This is an obsolete version of the rule. Please click on the rule number to view the current version.


(1) All programs require that successful candidates:

(a) demonstrate understanding of and ability to integrate knowledge of the history, cultural heritage, and contemporary status of American Indians and tribes in Montana;

(b) demonstrate understanding of the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and creates learning experiences that make subject matter meaningful for students;

(c) demonstrate understanding of how students learn and develop, and provide learning opportunities that support intellectual, social, and personal development;

(d) demonstrate knowledge of how students, within different populations, including Montana American Indians, differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;

(e) demonstrate understanding of personal cultural and socioeconomic biases and teaching style differences that affect one's teaching;

(f) utilize a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills;

(g) demonstrate understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;

(h) demonstrate knowledge of effective verbal, nonverbal, media, and electronic communication techniques to teach the strategies of active inquiry, collaboration, and supportive interaction in the classroom;

(i) plan instruction based on knowledge of subject matter, students, the community, curriculum goals, and appropriate use of current and emerging technologies;

(j) demonstrate assessment strategies, tools, and practices to plan and evaluate effective instruction;

(k) demonstrate continued growth in knowledge related to a particular subject area and the teaching of it;

(l) demonstrate knowledge of strategies to build relationships with school colleagues, families, and agencies in the larger community to support students’ learning and well-being; and

(m) demonstrate the ability to foster contextual and experiential learning and to build connections between academic learning and the skills required in the present and future workforce.

History: 20-2-114, MCA; IMP, 20-1-501, 20-2-121, MCA; NEW, 1979 MAR p. 492, Eff. 5/25/79; AMD, 1984 MAR p. 831, Eff. 5/18/84; AMD, 1994 MAR p. 2722, Eff. 10/14/94; AMD, 2000 MAR p. 2406, Eff. 9/8/00; AMD, 2007 MAR p. 190, Eff. 2/9/07.

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