PELSB Teacher Ed Preparation Standards

UMD teacher education majors assign coursework to the PELSB Standards of Effective Practice and Subject-Matter Content standards.  These standards are aligned by program faculty and the content is outlined and delivered in each course.

PELSB Syllabus Guides have been created to inform students, faculty and staff what PELSB standards are aligned to courses  required for teacher education degree programs.

Find your course in the PELSB Syllabus Guides to learn what standards are aligned to the course.

Standard of Effective Practice & Subject Matter (Content) Standards

The Minnesota Professional Educator and Licensing and Standards Board ensures that all higher education institutions are aligning college course curriculum with the Standards of Effective Practice and Content Standards aligned with each licensure area. A teacher education candidate must be held accountable to show verification of completing the standards of effective practice and content standards for the approved teacher licensure program.

Students can find the standard alignment listed on the course syllabus and the PELSB syllabus guides. Questions regarding the standards aligned with the course and standards attainment, consult the course instructor.

Standards of Effective Practice (8710.2000)

Google Document Standards of Effective Practice

  • Standard 1, subject matter:  A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.
  • Standard 2, student learning:  A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.
  • Standard 3, diverse learners:  A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
  • Standard 4, instructional strategies:  A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
  • Standard 5, learning environment:  A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
  • Standard 6, communication:  A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  • Standard 7, planning instruction:  A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  • Standard 8, assessment:  A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.
  • Standard 9, reflection and professional development:  A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.
  • Standard 10, collaboration, ethics, and relationships:  A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.

UMD's alignment of courses to the Standards of Effective Practice (all programs)

NOTE: to access the standards aligned with a course, download the document into Microsoft Excel. Utilize the filter feature at the top near the course abbreviation and remove the check mark from the "blanks" on the left first column the standards aligned with the course will appear.

Subject Matter (Content) Standards & Standards of Effective Practice by major/license program

Each licensure area also has a set of standards that aligns with the required demonstration of knowledge and skills aligned with that licensure area. Review the list for alignment of your coursework to the Subject Matter (Content) Standards.

Art Education

Early Childhood Education Post Bac 
(no longer admitting new students due to program re-structure)

Early Childhood Special Education Post Bac 
(no longer admitting new students due to program re-structure)

Integrated Elementary & Special Education

Music Education-Instrumental

Music Education-Vocal

Physical Education

Public Health Education & Promotion: School

Special Education:  Academic Behavioral Strategist Post Bac

Teaching Communication Arts & Literature

Teaching Earth & Space Science

9-12 Earth & Space Science Post Bac

Teaching French

Teaching German

Teaching Life Science

9-12 Life Science Post Bac

Teaching Mathematics

Teaching Physical Science-Chemistry

9-12 Chemistry

Teaching Physical Science-Physics

9-12 Physics

Teaching Social Studies

Teaching Spanish

Unified Early Childhood Studies (no longer admitting new students due to program re-structure)


Autism Spectrum Disorders Add on to ABS [As of Spring 2017, no longer accepting new students]

Developmental & Adapted Physical Education