The INTASC Standards
From http://www.dpi.state.nc.us/pbl/pblintasc.htm.
"What
teachers know and can do makes the most difference in what children
learn."
~ Linda
Darling-Hammond
An integral component of the new
performance-based process is the use of the Interstate New Teacher
Assessment and Support Consortium (INTASC) standards. These standards
reflect the requisite knowledge, skills, and attitudes necessary for
teachers starting their career.
1. Content Pedagogy
The teacher understands the central
concepts, tools of inquiry, and structures of the discipline he or she
teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
2. Student Development
The teacher understands how children
learn and develop, and can provide learning opportunities that support a
child’s intellectual, social, and personal development.
3. Diverse Learners
The teacher understands how students
differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
4. Multiple Instructional Strategies
The teacher understands and uses a
variety of instructional strategies to encourage student development of
critical thinking, problem solving, and performance skills.
5. Motivation and Management
The teacher uses an 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.
6. Communication and Technology
The teacher uses knowledge of effective
verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
7. Planning
The teacher plans instruction based
upon knowledge of subject matter, students, the community, and
curriculum goals.
8. Assessment
The teacher understands and uses formal
and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
9. Reflective Practice: Professional Growth
The teacher is a reflective
practitioner who continually evaluates the effects of his or her choices
and actions on others (students, parents, and other professionals in the
learning community) and who actively seeks out opportunities to grow
professionally.
10. School and Community Involvement
The teacher fosters relationships with
school colleagues, parents, and agencies in the larger community to
support students' learning and well-being.
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts,
tools of inquiry, and structures of the discipline he or she teaches and
can create learning experiences that make these aspects of subject matter
meaningful for students.
KEY INDICATORS
The Candidate:
- demonstrates an understanding of the
central concepts of his or her discipline.
- uses explanations and representations
that link curriculum to prior learning.
- evaluates resources and curriculum
materials for appropriateness to the curriculum and instructional
delivery.
- engages students in interpreting ideas
from a variety of perspectives.
- uses interdisciplinary approaches to
teaching and learning.
- uses methods of inquiry that are
central to the discipline.
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and
develop, and can provide learning opportunities that support a child’s
intellectual, social, and personal development.
KEY INDICATORS
The Candidate:
- evaluates student performance to
design instruction appropriate for social, cognitive, and emotional
development.
- creates relevance for students by
linking with their prior experiences.
- provides opportunities for students to
assume responsibility for and be actively engaged in their learning.
- encourages student reflection on prior
knowledge and its connection to new information.
- accesses student thinking as a basis
for instructional activities through group/individual interaction and
written work (listening, encouraging discussion, eliciting samples of
student thinking orally and in writing).
STANDARD 3: DIVERSE LEARNERS
The teacher understands how students differ in
their approaches to learning and creates instructional opportunities that
are adapted to diverse learners.
KEY INDICATORS
The Candidate:
- designs instruction appropriate to
students’ stages of development, learning styles, strengths and
needs.
- selects approaches that provide
opportunities for different performance modes.
- accesses appropriate services or
resources to meet exceptional learning needs when needed.
- adjusts instruction to accommodate the
learning differences or needs of students (time and circumstance of
work, tasks assigned, communication and response modes).
- uses knowledge of different cultural
contexts within the community (socio-economic, ethnic, cultural) and
connects with the learner through types of interaction and
assignments.
- creates a learning community that
respects individual differences.
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of
instructional strategies to encourage student development of critical
thinking, problem solving,
KEY INDICATORS
The Candidate:
- selects and uses multiple teaching and
learning strategies (a variety of presentations/explanations) to
encourage students in critical thinking and problem solving.
- encourages students to assume
responsibility for identifying and using learning resources.
- assures different roles in the
instructional process (instructor, facilitator, coach, audience) to
accommodate content, purpose, and learner needs.
STANDARD 5: MOTIVATION AND MANAGEMENT
The teacher uses an 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.
KEY INDICATORS
The Candidate:
- encourages clear procedures and
expectations that ensure students assume responsibility for themselves
and others, work collaboratively and independently, and engages in
purposeful learning activities.
- engages students by relating lessons
to students’ personal interests, allowing students to have choices
in their learning, and leading students to ask questions and solve
problems that are meaningful to them.
- organizes, allocates, and manages
time, space and activities in a way that is conducive to learning.
- organizes, prepares students for, and
monitors independent and group work that allows for full and varied
participation of all individuals.
- analyzes classroom environment and
interactions and makes adjustments to enhance social relationships,
student motivation/engagement and productive work.
STANDARD 6: COMMUNICATION & TECHNOLOGY
The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
KEY INDICATORS
The Candidate:
- models effective communication
strategies in conveying ideas and information and when asking
questions (e.g., monitoring the effects of messages, restating ideas
and drawing connection, using visual, aural, and kinesthetic cues,
being sensitive to nonverbal cues both given and received).
- provides support for learner
expression in speaking, writing, and other media.
- demonstrates that communication is
sensitive to gender and cultural differences (e.g., appropriate use of
eye contact, interpretation of body language and verbal statements,
acknowledgment of and responsiveness to different modes of
communication and participation.
- uses a variety of media communication
tools to enrich learning opportunities.
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge
of subject matter, students, the community, and curriculum goals.
KEY INDICATORS
The Candidate:
- plans lessons and activities to
address variation in learning styles and performance modes, multiple
development levels of diverse learners, and problem solving and
exploration.
- develops plans that are appropriate
for curriculum goals and are based on effective instruction.
- adjusts plans to respond to
unanticipated sources of input and/or student needs.
- develops short and long-range plans.
STANDARD 8: ASSESSMENT
The teacher understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
KEY INDICATORS
The Candidate:
- selects, constructs, and uses
assessment strategies appropriate to the learning outcomes.
- uses a variety of informal and formal
strategies to inform choices about student progress and to adjust
instruction (e.g., standardized test data, peer and student
self-assessment, informal assessments such as observation, surveys,
interviews, student work, performance tasks, portfolio, and teacher
made tests).
- uses assessment strategies to involve
learners in self-assessment activities to help them become aware of
their strengths and needs, and to encourage them to set personal goals
for learning.
- evaluates the effects of class
activities on individuals and on groups through observation of
classroom interaction, questioning and analysis of student work.
- maintains useful records of student
work and performance and can communicate student progress
knowledgeably and responsibly.
- solicits information about students’
experiences, learning behavior, needs, and progress from parents,
other colleagues, and students.
STANDARD 9: REFLECTIVE PRACTICE:
PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who
continually evaluates the effects of his or her choices and actions on
others and who actively seeks out opportunities to grow professionally.
KEY INDICATORS
The Candidate:
- uses classroom observation,
information about students and research as sources for evaluating the
outcomes of teaching and learning and as a basis for experimenting
with, reflecting on and revising practice.
- uses professional literature,
colleagues and other resources to support self-development as a
learner and as a teacher.
- consults with professional colleagues
within the school and other professional arenas as support for
reflection, problem-solving and new ideas, actively sharing
experiences and seeking and giving feedback.
STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
KEY INDICATORS
The Candidate:
- participates in collegial activities
designed to make the entire school a productive learning environment.
- links with counselors, teachers of
other classes and activities within the school, professionals in
community agencies, and others in the community to support students’
learning and well-being.
- seeks to establish cooperative
partnerships with parents/guardians to support student learning.
- advocates for students.
PBL
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