Missouri Teaching Standards convey the expectations of performance for professional teachers in Missouri. The standards are based on teaching theory indicating that graduates become effective teachers who:
- Are caring, reflective practitioners and lifelong learners.
- Continuously develop knowledge and skills.
- Supply good professional judgment and use the Missouri Standards for the Preparation of Educators to inform and improve their own practice.
- Mature and strengthen their skills throughout their career.
Missouri Teaching Standards
Standard #1 Content knowledge aligned with appropriate instruction.
The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students. [SB 291 Section 160.045.2 (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior.]
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
Standard #2 Student Learning, Growth and Development
The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. [SB 291 Section 160.045.2 (1) Students actively participate and are successful in the learning process; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.]
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, multiple intelligences, strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community values
Standard #3 Curriculum Implementation
The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district and state standards data. [SB 291 Section 160.045.2 (1) Students actively participate and are successful in the learning process; (2) Various forms of assessment are used to monitor and manage student learning; (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores teaching behaviors that will improve student performance.]
Quality Indicator 1: Implementation of curriculum standards
Quality Indicator 2: Lessons for diverse learners
Quality Indicator 3: Instructional goals and differentiated instructional strategies
Standard #4 Critical Thinking
The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem-solving, and performance skills. [SB 291 Section 160.045.2 (1) Students actively participate and are successful in the learning process.]
Quality Indicator 1: Instructional strategies leading to student engagement in problem-solving and critical thinking
Quality Indicator 2: Appropriate use of instructional resources to enhance student learning
Quality Indicator 3: Cooperative, small group and independent learning
Standard #5 Positive Classroom Environment
The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. [SB 291 Section 160.045.2 (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.]
Quality Indicator 1: Classroom management techniques
Quality Indicator 2: Management of time, space, transitions, and activities
Quality Indicator 3: Classroom, school and community culture
Standard #6 Effective Communication
The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues
and families to foster active inquiry, collaboration, and supportive interaction in the classroom. [SB 291 Section
160.045.2 (4) The teacher uses professional communication and interaction with the school community; (6) The teacher
acts as a responsible professional in the overall mission of the school.]
Quality Indicator 1: Verbal and nonverbal communication
Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences
Quality Indicator 3: Learner expression in speaking, writing and other media
Quality Indicator 4: Technology and media communication tools
Standard #7 Student Assessment and Data Analysis
The teacher understands and uses formative and summative assessment strategies to assess the learner’s
progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher
monitors the performance of each student, and devises instruction to enable students to grow and develop,
making adequate academic progress. [SB 291 Section 160.045.2 (2) Various forms of assessment are used to monitor
and manage student learning; (5) The teacher keeps current on instructional knowledge and seeks and explores changes
in teaching behaviors that will improve student performance.]
Quality Indicator 1: Effective use of assessments
Quality Indicator 2: Assessment data to improve learning
Quality Indicator 3: Student-led assessment strategies
Quality Indicator 4: Effect of instruction on individual/class learning
Quality Indicator 5: Communication of student progress and maintaining records
Quality Indicator 6: Collaborative data analysis
Standard #8 Professionalism
The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The
teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. [SB
291 Section 160.045.2 (2) Various forms of assessment are used to monitor and manage student learning; (5) The
teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve
student performance; (6) The teacher acts as a responsible professional in the overall mission of the school.]
Quality Indicator 1: Self-assessment and improvement
Quality Indicator 2: Professional learning
Quality Indicator 3: Professional rights, responsibilities and ethical practices
Standard #9 Professional Collaboration
The teacher has effective working relationships with students, parents, school colleagues, and community
members. [SB 291 Section 160.045.2 (4) The teacher uses professional communication and interaction with the school
community; (6) The teacher acts as a responsible professional in the overall mission of the school.]
Quality Indicator 1: Induction and collegial activities
Quality Indicator 2: Collaborating to meet student needs
Quality Indicator 3: Cooperative partnerships in support of student learning