facilitate appropriate behaviors and learning for students with diverse learning characteristics;
and
I. analyzes student behavior data to develop and support positive behavior.
Standard Five | Instructional Delivery
The competent teacher differentiates instruction by using a variety of strategies that support
critical and creative thinking, problem-solving, and continuous growth and learning. This teacher
understands that the classroom is a dynamic environment requiring ongoing modification of
instruction to enhance learning for each student.
Knowledge Indicators – The competent teacher:
A. understands the cognitive processes associated with various kinds of learning;
B. understands principles and techniques, along with advantages and limitations, associated with
a wide range of evidence-based instructional practices;
C. knows how to implement effective differentiated instruction through the use of a wide variety
of materials, technologies, and resources;
D. understands disciplinary and interdisciplinary instructional approaches and how they relate to
life and career experiences;
E. knows techniques for modifying instructional methods, materials, and the environment to
facilitate learning for students with diverse learning characteristics;
F. knows strategies to maximize student attentiveness and engagement;
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G. knows how to evaluate and use student performance data to adjust instruction while teaching;
and
H. understands when and how to adapt or modify instruction based on outcome data, as well as
student needs, goals, and responses.
Performance Indicators – The competent teacher:
A. uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage
students in active learning opportunities that promote the development of critical and creative
thinking, problem-solving, and performance capabilities;
B. monitors and adjusts strategies in response to feedback from the student;
C. varies his or her role in the instructional process as instructor, facilitator, coach, or audience in
relation to the content and purposes of instruction and the needs of students;
D. develops a variety of clear, accurate presentations and representations of concepts, using
alternative explanations to assist students’ understanding and presenting diverse perspectives to
encourage critical and creative thinking;
E. uses strategies and techniques for facilitating meaningful inclusion of individuals with a range
of abilities and experiences;
F. uses technology to accomplish differentiated instructional objectives that enhance learning for
each student;
G. models and facilitates effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning;
H. uses student data to adapt the curriculum and implement instructional strategies and materials
according to the characteristics of each student;
I. uses effective co-planning and co-teaching techniques to deliver instruction to all students;
J. maximizes instructional time (e.g., minimizes transitional time); and
K. implements appropriate evidence-based instructional strategies.
Standard Six | Reading, Writing, and Oral Communication
The competent teacher has foundational knowledge of reading, writing, and oral communication
within the content area and recognizes and addresses student reading, writing, and oral
communication needs to facilitate the acquisition of content knowledge.
Knowledge Indicators – The competent teacher:
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A. understands appropriate and varied instructional approaches used before, during, and after
reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and
strategy use in the content areas;
B. understands that the reading process involves the construction of meaning through the
interactions of the reader's background knowledge and experiences, the information in the text,
and the purpose of the reading situation;
C. understands communication theory, language development, and the role of language in
learning;
D. understands writing processes and their importance to content learning;
E. knows and models standard conventions of written and oral communications;
F. recognizes the relationships among reading, writing, and oral communication and understands
how to integrate these components to increase content learning;
G. understands how to design, select, modify, and evaluate a wide range of materials for the
content areas and the reading needs of the student;
H. understands how to use a variety of formal and informal assessments to recognize and address
the reading, writing, and oral communication needs of each student; and
I. knows appropriate and varied instructional approaches, including those that develop word
knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.
Performance Indicators – The competent teacher:
A. selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online
resources appropriate to the content areas and the reading needs and levels of each student
(including ELLs, and struggling and advanced readers);
B. uses assessment data, student work samples, and observations from continuous monitoring
of student progress to plan and evaluate effective content area reading, writing, and oral
communication instruction;
C. facilitates the use of appropriate word identification and vocabulary strategies to develop each
student’s understanding of content;
D. teaches fluency strategies to facilitate comprehension of content;
E. uses modeling, explanation, practice, and feedback to teach students to monitor and apply
comprehension strategies independently, appropriate to the content learning;
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F. teaches students to analyze, evaluate, synthesize, and summarize information in single texts
and across multiple texts, including electronic resources;
G. teaches students to develop written text appropriate to the content areas that utilizes
organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and
standard conventions (e.g., punctuation, grammar);
H. integrates reading, writing, and oral communication to engage students in content learning;
I. works with other teachers and support personnel to design, adjust, and modify instruction to
meet students’ reading, writing, and oral communication needs; and
J. stimulates discussion in the content areas for varied instructional and conversational purposes.
Standard Seven | Assessment
The competent teacher understands and uses appropriate formative and summative
assessments for determining student needs, monitoring student progress, measuring student
growth, and evaluating student outcomes. The teacher makes decisions driven by data about
curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Knowledge Indicators – The competent teacher:
A. understands the purposes, characteristics, and limitations of different types of assessments,
including standardized assessments, universal screening, curriculum-based assessment, and
progress monitoring tools;
B. understands that assessment is a means of evaluating how students learn and what they know
and are able to do in order to meet the Illinois Learning Standards;
C. understands measurement theory and assessment-related issues, such as validity, reliability,
bias, and appropriate and accurate scoring;
D. understands current terminology and procedures necessary for the appropriate analysis and
interpretation of assessment data;
E. understands how to select, construct, and use assessment strategies and instruments for
diagnosis and evaluation of learning and instruction;
F. knows research-based assessment strategies appropriate for each student;
G. understands how to make data-driven decisions using assessment results to adjust practices to
meet the needs of each student;
H. knows legal provisions, rules, and guidelines regarding assessment and assessment
accommodations for all student populations; and
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I. knows assessment and progress monitoring techniques to assess the effectiveness of instruction
for each student.
Performance Indicators – The competent teacher:
A. uses assessment results to determine student performance levels, identify learning targets,
select appropriate research-based instructional strategies, and implement instruction to enhance
learning outcomes;
B. appropriately uses a variety of formal and informal assessments to evaluate the understanding,
progress, and performance of an individual student and the class as a whole;
C. involves students in self-assessment activities to help them become aware of their strengths
and needs and encourages them to establish goals for learning;
D. maintains useful and accurate records of student work and performance;
E. accurately interprets and clearly communicates aggregate student performance data to
students, parents or guardians, colleagues, and the community in a manner that complies with the
requirements of the Illinois School Student Records Act [105 ILCS 10], 23 Ill. Adm. Code 375
(Student Records), the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g)
and its implementing regulations (34 CFR 99; December 9, 2008);
F. effectively uses appropriate technologies to conduct assessments, monitor performance, and
assess student progress;
G. collaborates with families and other professionals involved in the assessment of each student;
H. uses various types of assessment procedures appropriately, including making
accommodations for individual students in specific contexts; and
I. uses assessment strategies and devices that are nondiscriminatory, and take into consideration
the impact of disabilities, methods of communication, cultural background, and primary
language on measuring knowledge and performance of students.
Standard Eight | Collaborative Relationships
The competent teacher builds and maintains collaborative relationships to foster cognitive,
linguistic, physical, and social and emotional development. This teacher works as a team
member with professional colleagues, students, parents or guardians, and community members.
Knowledge Indicators – The competent teacher:
A. understands schools as organizations within the larger community context;
B. understands the collaborative process and the skills necessary to initiate and carry out that
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process;
C. collaborates with others in the use of data to design and implement effective school
interventions that benefit all students;
D. understands the benefits, barriers, and techniques involved in parent and family
collaborations;
E. understands school- and work-based learning environments and the need for collaboration
with all organizations (e.g., businesses, community agencies, nonprofit organizations) to enhance
student learning;
F. understands the importance of participating on collaborative and problem-solving teams to
create effective academic and behavioral interventions for all students;
G. understands the various models of co-teaching and the procedures for implementing them
across the curriculum;
H. understands concerns of families of students with disabilities and knows appropriate strategies
to collaborate with students and their families in addressing these concerns; and
I. understands the roles and the importance of including students with disabilities, as appropriate,
and all team members in planning individualized education programs (i.e, IEP, IFSP, Section
504 plan) for students with disabilities.
Performance Indicators – The competent teacher:
A. works with all school personnel (e.g., support staff, teachers, paraprofessionals) to develop
learning climates for the school that encourage unity, support a sense of shared purpose, show
trust in one another, and value individuals;
B. participates in collaborative decision-making and problem-solving with colleagues and other
professionals to achieve success for all students;
C. initiates collaboration with others to create opportunities that enhance student learning;
D. uses digital tools and resources to promote collaborative interactions;
E. uses effective co-planning and co-teaching techniques to deliver instruction to each student;
F. collaborates with school personnel in the implementation of appropriate assessment and
instruction for designated students;
G. develops professional relationships with parents and guardians that result in fair and equitable
treatment of each student to support growth and learning;
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H. establishes respectful and productive relationships with parents or guardians and seeks to
develop cooperative partnerships to promote student learning and well-being;
I. uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork;
J. participates in the design and implementation of individualized instruction for students with
special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are
gifted; and
K. identifies and utilizes community resources to enhance student learning and to provide
opportunities for students to explore career opportunities.
Standard Nine | Professionalism, Leadership, and Advocacy
The competent teacher is an ethical and reflective practitioner who exhibits professionalism;
provides leadership in the learning community; and advocates for students, parents or guardians,
and the profession.
Knowledge Indicators – The competent teacher:
A. evaluates best practices and research-based materials against benchmarks within the
disciplines;
B. knows laws and rules (e.g., mandatory reporting, sexual misconduct, corporal punishment) as
a foundation for the fair and just treatment of all students and their families in the classroom and
school;
C. understands emergency response procedures as required under the School Safety Drill Act
[105 ILCS 128/1], including school safety and crisis intervention protocol, initial response
actions (e.g.,whether to stay in or evacuate a building), and first response to medical emergencies
(e.g., first aid and life-saving techniques);
D. identifies paths for continuous professional growth and improvement, including the design of
a professional growth plan;
E. is cognizant of his or her emerging and developed leadership skills and the applicability of
those skills within a variety of learning communities;
F. understands the roles of an advocate, the process of advocacy, and its place in combating or
promoting certain school district practices affecting students;
G. understands local and global societal issues and responsibilities in an evolving digital culture;
and
H. understands the importance of modeling appropriate dispositions in the classroom.
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Performance Indicators – The competent teacher:
A. models professional behavior that reflects honesty, integrity, personal responsibility,
confidentiality, altruism and respect;
B. maintains accurate records, manages data effectively, and protects the confidentiality of
information pertaining to each student and family;
C. reflects on professional practice and resulting outcomes; engages in self-assessment; and
adjusts practices to improve student performance, school goals, and professional growth;
D. communicates with families, responds to concerns, and contributes to enhanced family
participation in student education;
E. communicates relevant information and ideas effectively to students, parents or guardians, and
peers, using a variety of technology and digital-age media and formats;
F. collaborates with other teachers, students, parents or guardians, specialists, administrators, and
community partners to enhance students’ learning and school improvement;
G. participates in professional development, professional organizations, and learning
communities, and engages in peer coaching and mentoring activities to enhance personal growth
and development.
H. uses leadership skills that contribute to individual and collegial growth and development,
school improvement, and the advancement of knowledge in the teaching profession;
I. proactively serves all students and their families with equity and honor and advocates on their
behalf, ensuring the learning and well-being of each child in the classroom;
J. is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused
and Neglected Child Reporting Act [325 ILCS 5/4];
K. models digital etiquette and responsible social actions in the use of digital technology; and
L. models and teaches safe, legal, and ethical use of digital information and technology,
including respect for copyright, intellectual property, and the appropriate documentation of
sources. (Source: Added at 34 Ill. Reg. 11505, effective July 26, 2010.
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