InTASC Model Core Teaching Standards 2011

8/3/2019 InTASC Model Core Teaching Standards 2011

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Developed

CCSSOs Interstate Teacher Assessment and Support Consortium (InTAS

April 2

InTASCModel Core Teaching StandardsA Resource for State Dialogue


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For inormation about how to obtain copies o this document please visithttp://www.ccsso.org/intasc.

Council o Chie State School OcersOne Massachusetts Avenue, NW, Suite 700Washington, DC 20001-1431Phone: 202-336-7000Fax: 202-408-1938

Suggested Citation:

Council o Chie State School Ocers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model CoTeaching Standards: A Resource or State Dialogue. Washington, DC: Author.

Copyright 2011 by the Council o Chie State School Ocers, Washington, DC.

The Council o Chie State School Ocers is a nonpartisan,nationwide, nonprot organization o public ocials who

head departments o elementary and secondary educationin the states, the District o Columbia, the Departmento Deense Education Activity, and ve U.S. extra-state

jurisdictions. CCSSO provides leadership, advocacy, andtechnical assistance on major educational issues. TheCouncil seeks member consensus on major educationalissues and expresses their views to civic and proessionalorganizations, ederal agencies, Congress, and the public.


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InTASC Model Core Teaching Standards

Table of Contents

Acknowledgements ..................................................................................................................

Introduction ..............................................................................................................................

Summary o Standards .............................................................................................................

The Learner and Learning

Standard #1: Learner Development ...............................................................................

Standard #2: Learning Dierences.................................................................................

Standard #3: Learning Environments .............................................................................

Content Knowledge

Standard #4: Content Knowledge .................................................................................

Standard #5: Application o Content .............................................................................

Instructional Practice

Standard #6: Assessment ..............................................................................................

Standard #7: Planning or Instruction .............................................................................

Standard #8: Instructional Strategies .............................................................................

Professional Responsibility

Standard #9: Proessional Learning and Ethical Practice ...............................................

Standard #10: Leadership and Collaboration ................................................................

Glossary o Terms .....................................................................................................................

Reerence Chart o Key Cross-Cutting Themes ........................................................................

InTASC Model Core Standards Update Committee .................................................................


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InTASC Model Core Teaching Standards2

Acknowledgements

InTASC would like to express its sincere appreciation to the National Education Association, the Educational

Testing Service, and Evaluation Systems group o Pearson or providing the unding or this project.

We would also like to oer a special thanks to all the InTASC Core Standards Update Committee members wh

enthusiastically volunteered their time and energy to the challenging task o describing what eective teachin

across all content areas and grade levels looks like today. InTASC depends upon the support and input rom

practicing teachers, teacher educators, and other education proessionals such as those on our committee to

eectively pursue our mission o providing resources to guide state education policy.

Finally, InTASC would like to acknowledge and thank the many national education organizations who worked

with us by nominating committee members and helping us spread the word about these standards. These

organizations include:

American Association o Colleges or Teacher Education (AACTE)

American Association o School Administrators (AASA)

American Federation o Teachers (AFT)

Association o Teacher Educators (ATE)

Council or Exceptional Children (CEC)

National Association o Elementary School Principals (NAESP)

National Association or Gited Children (NAGC)

National Association o Secondary School Principals (NASSP)

National Association o State Boards o Education (NASBE)

National Association o State Directors o Special Education (NASDSE)

National Association o State Directors o Teacher Education and Certication (NASDTEC)

National Board or Proessional Teaching Standards (NBPTS)

National Commission on Teaching and Americas Future (NCTAF)

National Council or Accreditation o Teacher Education (NCATE)

National Education Association (NEA) National School Boards Association (NSBA)

National Teacher o the Year Program

Teach or America (TFA)

Teacher Education Accreditation Council (TEAC)


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Introduction

The Council o Chie State School Ocers (CCSSO), through its Interstate Teacher Assessment and Support

Consortium (InTASC), is pleased to oer this set o model core teaching standards that outline what teachers should

know and be able to do to ensure every K-12 student reaches the goal o being ready to enter college or the

workorce in todays world. These standards outline the common principles and oundations o teaching practice th

cut across all subject areas and grade levels and that are necessary to improve student achievement.

More importantly, these Model Core Teaching Standards articulate what eective teaching and learning looks like in

a transormed public education system one that empowers every learner to take ownership o their learning, that

emphasizes the learning o content and application o knowledge and skill to real world problems, that values the

dierences each learner brings to the learning experience, and that leverages rapidly changing learning environme

by recognizing the possibilities they bring to maximize learning and engage learners. A transormed public educati

system requires a new vision o teaching.

A New Vision of Teaching for Improved Student Achievement

The updating o the core teaching standards was driven not only by new understandings o learners and learning

but also by the new imperative that every student can and must achieve to high standards. Educators are now be

held to new levels o accountability or improved student outcomes. These standards embrace this new emphasis

and describe what eective teaching that lea

to improved student achievement looks like.

They are based on our best understanding o

current research on teaching practice with th

acknowledgement that how students learn an

strategies or engaging learners are evolving

more quickly than ever. These standards

promote a new paradigm or delivering education and call or a new inrastructure o support or proessionals in

that system. Below are the key themes that run through the updated teaching standards and how they will driveimproved student learning.

Personalized Learning for Diverse Learners

The explosion o learner diversity means teachers need knowledge and skills to customize learning or learners with

a range o individual dierences. These dierences include students who have learning disabilities and students wh

perorm above grade level and deserve opportunities to accelerate. Dierences also include cultural and linguistic

diversity and the specic needs o students or whom English is a new language. Teachers need to recognize that a

learners bring to their learning varying experiences, abilities, talents, and prior learning, as well as language, culture

and amily and community values that are assets that can be used to promote their learning. To do this eectively,teachers must have a deeper understanding o their own rames o reerence (e.g., culture, gender, language, abiliti

ways o knowing), the potential biases in these rames, and their impact on expectations or and relationships with

learners and their amilies.

Finally, teachers need to provide multiple approaches to learning or each student. One aspect o the power o

technology is that it has made learners both more independent and more collaborative. The core teaching standard

assign learners a more active role in determining what they learn, how they learn it, and how they can demonstrate

These standards describe what effectiveteaching that leads to improved studentachievement looks like.


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their learning. They also encourage learners to interact with peers to accomplish their learning goals. In these ways

the standards embody a vision o teaching that personalizes each learners experiences while ensuring that every

learner achieves to high levels.

A Stronger Focus on Application of Knowledge and Skills

Todays learners need both the academic and global skills and knowledge necessary to navigate the worldattribut

and dispositions such as problem solving, curiosity, creativity, innovation, communication, interpersonal skills, the

ability to synthesize across disciplines, global awareness, ethics, and technological expertise. CCSSO and the Natio

Governors Association are leading the work on articulating what learners need to know and be able to do. The

Common Core State Standards or English Language Arts and Mathematics are benchmarked to international

standards and include rigorous content and application o knowledge through high-order skills. As states adopt the

standards, educators throughout the nation will be reexamining what students should know and be able to do

throughout their K12 education experience.

The core teaching standards describe what

teachers should know and be able to do in

todays learning context to ensure students

reach these learning goals. For example,cross-disciplinary skills (e.g., communication,

collaboration, critical thinking, and the use o

technology) are woven throughout the teachin

standards because o their importance or

learners. Additionally, the core teaching stand

stress that teachers build literacy and thinking skills across the curriculum, as well as help learners address multiple

perspectives in exploring ideas and solving problems. The core teaching standards also address interdisciplinary

themes (e.g., nancial literacy, civic literacy) and the teachers ability to design learning experiences that draw upon

multiple disciplines.

Improved Assessment Literacy

The current education system treats assessment as a unction largely separated rom teaching. Yet, teachers are

expected to use data to improve instruction and support learner success. The core teaching standards recognize

that, to meet this expectation, teachers need to have greater knowledge and skill around how to develop a range o

assessments, how to balance use o ormative and summative assessment as appropriate, and how to use assessme

data to understand each learners progress, adjust instruction as needed, provide eedback to learners, and docum

learner progress against standards. In addition, teachers need to be prepared to make data-inormed decisions at

varied levels o assessment, rom once-a-year state testing, to district benchmark tests several times a year, to ongo

ormative and summative assessments at the classroom-level. This work occurs both independently and collaborativ

and involves ongoing learning and refection.

A Collaborative Professional Culture

Our current system o education tends to isolate teachers and treat teaching as a private act. This is counter to the

way we think about teaching today. Just as collaboration among learners improves student learning, we know that

collaboration among teachers improves practice. When teachers collectively engage in participatory decision-makin

T

he standards stress that teachers build

literacy and thinking skills across the

curriculum [and] help learners addressmultiple perspectives in exploring ideas and

solving problems.


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designing lessons, using data, and examining student work, they are able to deliver rigorous and relevant learning

or all students and personalize learning or individual students. The core teaching standards require transparency

o practice and ongoing, embedded proessional learning where teachers engage in collective inquiry. This include

participating actively as a team member in decision-making processes that include building a shared vision and

supportive culture, identiying common goals, and monitoring progress toward those goals. It urther includes givin

and receiving eedback on practice, examining student work, analyzing data rom multiple sources, and taking

responsibility or each students learning.

New Leadership Roles for Teachers and Administrators

These core teaching standards set orth new and high expectations or teachers, including around leadership.

Integrated across the standards is the teachers responsibility or the learning o all students, the expectation that

they will see themselves as leaders rom the beginning o their career and advocate or each students needs, and t

obligation to actively investigate and consider

new ideas that will improve teaching and

learning and advance the proession. Leaders

responsibilities are also implicit as teachers

participate in the new collaborative culture.

Teachers are expected to work with and share

responsibility with colleagues, administrators,

school leaders as they work together to impro

student learning and teacher working conditio

This includes actively engaging in eorts to bu

a shared vision and supportive culture within a school or learning environment, establish mutual expectations and

ongoing communication with amilies, and involve the community in meeting common goals.

Purpose of this Document

The purpose o this document is to serve as a resource or states, districts, proessional organizations, teacher

education programs, teachers, and others as they develop policies and programs to prepare, license, support,

evaluate, and reward todays teachers. As noted above, a systemic approach and supportive inrastructure are esse

to successul implementation o these standards. In addition to this standards document, CCSSO has also released

complementary policy discussion document that outlines key considerations, recommendations, and cautions or us

the standards to inorm policy. This paper builds o o CCSSOs Education Workorce white paper (www.ccsso.org/

intasc), which outlines the chies strategic goals in building an educator development and support system o which

these standards are the rst step.

In updating the InTASC model standards, eorts were made to ensure they align with other national and state

standards documents that were recently revised or released. Specically, this document has been reviewed to ensurcompatibility with the recently-released Common Core State Standards or students in mathematics and English

language arts, the National Board or Proessional Teaching Standards (NBPTS) accomplished teaching core princip

the National Council or Accreditation o Teacher Education (NCATE) accreditation standards, the National Sta

Development Council (NSDC) (now called Learning Forward) proessional development standards, and the Interstat

School Leader Licensure Consortium (ISLLC) 2008 educational leadership policy standards and CCSSOs companion

document o perormance expectations and indicators or education leaders.

Integrated across the standards is theteachers responsibility for the learningof all students [and] the expectation thatthey will see themselves as leaders from

the beginning of their career.


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Consistency among all these documents ensures a coherent continuum o expectations or teachers rom beginning

through accomplished practice, and sets the conditions necessary to support proessional growth along this

continuum. It also increases the probability o building aligned systems o teacher development and support that

begin with recruitment and preparation and run through induction, ongoing proessional development, accomplish

teaching, and other leadership roles. For a discussion o the implications o these updated standards or teacher po

and practice across the career continuum, please see the companion policy document (www.ccsso.org/intasc).

About These Standards

This document is an update to INTASCs Model Standards for Beginning Teacher Licensing and Development:

A Resource for State Dialogue, which were released in 1992. These standards dier rom the original standards

in one key respect: These standards are no longer intended only or beginning teachers but as proessional

practice standards, setting one standard

or perormance that will look dierent

at dierent developmental stages o the

teachers career. What distinguishes the

beginning rom the accomplished teacher

is the degree o sophistication in the

application o the knowledge and skills. To

refect this change in emphasis, InTASC removed new rom its name and now is called the Interstate Teacher

Assessment and Support Consortium (InTASC).

Another key point is that these standards maintain the delineation o knowledge, dispositions, and perormances

as a way to probe the complexity o the teachers practice. The relationships among the three have been reramed,

however, putting perormance rstas the aspect that can be observed and assessed in teaching practice. The oth

were renamed. Essential knowledge signals the role o declarative and procedural knowledge as necessary or

eective practice and critical dispositions indicates that habits o proessional action and moral commitments tha

underlie the perormances play a key role in how teachers do, in act, act in practice.

Vocabulary choice in the document was deliberate to be consistent with the vision being presented. For example,wherever possible student was replaced with learner because learner implies an active role in learning whereas

student could be seen as more passive. Learner also connotes a more inormal and accessible role than that o stud

Second, classroom was replaced with learning environment wherever possible to suggest that learning can occ

in any number o contexts and outside o traditional brick and mortar buildings that classroom and school imply.

The reader o these standards should keep in mind that while each standard emphasizes a discrete aspect o teachi

teaching and learning are dynamic, integrated and reciprocal processes. Thus, o necessity, the standards overlap a

must be taken as a whole in order to convey a complete picture o the acts o teaching and learning.

Also, it is important to keep in mind that

indicators are examples o how a teacher migdemonstrate each standard. In a perormance

assessment o teaching covering several days,

one would not expect the teacher to demonst

every indicatorand there may be other

indicators that would provide excellent eviden

or the standard that the committee did not set orth here. Thus, the indicators are not intended to be a checklist, b

rather helpul ways to picture what the standard means.

These standards are no longer intendedonly for beginning teachers but asprofessional practice standards.

The indicators are not intended to be achecklist, but rather helpful ways topicture what the standard means.


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Next Steps

Standards can serve three dierent unctions. First, they can serve as a banner and lay out a big picture vision

o where we want to go. Second, they can dene a specic bar or level o perormance that must be met. Third

they can articulate the opportunity to learn

supports that must be in place to ensure a

teacher candidate has opportunity to meet th

standards. All three are essential to success.

These Model Core Teaching Standards are thbanner in that their purpose is to describe a

new vision o teaching to which we aspire as

we work to transorm our education system to

meet the needs o todays learners. It is a reo

document designed to help us see and come to consensus on where it is we want to go.

The next step o the work is to take these standards and translate them into a developmental continuum and

perormance rubrics that can be used to assess perormance at key points along the teachers career. Simultaneousl

we must build the inrastructure o accountability and support to match the new vision o teaching. Some o this wo

has already begun. We look orward to working with states and partners in developing consensus around this comm

core o teaching and moving these standards into practice.

Resources and Research Behind the Standards

The committee drew upon a range o resources in revising the standards. This included key research literature, the

work o states who had already updated their standards, and additional key resources such as books and document

related to 21st century learning.

In addition to the above, the committee members themselvesteachers, teacher educators, researchers, state poli

leaderswere selected to assure expertise across a range o topics important to the update process. Their expertis

was another key resource in the development o the revised standards.On the issue o research, InTASC commissioned a review o the literature to capture the current evidence base duri

the standards-writing process. Periodic research updates were given to the committee as the standards work was un

way and additional ocus areas were added to the review as the committee identied the key ideas grounding its w

The literature review can be ound at the InTASC website (www.ccsso.org/intasc) including summary statements o

what we know and where there are gaps are in the research. CCSSO considers the research base a work in progress

and seeks eedback on the website.

The purpose [of the standards] is todescribe a new vision of teaching towhich we aspire as we work to transformour education system to meet the needs

of todays learners.


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Summary of Updated InTASC Core Teaching Standards

The standards have been grouped into our general categories to help users organize their thinking about the standards:

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand

that learning and developmental patterns vary among individuals, that learners bring unique individual dierences to thelearning process, and that learners need supportive and sae learning environments to thrive. Eective teachers have hig

expectations or each and every learner and implement developmentally appropriate, challenging learning experiences

within a variety o learning environments that help all learners meet high standards and reach their ull potential. Teacher

do this by combining a base o proessional knowledge, including an understanding o how cognitive, linguistic, social,

emotional, and physical development occurs, with the recognition that learners are individuals who bring diering perso

and amily backgrounds, skills, abilities, perspectives, talents and interests. Teachers collaborate with learners, colleagues

school leaders, amilies, members o the learners communities, and community organizations to better understand their

students and maximize their learning. Teachers promote learners acceptance o responsibility or their own learning and

collaborate with them to ensure the eective design and implementation o both sel-directed and collaborative learning

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing

that patterns o learning and development vary individually within and across the cognitive, linguistic, socia

emotional, and physical areas, and designs and implements developmentally appropriate and challenging

learning experiences.

Standard #2: Learning Dierences. The teacher uses understanding o individual dierences and diverse cultu

and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive social interaction, active engagement in

learning, and sel motivation.

Content

Teachers must have a deep and fexible understanding o their content areas and be able to draw upon content

knowledge as they work with learners to access inormation, apply knowledge in real world settings, and address

meaningul issues to assure learner mastery o the content. Todays teachers make content knowledge accessible to

learners by using multiple means o communication, including digital media and inormation technology. They integra

cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content t

propose solutions, orge new understandings, solve problems, and imagine possibilities. Finally, teachers make conten

knowledge relevant to learners by connecting it to local, state, national, and global issues.

Standard #4: Content Knowledge. The teacher understands the central concepts, tools o inquiry, andstructures o the discipline(s) he or she teaches and creates learning experiences that make the discipline

accessible and meaningul or learners to assure mastery o the content.

Standard #5: Application o Content. The teacher understands how to connect concepts and use diering

perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to

authentic local and global issues.


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Instructional Practice

Eective instructional practice requires that teachers understand and integrate assessment, planning, and

instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers rst identiy

student learning objectives and content standards and align assessments to those objectives. Teachers understan

how to design, implement and interpret results rom a range o ormative and summative assessments. This

knowledge is integrated into instructional practice so that teachers have access to inormation that can be used t

provide immediate eedback to reinorce student learning and to modiy instruction. Planning ocuses on using a

variety o appropriate and targeted instructional strategies to address diverse ways o learning, to incorporate netechnologies to maximize and individualize learning, and to allow learners to take charge o their own learning an

do it in creative ways.

Standard #6: Assessment. The teacher understands and uses multiple methods o assessment to engage lear

in their own growth, to monitor learner progress, and to guide the teachers and learners decision making.

Standard #7: Planning or Instruction. The teacher plans instruction that supports every student in meeting

rigorous learning goals by drawing upon knowledge o content areas, curriculum, cross-disciplinary skills, a

pedagogy, as well as knowledge o learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety o instructional strategies

encourage learners to develop deep understanding o content areas and their connections, and to build sk

to apply knowledge in meaningul ways.

Professional Responsibility

Creating and supporting sae, productive learning environments that result in learners achieving at the highest le

is a teachers primary responsibility. To do this well, teachers must engage in meaningul and intensive proession

learning and sel-renewal by regularly examining practice through ongoing study, sel-refection, and collaboratio

A cycle o continuous sel-improvement is enhanced by leadership, collegial support, and collaboration. Active

engagement in proessional learning and collaboration results in the discovery and implementation o better

practice or the purpose o improved teaching and learning. Teachers also contribute to improving instructionalpractices that meet learners needs and accomplish their schools mission and goals. Teachers benet rom and

participate in collaboration with learners, amilies, colleagues, other school proessionals, and community memb

Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and

advancing their proession.

Standard #9: Proessional Learning and Ethical Practice. The teacher engages in ongoing proessional learn

and uses evidence to continually evaluate his/her practice, particularly the eects o his/her choices and

actions on others (learners, amilies, other proessionals, and the community), and adapts practice to meet

needs o each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles andopportunities to take responsibility or student learning, to collaborate with learners, amilies, colleagues,

other school proessionals, and community members to ensure learner growth, and to advance the proess


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Standard #2: Learning Differences

The teacher uses understanding of individual differences and diversecultures and communities to ensure inclusive learning environments

that enable each learner to meet high standards.

Performances

2(a) The teacher designs, adapts, and deliversinstruction to address each students diverse learningstrengths and needs and creates opportunities orstudents to demonstrate their learning in dierent ways.

2(b) The teacher makes appropriate and timelyprovisions (e.g., pacing or individual rates o growth,task demands, communication, assessment, andresponse modes) or individual students with particularlearning dierences or needs.

2(c) The teacher designs instruction to build on learnersprior knowledge and experiences, allowing learners toaccelerate as they demonstrate their understandings.

2(d) The teacher brings multiple perspectives to thediscussion o content, including attention to learnerspersonal, amily, and community experiences andcultural norms.

2(e) The teacher incorporates tools o languagedevelopment into planning and instruction, includingstrategies or making content accessible to Englishlanguage learners and or evaluating and supportingtheir development o English prociency.

2() The teacher accesses resources, supports, andspecialized assistance and services to meet particularlearning dierences or needs.

critical DisPositions

2(l) The teacher believes that all learners can achieve ahigh levels and persists in helping each learner reachhis/her ull potential.

2(m) The teacher respects learners as individuals withdiering personal and amily backgrounds and variousskills, abilities, perspectives, talents, and interests.

2(n) The teacher makes learners eel valued and helpsthem learn to value each other.

2(o) The teacher values diverse languages and dialects

and seeks to integrate them into his/her instructionalpractice to engage students in learning.

essential KnowleDge

2(g) The teacher understands and identies dierencein approaches to learning and perormance and knowshow to design instruction that uses each learnersstrengths to promote growth.

2(h) The teacher understands students with exceptionaneeds, including those associated with disabilitiesand gitedness, and knows how to use strategies andresources to address these needs.

2(i) The teacher knows about second languageacquisition processes and knows how to incorporateinstructional strategies and resources to supportlanguage acquisition.

2(j) The teacher understands that learners bring assetsor learning based on their individual experiences,abilities, talents, prior learning, and peer and socialgroup interactions, as well as language, culture, amilyand community values.

2(k) The teacher knows how to access inormation abothe values o diverse cultures and communities andhow to incorporate learners experiences, cultures, andcommunity resources into instruction.


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Standard #3: Learning Environments

The teacher works with others to create environments that supportindividual and collaborative learning, and that encourage positive social

interaction, active engagement in learning, and self motivation.

Performances

3(a) The teacher collaborates with learners, amilies, andcolleagues to build a sae, positive learning climate oopenness, mutual respect, support, and inquiry.

3(b) The teacher develops learning experiences thatengage learners in collaborative and sel-directedlearning and that extend learner interaction with ideasand people locally and globally.

3(c) The teacher collaborates with learners andcolleagues to develop shared values and expectationsor respectul interactions, rigorous academicdiscussions, and individual and group responsibility orquality work.

3(d) The teacher manages the learning environment toactively and equitably engage learners by organizing,allocating, and coordinating the resources o time,space, and learners attention.

3(e) The teacher uses a variety o methods to engagelearners in evaluating the learning environment andcollaborates with learners to make appropriate adjustments.

3() The teacher communicates verbally and nonverballyin ways that demonstrate respect or and responsivenessto the cultural backgrounds and diering perspectiveslearners bring to the learning environment.

3(g) The teacher promotes responsible learner use o

interactive technologies to extend the possibilities orlearning locally and globally.

3(h) The teacher intentionally builds learnercapacity to collaborate in ace-to-ace and virtualenvironments through applying eective interpersonalcommunication skills.


3(n) The teacher is committed to working with learnerscolleagues, amilies, and communities to establishpositive and supportive learning environments.

3(o) The teacher values the role o learners in promotineach others learning and recognizes the importance opeer relationships in establishing a climate o learning

3(p) The teacher is committed to supporting learnersas they participate in decision making, engage inexploration and invention, work collaboratively andindependently, and engage in purposeul learning.

3(q) The teacher seeks to oster respectul communicatioamong all members o the learning community.

3(r) The teacher is a thoughtul and responsive listenerand observer.

essential KnowleDge

3(i) The teacher understands the relationship betweenmotivation and engagement and knows how to designlearning experiences using strategies that build learnesel-direction and ownership o learning.

3(j) The teacher knows how to help learners workproductively and cooperatively with each other toachieve learning goals.

3(k) The teacher knows how to collaborate withlearners to establish and monitor elements o a saeand productive learning environment including norms,expectations, routines, and organizational structures.

3(l) The teacher understands how learner diversity can

aect communication and knows how to communicateeectively in diering environments.

3(m) The teacher knows how to use technologies andhow to guide learners to apply them in appropriate,sae, and eective ways.


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Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of thediscipline(s) he or she teaches and creates learning experiences that make these aspectsof the discipline accessible and meaningful for learners to assure mastery of the content

Performances

4(a) The teacher eectively uses multiplerepresentations and explanations that capture keyideas in the discipline, guide learners through learningprogressions, and promote each learners achievemento content standards.

4(b) The teacher engages students in learningexperiences in the discipline(s) that encourage learnersto understand, question, and analyze ideas rom diverseperspectives so that they master the content.

4(c) The teacher engages learners in applying methods oinquiry and standards o evidence used in the discipline.

4(d) The teacher stimulates learner refection on prior

content knowledge, links new concepts to amiliarconcepts, and makes connections tolearners experiences.

4(e) The teacher recognizes learner misconceptionsin a discipline that interere with learning, and createsexperiences to build accurate conceptual understanding.

4() The teacher evaluates and modies instructionalresources and curriculum materials or theircomprehensiveness, accuracy or representing particularconcepts in the discipline, and appropriateness or his/her learners.

4(g) The teacher uses supplementary resources and

technologies eectively to ensure accessibility andrelevance or all learners.

4(h) The teacher creates opportunities or students to learn,practice, and master academic language in their content.

4(i) The teacher accesses school and/or district-basedresources to evaluate the learners content knowledge intheir primary language.


4(o) The teacher realizes that content knowledge is noa xed body o acts but is complex, culturally situatedand ever evolving. S/he keeps abreast o new ideas anunderstandings in the eld.

4(p) The teacher appreciates multiple perspectiveswithin the discipline and acilitates learners criticalanalysis o these perspectives.

4(q) The teacher recognizes the potential o bias inhis/her representation o the discipline and seeks toappropriately address problems o bias.

4(r) The teacher is committed to work toward eachlearners mastery o disciplinary content and skills.

essential KnowleDge

4(j) The teacher understands major concepts,assumptions, debates, processes o inquiry, and ways oknowing that are central to the discipline(s) s/he teaches

4(k) The teacher understands common misconceptionsin learning the discipline and how to guide learners toaccurate conceptual understanding.

4(l) The teacher knows and uses the academiclanguage o the discipline and knows how to make itaccessible to learners.

4(m) The teacher knows how to integrate culturally relevacontent to build on learners background knowledge.

4(n) The teacher has a deep knowledge o studentcontent standards and learning progressions in thediscipline(s) s/he teaches.


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Standard #5: Application of Content

The teacher understands how to connect concepts and use differingperspectives to engage learners in critical thinking, creativity, and

collaborative problem solving related to authentic local and global issues.

Performances

5(a) The teacher develops and implements projects thatguide learners in analyzing the complexities o an issueor question using perspectives rom varied disciplinesand cross-disciplinary skills (e.g., a water quality studythat draws upon biology and chemistry to look atactual inormation and social studies to examine policyimplications).

5(b) The teacher engages learners in applying contentknowledge to real world problems through the lenso interdisciplinary themes (e.g., nancial literacy,environmental literacy).

5(c) The teacher acilitates learners use o currenttools and resources to maximize content learning in

varied contexts.5(d) The teacher engages learners in questioning andchallenging assumptions and approaches in order tooster innovation and problem solving in local andglobal contexts.

5(e) The teacher develops learners communicationskills in disciplinary and interdisciplinary contextsby creating meaningul opportunities to employ avariety o orms o communication that address variedaudiences and purposes.

5() The teacher engages learners in generating andevaluating new ideas and novel approaches, seeking

inventive solutions to problems, and developingoriginal work.

5(g) The teacher acilitates learners ability to developdiverse social and cultural perspectives that expandtheir understanding o local and global issues andcreate novel approaches to solving problems.

5(h) The teacher develops and implements supports orlearner literacy development across content areas.


5(q) The teacher is constantly exploring how to usedisciplinary knowledge as a lens to address local andglobal issues.

5(r) The teacher values knowledge outside his/herown content area and how such knowledge enhancesstudent learning.

5(s) The teacher values fexible learning environments

that encourage learner exploration, discovery, andexpression across content areas.

essential KnowleDge

5(i) The teacher understands the ways o knowing in his/hediscipline, how it relates to other disciplinary approaches tinquiry, and the strengths and limitations o each approachin addressing problems, issues, and concerns.

5(j) The teacher understands how current interdisciplinarythemes (e.g., civic literacy, health literacy, global awarenesconnect to the core subjects and knows how to weave thothemes into meaningul learning experiences.

5(k) The teacher understands the demands o accessing anmanaging inormation as well as how to evaluate issues oethics and quality related to inormation and its use.

5(l) The teacher understands how to use digital and

interactive technologies or eciently and eectivelyachieving specic learning goals.

5(m) The teacher understands critical thinking processes anknows how to help learners develop high level questioningskills to promote their independent learning.

5(n) The teacher understands communication modes andskills as vehicles or learning (e.g., inormation gatheringand processing) across disciplines as well as vehicles orexpressing learning.

5(o) The teacher understands creative thinking processesand how to engage learners in producing original work.

5(p) The teacher knows where and how to access resourceto build global awareness and understanding, and how tointegrate them into the curriculum.


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Standard #6: Assessment

The teacher understands and uses multiple methods of assessment toengage learners in their own growth, to monitor learner progress, and

to guide the teachers and learners decision making.

Performances

6(a) The teacher balances the use o ormative andsummative assessment as appropriate to support, veriy,and document learning.

6(b) The teacher designs assessments that match learningobjectives with assessment methods and minimizessources o bias that can distort assessment results.

6(c) The teacher works independently and collaborativelyto examine test and other perormance data to understandeach learners progress and to guide planning.

6(d) The teacher engages learners in understandingand identiying quality work and provides them witheective descriptive eedback to guide their progress

toward that work.6(e) The teacher engages learners in multiple wayso demonstrating knowledge and skill as part o theassessment process.

6() The teacher models and structures processes thatguide learners in examining their own thinking andlearning as well as the perormance o others.

6(g) The teacher eectively uses multiple andappropriate types o assessment data to identiy eachstudents learning needs and to develop dierentiatedlearning experiences.

6(h) The teacher prepares all learners or the demandso particular assessment ormats and makes appropriateaccommodations in assessments or testing conditions,especially or learners with disabilities and languagelearning needs.

6(i) The teacher continually seeks appropriate ways toemploy technology to support assessment practice bothto engage learners more ully and to assess and addresslearner needs.


6(q) The teacher is committed to engaging learnersactively in assessment processes and to developingeach learners capacity to review and communicateabout their own progress and learning.

6(r) The teacher takes responsibility or aligninginstruction and assessment with learning goals.

6(s) The teacher is committed to providing timelyand eective descriptive eedback to learners ontheir progress.

6(t) The teacher is committed to using multiple typeso assessment processes to support, veriy, anddocument learning.

6(u) The teacher is committed to making accommodationin assessments and testing conditions, especially orlearners with disabilities and language learning needs.

6(v) The teacher is committed to the ethical use ovarious assessments and assessment data to identiylearner strengths and needs to promote learner growt

essential KnowleDge

6(j) The teacher understands the dierences betweenormative and summative applications o assessmentand knows how and when to use each.

6(k) The teacher understands the range o types andmultiple purposes o assessment and how to design,adapt, or select appropriate assessments to addressspecic learning goals and individual dierences, and minimize sources o bias.

6(l) The teacher knows how to analyze assessment datato understand patterns and gaps in learning, to guideplanning and instruction, and to provide meaninguleedback to all learners.

6(m) The teacher knows when and how to engagelearners in analyzing their own assessment results and helping to set goals or their own learning.

6(n) The teacher understands the positive impact oeective descriptive eedback or learners and knows avariety o strategies or communicating this eedback.

6(o) The teacher knows when and how to evaluate andreport learner progress against standards.

6(p) The teacher understands how to prepare learnersor assessments and how to make accommodationsin assessments and testing conditions, especially orlearners with disabilities and language learning needs.


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Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learninggoals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, an

pedagogy, as well as knowledge of learners and the community context.

Performances

7(a) The teacher individually and collaboratively selectsand creates learning experiences that are appropriateor curriculum goals and content standards, and arerelevant to learners.

7(b) The teacher plans how to achieve each studentslearning goals, choosing appropriate strategies andaccommodations, resources, and materials to dierentiateinstruction or individuals and groups o learners.

7(c) The teacher develops appropriate sequencing olearning experiences and provides multiple ways todemonstrate knowledge and skill.

7(d) The teacher plans or instruction based on

ormative and summative assessment data, prior learnerknowledge, and learner interest.

7(e) The teacher plans collaboratively with proessionalswho have specialized expertise (e.g., special educators,related service providers, language learning specialists,librarians, media specialists) to design and jointly deliveras appropriate learning experiences to meet uniquelearning needs.

7() The teacher evaluates plans in relation to short- andlong-range goals and systematically adjusts plans to meeteach students learning needs and enhance learning.


7(n) The teacher respects learners diverse strengthsand needs and is committed to using this inormation plan eective instruction.

7(o) The teacher values planning as a collegial activitythat takes into consideration the input o learners,colleagues, amilies, and the larger community.

7(p) The teacher takes proessional responsibility to usshort- and long-term planning as a means o assuringstudent learning.

7(q) The teacher believes that plans must always beopen to adjustment and revision based on learnerneeds and changing circumstances.

essential KnowleDge

7(g) The teacher understands content and contentstandards and how these are organized in the curriculum

7(h) The teacher understands how integrating cross-disciplinary skills in instruction engages learnerspurposeully in applying content knowledge.

7(i) The teacher understands learning theory, humandevelopment, cultural diversity, and individualdierences and how these impact ongoing planning.

7(j) The teacher understands the strengths and needso individual learners and how to plan instruction that responsive to these strengths and needs.

7(k) The teacher knows a range o evidence-basedinstructional strategies, resources, and technologicaltools and how to use them eectively to plan instructiothat meets diverse learning needs.

7(l) The teacher knows when and how to adjust plansbased on assessment inormation and learner response

7(m) The teacher knows when and how to accessresources and collaborate with others to supportstudent learning (e.g., special educators, related servicproviders, language learner specialists, librarians, medspecialists, community organizations).


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Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies toencourage learners to develop deep understanding of content areas and their

connections, and to build skills to apply knowledge in meaningful ways.

Performances

8(a) The teacher uses appropriate strategies andresources to adapt instruction to the needs oindividuals and groups o learners.

8(b) The teacher continuously monitors student learning,engages learners in assessing their progress, and adjustsinstruction in response to student learning needs.

8(c) The teacher collaborates with learners to designand implement relevant learning experiences, identiytheir strengths, and access amily and communityresources to develop their areas o interest.

8(d) The teacher varies his/her role in the instructionalprocess (e.g., instructor, acilitator, coach, audience) in

relation to the content and purposes o instruction andthe needs o learners.

8(e) The teacher provides multiple models andrepresentations o concepts and skills with opportunitiesor learners to demonstrate their knowledge through avariety o products and perormances.

8() The teacher engages all learners in developing higherorder questioning skills and metacognitive processes.

8(g) The teacher engages learners in using a range olearning skills and technology tools to access, interpret,evaluate, and apply inormation.

8(h) The teacher uses a variety o instructional strategiesto support and expand learners communication throughspeaking, listening, reading, writing, and other modes.

8(i) The teacher asks questions to stimulate discussionthat serves dierent purposes (e.g., probing or learnerunderstanding, helping learners articulate their ideasand thinking processes, stimulating curiosity, andhelping learners to question).


8(p) The teacher is committed to deepening awarenesand understanding the strengths and needs o diverselearners when planning and adjusting instruction.

8(q) The teacher values the variety o ways peoplecommunicate and encourages learners to develop anduse multiple orms o communication.

8(r) The teacher is committed to exploring how the useo new and emerging technologies can support andpromote student learning.

8(s) The teacher values fexibility and reciprocity in theteaching process as necessary or adapting instructionto learner responses, ideas, and needs.

essential KnowleDge

8(j) The teacher understands the cognitive processesassociated with various kinds o learning (e.g., criticaland creative thinking, problem raming and problemsolving, invention, memorization and recall) and howthese processes can be stimulated.

8(k) The teacher knows how to apply a range odevelopmentally, culturally, and linguistically appropriainstructional strategies to achieve learning goals.

8(l) The teacher knows when and how to useappropriate strategies to dierentiate instructionand engage all learners in complex thinking andmeaningul tasks.

8(m) The teacher understands how multiple ormso communication (oral, written, nonverbal, digital,visual) convey ideas, oster sel expression, andbuild relationships.

8(n) The teacher knows how to use a wide variety oresources, including human and technological, toengage students in learning.

8(o) The teacher understands how content andskill development can be supported by media andtechnology and knows how to evaluate these resourceor quality, accuracy, and eectiveness.


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Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence tocontinually evaluate his/her practice, particularly the effects of his/her

choices and actions on others (learners, families, other professionals, andthe community), and adapts practice to meet the needs of each learner.

Performances

9(a) The teacher engages in ongoing learningopportunities to develop knowledge and skillsin order to provide all learners with engagingcurriculum and learning experiences based on localand state standards.

9(b) The teacher engages in meaningul andappropriate proessional learning experiences alignedwith his/her own needs and the needs o the learners,school, and system.

9(c) Independently and in collaboration with colleagues,the teacher uses a variety o data (e.g., systematicobservation, inormation about learners, research) toevaluate the outcomes o teaching and learning and to

adapt planning and practice.9(d) The teacher actively seeks proessional,community, and technological resources, within andoutside the school, as supports or analysis, refection,and problem-solving.

9(e) The teacher refects on his/her personal biasesand accesses resources to deepen his/her ownunderstanding o cultural, ethnic, gender, and learningdierences to build stronger relationships and createmore relevant learning experiences.

9() The teacher advocates, models, and teaches sae,legal, and ethical use o inormation and technology

including appropriate documentation o sources andrespect or others in the use o social media. critical DisPositions

9(l) The teacher takes responsibility or student learninand uses ongoing analysis and refection to improveplanning and practice.

9(m) The teacher is committed to deepeningunderstanding o his/her own rames o reerence (e.g.culture, gender, language, abilities, ways o knowing),the potential biases in these rames, and their impacton expectations or and relationships with learners andtheir amilies.

9(n) The teacher sees him/hersel as a learner,

continuously seeking opportunities to draw uponcurrent education policy and research as sources oanalysis and refection to improve practice.

9(o) The teacher understands the expectations o theproession including codes o ethics, proessionalstandards o practice, and relevant law and policy.

essential KnowleDge

9(g) The teacher understands and knows how to usea variety o sel-assessment and problem-solvingstrategies to analyze and refect on his/her practice andto plan or adaptations/adjustments.

9(h) The teacher knows how to use learner data toanalyze practice and dierentiate instruction accordingly

9(i) The teacher understands how personal identity,worldview, and prior experience aect perceptionsand expectations, and recognizes how they may biasbehaviors and interactions with others.

9(j) The teacher understands laws related to learnersrights and teacher responsibilities (e.g., or educationa

equity, appropriate education or learners withdisabilities, condentiality, privacy, appropriatetreatment o learners, reporting in situations related topossible child abuse).

9(k) The teacher knows how to build and implement aplan or proessional growth directly aligned with his/heneeds as a growing proessional using eedback romteacher evaluations and observations, data on learnerperormance, and school- and system-wide priorities.


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Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility fostudent learning, to collaborate with learners, families, colleagues, other school professiona

and community members to ensure learner growth, and to advance the profession.

Performances

10(a) The teacher takes an active role on theinstructional team, giving and receiving eedback onpractice, examining learner work, analyzing data rommultiple sources, and sharing responsibility or decisionmaking and accountability or each students learning.

10(b) The teacher works with other school proessionalsto plan and jointly acilitate learning on how to meetdiverse needs o learners.

10(c) The teacher engages collaboratively in the school-wide eort to build a shared vision and supportiveculture, identiy common goals, and monitor andevaluate progress toward those goals.

10(d) The teacher works collaboratively with learnersand their amilies to establish mutual expectationsand ongoing communication to support learnerdevelopment and achievement.

10(e) Working with school colleagues, the teacher buildsongoing connections with community resources toenhance student learning and well being.

10() The teacher engages in proessional learning,contributes to the knowledge and skill o others, andworks collaboratively to advance proessional practice.

10(g) The teacher uses technological tools and a varietyo communication strategies to build local and global

learning communities that engage learners, amilies,and colleagues.

10(h) The teacher uses and generates meaningulresearch on education issues and policies.

10(i) The teacher seeks appropriate opportunitiesto model eective practice or colleagues, to leadproessional learning activities, and to serve in otherleadership roles.

10(j) The teacher advocates to meet the needs olearners, to strengthen the learning environment, and toenact system change.

10(k) The teacher takes on leadership roles at theschool, district, state, and/or national level andadvocates or learners, the school, the community, andthe proession.


10(p) The teacher actively shares responsibility orshaping and supporting the mission o his/her schoolas one o advocacy or learners and accountability otheir success.

10(q) The teacher respects amilies belies, norms,and expectations and seeks to work collaborativelywith learners and amilies in setting and meetingchallenging goals.

10(r) The teacher takes initiative to grow and developwith colleagues through interactions that enhance

practice and support student learning.

10(s) The teacher takes responsibility or contributing tand advancing the proession.

10(t) The teacher embraces the challenge o continuouimprovement and change.

essential KnowleDge

10(l) The teacher understands schools as organizationswithin a historical, cultural, political, and social contextand knows how to work with others across the system support learners.

10(m) The teacher understands that alignment o amilschool, and community spheres o infuence enhancesstudent learning and that discontinuity in these sphereo infuence intereres with learning.

10(n) The teacher knows how to work with other adultsand has developed skills in collaborative interactionappropriate or both ace-to-ace and virtual contexts.

10(o) The teacher knows how to contribute to a

common culture that supports high expectations orstudent learning.


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Glossary of Terms

This glossary includes only those terms that are helpul to understanding how the InTASC standards have changed

particularly where new emphases or new understandings are implicated.

Academic Language

Academic language, tied to specic subject area disciplines, capturesthrough vocabulary, grammar, and

organizational strategiesthe complex ideas, higher order thinking processes, and abstract concepts o the disciplinIt is the language used in classrooms, textbooks, and ormal presentations in a subject area and diers in structure

vocabulary rom everyday spoken English.

Assessment

Assessment is the productive process o monitoring, measuring, evaluating, documenting, refecting on, and adjusting

teaching and learning to ensure students reach high levels o achievement. Assessment systems need to include both

ormative and summative assessment processes, aligned with instructional and curricular goals and objectives. Formative

assessment ndings should be used as a continuous eedback loop to improve teaching and learning. Summative

assessment results should be used to make nal decisions about gains in knowledge and skills.

Formative AssessmentFormative assessment is a process used by teachers and learners that provides a continuous stream o evidenc

o learner growth, empowering teachers to adjust instruction and learners to adjust learning to improve student

achievement. Formative assessment requires clear articulation and communication o intended instructional

outcomes and criteria or success, ongoing descriptive eedback, the use o assessment evidence to make

adjustments to teaching and learning, sel- and peer-assessment that promote learner awareness o growth and

needed improvement, and a partnership between teachers and learners that holds both parties accountable or

learner achievement and success.

Summative Assessment

Summative assessment is the process o certiying learning at the culmination o a given period o time to evalua

the extent to which instructional objectives have been met. Examples o summative assessment include end-o-utests, nal exams, semester exams, portolios, capstone projects, perormance demonstrations, state-mandated

tests, the National Assessment o Educational Progress (NAEP), and accountability measures (e.g., Adequate

Yearly Progress or AYP).

Collaboration

Collaboration is a style o interaction between individuals engaged in shared decision making as they work toward a

common goal. Individuals who collaborate have equally valued personal or proessional resources to contribute and

they share decision-making authority and accountability or outcomes.

Content Knowledge

Content knowledge includes not only a particular set o inormation, but also the ramework or organizing inormation

and processes or working with it. The traditional denition o content knowledge has been extended in these standard

in three ways. First, it incorporates the notion o pedagogical content knowledge, which blends content and eective

instructional strategies or teaching particular subject matter, including appropriate representations and explanations.

Second, it includes connections to other disciplines and the development o new, interdisciplinary areas o ocus such

civic literacy, environmental literacy, and global awareness. Third, the notion o content knowledge is urther extended

include cross-disciplinary skills as tools o inquiry and means to probe content deeply and apply it in real world context


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Cross-disciplinary Skills

Cross-disciplinary skills 1) allow learners to probe content deeply (e.g., reading comprehension, critical thinking), 2)

connect academic disciplines to one another (e.g., problem solving), 3) can be applied to and may be used dieren

within various elds (e.g., critical thinking in biology vs. critical thinking in literary analysis), and 4) should be taught

explicitly in the context o a given content area (e.g., accessing and interpreting inormation). These skills include cr

thinking, problem solving, collaboration, eective oral and written communication, accessing and analyzing inormat

as well as adaptability, creativity, initiative, and entrepreneurialism.

Cultural Relevance

Cultural relevance is evident through the integration o cultural knowledge, prior experiences, and perormance style

o diverse learners to make learning more appropriate and eective or them; it teaches to and through the strength

these learners. Culturally relevant instruction integrates a wide variety o instructional strategies that are connected

dierent approaches to learning.

Data and Use of Data

Learner data are actual, evidentiary orms o inormation about individuals or groups o learners that are collected,

documented, organized, and analyzed or the purpose o making decisions about teaching and learning. Examples

o learner data include, but are not limited to 1) learner demographics and background inormation, 2) documented

inormation about learning needs and prior perormance, 3) learner class work, homework, and other ormal andinormal works produced by the learner, 4) progress charts, records, and anecdotal teacher notes rom ormative

assessments and/or classroom observations, 5) end-o-unit teacher-developed tests or summative perormances an

course grades, and 6) external test scores.

Using data in instructional decision making is a continuous, cyclical process o making instructional decisions base

the analysis o learner data. Using data to inorm instructional decisions involves key processesassessing, analyzin

planning, implementing, and refecting. Data-inormed instructional decision making uses data rom multiple sources

understand learning strengths and needs in order to suggest classroom and school-wide instructional solutions. Th

same cyclical process can be applied to larger education decisions aecting school climate and school improveme

eorts, with expanded sets o data that may include, or example, teacher evaluation and proessional development,

parental involvement, and resource allocation.

Diverse Learners and Learning Differences

Diverse learners and students with learning dierences are those who, because o gender, language, cultural

background, diering ability levels, disabilities, learning approaches, and/or socioeconomic status may have academ

needs that require varied instructional strategies to ensure their learning. Learning dierences are maniested in

such areas as diering rates o learning, motivation, attention, preerred learning modalities, complexity o reasoning

persistence, oundational knowledge and skills, and preerred learning and response modes.

Diversity

Diversity is inclusive o individual dierences (e.g., personality, interests, learning modalities, and lie experiences),

and group dierences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality,language, religion, political aliation, and socio-economic background).

Inclusive Learning Environment

Inclusive learning environments are welcoming and accepting o each and every learner including those who are

vulnerable to marginalization and exclusion and those who traditionally have been let out or excluded rom appropri

educational and learning opportunities. Inclusion incorporates and expands the concept o inclusion that is most

requently associated with the goal o equal access to general education or students with disabilities. Inclusive


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approaches embrace diversity; provide access to high-level knowledge, skills, and application or every student; ada

instruction to meet individual needs; encourage co-teaching and collaboration among general and resource educat

oster collaboration with amilies and community members; maintain high expectations o all students; and support

student achievement and growth.

Leadership

Leadership in this document reers to attributes o the teacher that include but are not limited to: 1) a view o the

teachers role in education as multiaceted; 2) a keen sense o ethical responsibility to advance the proession while

simultaneously advancing knowledge, skills, and opportunities or each learner; 3) a deep commitment to teaching

that includes a willingness to actively engage in proessional development to expand knowledge about teaching and

learning; 4) a willingness to take on the mantle o leadership in the classroom and among colleagues without a orm

title; 5) a recognition o when to lead and when it is appropriate to allow others to lead; 6) knowledge o when and

to marshal a variety o stakeholders to work toward a common cause; 7) an ability to regularly garner resources, bo

human and other, or the betterment o the students and the school; and 8) the ability to make sound decisions bas

on the appropriate use and interpretation o quality data and evidence. Teacher leaders unction well in proessiona

communities, contribute to school improvement, and inspire their students and colleagues to excellence.

Learning Environment

A learning environment is a complex setting designed to attend to the learner(s), the context, and the contentsimultaneously. Regardless o the settingwhether traditional classroom, community-based, virtual, or other alternat

ormata learning environment must motivate student learning through establishing interest, providing choices,

making relevant connections, building understanding, assessing learning outcomes, developing close teacher-learn

relationships, and creating a sense o belonging between and among learners. Learning environments can be creat

in varied settings, and the traditional classroom environment itsel can be stretched to become more experiential an

technology-rich. Technology can engage learners with experts and ellow learners around the world, providing acce

to authentic problems and real-world applications The development o technology-enriched learning environments c

enable learners to pursue their individual curiosities and become active participants in setting their own educationa

goals, managing their own learning, and assessing their own progress.

Learning ProgressionsLearning progressions are descriptions o increasingly sophisticated ways o thinking about a topic and have

been proposed as solutions to such educational problems as a lack o curricular coherence, developmental

inappropriateness o curricula, misalignment between instruction and assessment, and weaknesses in support

or valued teaching practices. They can support teachers ormative assessment practices and help teachers use

learners prior knowledge in productive ways. By laying out the territory that learners are likely to traverse in coming

to understand a given concept, these tools can help teachers recognize their learners misconceptions as productiv

steps on the way to ull understanding.

Professional Development and Professional Learning

Proessional development provides comprehensive, sustained, and intensive learning opportunities to expand the

proessional knowledge base available to teachers and to engage them in an ongoing process o critically examinin

their teaching practices to nd new and more eective ways to improve student learning. Proessional development

needs to address both an individual teachers goals or proessional growth and the larger organizational learning

priorities or school improvement. Proessional learning engages teachers in working with others to deepen their

content knowledge, sharpen their instructional skills, and develop their ability to use data or meaningul decision

making. Thus, proessional learning is an ongoing, job-embedded process that supports transer o newly-learned

knowledge and skills to practice. Such learning also needs to be continuously evaluated and rened.


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Reference Chart of Key Cross-Cutting Themes inUpdated InTASC Standards

This chart shows where in the text of the standards certain key themes arereferenced, demonstrating how they have been integrated across the document.

In some instances, the key theme is not explicit but can be inferred.

th Kd Dp P*Collaboration 3(j), 3(k), 3(i), 5(p), 7(m), 10(l),

10(n)

1(k), 3(n), 3(o), 3(p), 6(q), 6(s),

7(o), 9(l), 10(q), 10(r)

1(c), 3(a), 3(b), 3(c), 3(e), 3(h),

7(a), 7(e), 8(b), 8(c), 9(a-d), 10

*Communication 3(l), 3(j), 5(n), 6(l), 6(n), 6(o),

8(m), 10(n)

3(q), 3(r), 6(q), 6(s), 8(q) 3(c), 3(e), 3(f), 3(h), 5(e), 6(d),

8(h), 8(i), 10(g)

*Creativity/ Innovation 5(l), 5(o), 8(j), 8(m) 3(p), 5(s) 5(d), 5(f), 5(g), 8(i), 9(f)

*Critical thinking, problem

solving

4(j), 4(k), 4(l), 5(i), 5(m), 8(j),

8(l), 9(g)

4(p), 4(r), 5(q) 4(b), 4(c), 4(d), 4(e), 4(h), 5(a)

5(b), 5(d), 5(f), 5(g), 6(f), 8(f),

8(i), 9(d)

Cultural competence 1(g), 2(g), 2(j), 2(k), 3(i), 4(k),

4(m), 7(i), 8(k), 9(i)

4(o), 8(t), 9(m) 2(d), 3(f), 5(h), 7(c), 9(e)

English language learners 1(g), 2(i), 2(j), 6(p), 7(m), 8(m) 2(o), 6(u) 2(d), 2(e), 4(i), 6(h), 7(e)

Families/Communities 2(j), 2(k), 10(m) 1(k), 2(m), 3(n), 7(o), 9(m),

10(q)

1(c), 2(d), 3(a), 8(c), 9(b), 10(c

10(d), 10(e), 10(g), 10(k)

Individual differences 1(d-g), 2(g), 2(h), 2(j), 2(k), 3(l),

4(l), 4(m), 6(k), 6(l), 6(m), 6(o),

6(p), 7(i-m), 8(k), 8(l), 9(g),

9(h), 9(i), 9(j)

1(h), 1(i), 1(k), 2(l), 2(m), 2(n),

2(o), 4(r), 6(q), 6(s), 6(u), 7(n),

7(q), 8(p), 8(s), 9(m)

1(a), 1(b), 2(a-f), 2(h), 3(d), 3(f

4(a), 4(d), 4(e), 4(f), 4(g), 6(c),

6(d), 6(g), 6(h), 6(i), 7(b), 7(c),

7(d-f),8(a), 8(b), 8(d), 8(e), 8(f)

9(a), 9(c), 9(e),10(a). 10(b)

Interdisciplinary themes 5(j) 5(q-s) 5(c), 5(b), 5(e)

Leadership 1(c), 3(k), 5(p), 7(l), 7(m), 8(l),

8(n), 9(i), 9(j), 10(l-o)

1(j), 3(n), 4(p), 5(q), 6(r), 6(v),

7(o), 7(p), 8(s), 9(m), 9(n),

10(p-t)

2(f), 3(a), 3(c), 3(d), 4(g), 5(d),

6(c), 6(e), 6(f), 7(a), 7(e), 8(c),

9(a-f), 10(a-k)

*Multiple perspectives 5(i), 5(j), 5(n), 5(p), 9(i), 7(h),

10(l), 10(m)

4(p), 5(r), 6(t) 2(d), 3(e), 4(b), 5(a), 5(b), 5(d)

5(e), 5(g)

Professional learning 6(j-p), 7(f), 7(k), 8(k), 8(n), 8(o),

9(g-k)

4(o), 4(p), 4(q), 5(q), 5(r), 6(t),

8(p), 9(l-o), 10(r), 10(s), 10(t)

6(a), 6(c), 6(g), 6(i), 8(g), 9(a-f

10(f), 10(h)

Student-directed learning 3(i), 3(k), 5(m), 6(m) 3(n), 3(o), 3(p), 6(q), 6(s), 10(q) 3(b), 3(c), 5(d), 5(f), 6(f), 8(b),

Teacher responsibility 3(m), 5(l), 9(j), 9(k), 10(o) 1(j), 4(o), 4(q), 5(r), 6(r), 6(t),

6(u), 6(v), 7(p), 9(l-o), 10(p),10(r), 10(s)

3(c), 3(g), 5(h), 9(e), 9(f)

*Technology 3(j), 3(m), 5(k), 5(l), 7(k), 8(n),

8(o), 10(n)

8(q), 8(r) 3(g), 3(h), 4(g), 5(c), 6(i), 8(g),

9(f),10(e), 10(g)

Use of data to support

learning

5(k), 6(j-p), 7(l), 8(n), 8(o), 9(g),

9(h), 9(k)

6(q-v), 7(q), 8(s), 9(l) 2(d), 5(c), 5(f), 6(a-i), 8(b), 8(d

8(g), 9(c), 9(f), 10(a-c)

*Cross-disciplinary skills


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InTASC Model Core Teaching Standards Update Committe

Richard Allan, Vice President, Evaluation Systems group o Pearson

Katherine Bassett, Director, Educator Relations Group, Educational Testing Service (Teacher o theYear New Jersey)

Victoria Chamberlain, Executive Director, Oregon Teacher Standards and Practices Commission

Pamela Coleman, Director o Teacher Education and Licensure, Kansas State Department o Education

Lynne Cook, Proessor o Special Education, Caliornia State University, Dominguez Hills

Manuel Cox, Lead Teacher, Engineering Academy or Student Excellence (EASE), American HighSchool (NBCT)

Nadene Davidson, Interim Head, Department o Teaching, University o Northern Iowa (NBCT)

Sydnee Dickson, Director, Teaching and Learning, Utah State Oice o Education

Karen Human, Assistant Superintendent, Division o Educator Quality, West Virginia Departmento Education

Maria Hyler, Assistant Proessor, University o Maryland, College Park (NBCT)

Susan Johnsen, Proessor in the Department o Educational Psychology and Director o the PhDProgram, School o Education, Baylor University

Carlene Kirkpatrick, Instructional Coach, DeKalb County School System (NBCT)

Jean Miller, Consultant, Council o Chie State School Oicers

Antoinette Mitchell, Interim Dean, School o Education, Trinity Washington University

Gwen Wallace Nagel, Director, Iowa Learning Online, Iowa Department o Education

Richelle Patterson, Senior Policy Analyst, Teacher Quality Department, National EducationAssociation

Irving Richardson, Coordinator or Public Education and School Support NEA-NH (Teacher o theYear - Maine)

Maria del Carmen Salazar, Assistant Proessor, Curriculum and Instruction Morgridge College oEducation, University o Denver

Theodore Small, 5th grade teacher, Clark County School District, Nevada

Ai Y. Wiggins, PhD Candidate, Research Statistics and Evaluation, Curry School o Education,University o Virginia

NBCT National Board Certied Teacher

Mary Diez, Co-ChairDean, School o Education, Alverno College

Kathleen Paliokas, DirectorInTASC, Council o Chie State School Ocers

Peter McWalters, Co-ChairConsultant, Commissioner o Education, Rhode Island (retir

David Paradise, Senior AssociateInTASC, Council o Chie State School Ocers


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Documents

InTASC Model Core Teaching Standards 2011