What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Competency Task List – Secondary Component Education, General CIP 13.0101 High School Graduation Years 2024, 2025, 2026

1
Research potential career paths within the education profession including requirements for coursework, training, and certification. 101
2
Develop professional goals and a postsecondary career plan based on one’s individual interests and preferences.102
3
Acquire required clearances to participate in clinical experiences.103
4
Research the history, role, and social/political/economic context of American education and the education profession. 104
5
Reflect on one’s cultural lens. 105
6
Develop a personal mission statement that summarizes one’s motivation for entering the education profession based on one’s personal experiences, values, and goals.106
7
Identify the knowledge, skills, dispositions, and abilities necessary to succeed within the education profession.107

1
Explore the connections of content knowledge and pedagogy.201
2
Demonstrate knowing and valuing students as part of the planning process.202
3
Prepare instructional outcomes.203
4
Identify educational resources and evaluate uses in the classroom. 204
5
Plan clear and thoughtful instruction aligned to standards. 205
6
Design and analyze assessments and identify how to incorporate results into the instructional planning process. 206
7
Identify the several types of assessments. 207
8
Design culturally relevant learning that brings real world experiences into educational spaces/the classroom. 208

1
Identify classroom modifications and accommodations to meet the needs of all students. 301
2
Identify and practice strategies to cultivate respectful and affirming environments and a sense of belonging for all students. 302
3
Identify and practice strategies for fostering a culture for learning.303
4
Identify and practice strategies for supporting positive student behavior.304
5
Identify and practice strategies for organizing physical and digital spaces for learning.305
6
Provide all learners with equitable and differentiated opportunities to learn and succeed. 306

1
Identify a learner’s cognitive, physical, emotional, and social developmental stages (Pre-K-12). 401
2
Identify strategies for designing learning environments based on learner’s developmental stages. 402
3
Identify strategies for designing and delivering instruction based on learner’s developmental stages.403
4
Discuss how social issues and relationships affect students. 404
5
Promote asset-based perspectives about differences.405

1
Observe a variety of classrooms and reflect upon learning environment and classroom management.501
2
Participate in an elementary, middle, high school, career and technical center or cross-grade instructional program.502
3
Meet with mentor teacher and plan for active participation in the classroom. 503
4
Maintain a log of time and activities in clinical experiences. 504
5
Design and deliver instruction that takes into consideration the diverse needs of all learners.505
6
Seek out opportunities to both self-reflect and receive feedback from others to adjust future practice.506
7
Assess lesson plan effectiveness. 507
8
Observe and evaluate students’ performance and development. 508
9
Observe a variety of classrooms and reflect upon instructional practice.509
10
Establish high expectations for each learner and treat them as capable and deserving of achieving success. 510

1
Research students’ rights in the public education setting (e.g., IDEA, Title IX, ESSA. FERPA). 601
2
Describe ways educators can support students identified as needing special services (e.g., emerging multilinguals, special education). 602
3
Identify, deepen understanding of, and take steps to address bias in the system.603
4
Communicate in linguistically and culturally relevant ways that demonstrate respect for learners, educators, educational leaders, and families.604
5
Educate oneself about microaggressions and their impact on diverse learners, educators, and families.605
6
Research culturally relevant and sustaining practices in the design of an instructional activity or lesson.606

1
Research and adhere to school, district, and program rules, regulations, and policies in all applicable education settings.701
2
Determine and employ the professional demeanor and social emotional competencies needed to maintain professionalism. 702
3
Identify and adhere to the professional ethics competencies and code of conduct practice for educators as established by the Pennsylvania Department of Education under Chapter 49, as well as other legal requirements (e.g., FERPA, mandated reporting).703
4
Communicate professionally in oral, written, and electronic communication, including maintaining a professional digital footprint.704
5
Practice planning, sharing, and working collaboratively to improve instructional skills, student success and the professional culture and climate of the school.705
6
Identify resources for engaging in professional learning, inquiry, and growth.706
7
Identify and use resources to support self-care wellness.707
8
Reflect upon practice through the lens of culturally relevant and sustaining education, as outlined in the CR-SE competencies.708

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: Competency Task List – Secondary Component Education, General CIP 13.0101 High School Graduation Years 2024, 2025, 2026

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