Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 1

Initial Preparation Standard 2: Learning Environments 2.0 Beginning special education professionals create safe, inclusive, culturally

responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.

Key Elements 2.1 Beginning special education professionals, through collaboration with general

educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Initial Preparation Standard 1: Learner Development and Individual Learning Differences 1.0 Beginning special education professionals understand how exceptionalities may

interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

Key Elements 1.1 Beginning special education professionals understand how language, culture, and

family background influence the learning of individuals with exceptionalities. 1.2 Beginning special education professionals use understanding of development and

individual differences to respond to the needs of individuals with exceptionalities.

Initial Preparation Standards

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 2

Initial Preparation Standard 3: Curricular Content Knowledge 3.0 Beginning special education professionals use knowledge of general and specialized

curricula to individualize learning for individuals with exceptionalities. Key Elements 3.1 Beginning special education professionals understand the central concepts,

structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Initial Preparation Standard 4: Assessment 4.0 Beginning special education professionals use multiple methods of assessment

and data sources in making educational decisions. Key Elements 4.1 Beginning special education professionals select and use technically sound formal

and informal assessments that minimize bias. 4.2 Beginning special education professionals use knowledge of measurement

principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 3

Initial Preparation Standard 5: Instructional Planning and Strategies 5.0 Beginning special education professionals select, adapt, and use a repertoire of

evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Key Elements 5.1 Beginning special education professionals consider individual abilities, interests,

learning environments, and cultural and linguistic factors in the selection, develop- ment, and adaptation of learning experiences for individuals with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.

5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 4

Initial Preparation Standard 6: Professional Learning and Ethical Practice 6.0 Beginning special education professionals use foundational knowledge of the field

and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Key Elements 6.1 Beginning special education professionals use professional ethical principles and

professional practice standards to guide their practice. 6.2 Beginning special education professionals understand how foundational knowledge

and current issues influence professional practice. 6.3 Beginning special education professionals understand that diversity is a part of

families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.

6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

Initial Preparation Standard 7: Collaboration 7.0 Beginning special education professionals collaborate with families, other

educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Key Elements 7.1 Beginning special education professionals use the theory and elements of effective

collaboration. 7.2 Beginning special education professionals serve as a collaborative resource to

colleagues. 7.3 Beginning special education professionals use collaboration to promote the well

being of individuals with exceptionalities across a wide range of settings and collaborators.

Developed by CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC)

April 2011

InTASC Model Core Teaching Standards :

A Resource for State Dialogue

For information about how to obtain copies of this document please visit http://www.ccsso.org/intasc.

Council of Chief State School Officers One Massachusetts Avenue, NW, Suite 700 Washington, DC 20001-1431 Phone: 202-336-7000 Fax: 202-408-1938

Suggested Citation:

Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.

Copyright © 2011 by the Council of Chief State School Officers, Washington, DC.

The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.

InTASC Model Core Teaching Standards 1

Table of Contents Acknowledgements ………………………………………………………………………………………………………2

Introduction …………………………………………………………………………………………………………………3

Summary of Standards ………………………………………………………………………………………………….8

The Learner and Learning

Standard #1: Learner Development ……………………………………………………………………..10

Standard #2: Learning Differences ………………………………………………………………………. 11

Standard #3: Learning Environments ……………………………………………………………………12

Content Knowledge

Standard #4: Content Knowledge ……………………………………………………………………….13

Standard #5: Application of Content ……………………………………………………………………14

Instructional Practice

Standard #6: Assessment …………………………………………………………………………………..15

Standard #7: Planning for Instruction ……………………………………………………………………16

Standard #8: Instructional Strategies ……………………………………………………………………17

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice …………………………………………18

Standard #10: Leadership and Collaboration ………………………………………………………..19

Glossary of Terms ……………………………………………………………………………………………………….20

Reference Chart of Key Cross-Cutting Themes ……………………………………………………………….23

InTASC Model Core Standards Update Committee …………………………………………………………24

InTASC Model Core Teaching Standards 2

Acknowledgements InTASC would like to express its sincere appreciation to the National Education Association, the Educational Testing Service, and Evaluation Systems group of Pearson for providing the funding for this project.

We would also like to offer a special thanks to all the InTASC Core Standards Update Committee members who enthusiastically volunteered their time and energy to the challenging task of describing what effective teaching across all content areas and grade levels looks like today. InTASC depends upon the support and input from practicing teachers, teacher educators, and other education professionals such as those on our committee to effectively pursue our mission of 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 of Colleges for Teacher Education (AACTE)

• American Association of School Administrators (AASA)

• American Federation of Teachers (AFT)

• Association of Teacher Educators (ATE)

• Council for Exceptional Children (CEC)

• National Association of Elementary School Principals (NAESP)

• National Association for Gifted Children (NAGC)

• National Association of Secondary School Principals (NASSP)

• National Association of State Boards of Education (NASBE)

• National Association of State Directors of Special Education (NASDSE)

• National Association of State Directors of Teacher Education and Certification (NASDTEC)

• National Board for Professional Teaching Standards (NBPTS)

• National Commission on Teaching and America’s Future (NCTAF)

• National Council for Accreditation of Teacher Education (NCATE)

• National Education Association (NEA)

• National School Boards Association (NSBA)

• National Teacher of the Year Program

• Teach for America (TFA)

• Teacher Education Accreditation Council (TEAC)

InTASC Model Core Teaching Standards 3

Introduction The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), is pleased to offer this set of model core teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world. These standards outline the common principles and foundations of teaching practice that 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 effective teaching and learning looks like in a transformed public education system – one that empowers every learner to take ownership of their learning, that emphasizes the learning of content and application of knowledge and skill to real world problems, that values the differences each learner brings to the learning experience, and that leverages rapidly changing learning environments by recognizing the possibilities they bring to maximize learning and engage learners. A transformed public education system requires a new vision of teaching.

A New Vision of Teaching for Improved Student Achievement The updating of the core teaching standards was driven not only by new understandings of learners and learning but also by the new imperative that every student can and must achieve to high standards. Educators are now being held to new levels of accountability for improved student outcomes. These standards embrace this new emphasis

and describe what effective teaching that leads to improved student achievement looks like. They are based on our best understanding of current research on teaching practice with the acknowledgement that how students learn and strategies for engaging learners are evolving more quickly than ever. These standards

promote a new paradigm for delivering education and call for a new infrastructure of support for professionals in that system. Below are the key themes that run through the updated teaching standards and how they will drive improved student learning.

Personalized Learning for Diverse Learners The explosion of learner diversity means teachers need knowledge and skills to customize learning for learners with a range of individual differences. These differences include students who have learning disabilities and students who perform above grade level and deserve opportunities to accelerate. Differences also include cultural and linguistic diversity and the specific needs of students for whom English is a new language. Teachers need to recognize that all learners bring to their learning varying experiences, abilities, talents, and prior learning, as well as language, culture, and family and community values that are assets that can be used to promote their learning. To do this effectively, teachers must have a deeper understanding of their own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.

Finally, teachers need to provide multiple approaches to learning for each student. One aspect of the power of technology is that it has made learners both more independent and more collaborative. The core teaching standards assign learners a more active role in determining what they learn, how they learn it, and how they can demonstrate

These standards … describe what effective teaching that leads to improved student

achievement looks like.

InTASC Model Core Teaching Standards 4

their learning. They also encourage learners to interact with peers to accomplish their learning goals. In these ways, the standards embody a vision of teaching that personalizes each learner’s experiences while ensuring that every learner achieves to high levels.

A Stronger Focus on Application of Knowledge and Skills Today’s learners need both the academic and global skills and knowledge necessary to navigate the world—attributes 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 National Governors Association are leading the work on articulating what learners need to know and be able to do. The Common Core State Standards for English Language Arts and Mathematics are benchmarked to international standards and include rigorous content and application of knowledge through high-order skills. As states adopt these standards, educators throughout the nation will be reexamining what students should know and be able to do throughout their K–12 education experience.

The core teaching standards describe what teachers should know and be able to do in today’s learning context to ensure students reach these learning goals. For example, cross-disciplinary skills (e.g., communication, collaboration, critical thinking, and the use of technology) are woven throughout the teaching standards because of their importance for learners. Additionally, the core teaching standards

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., financial literacy, civic literacy) and the teacher’s ability to design learning experiences that draw upon multiple disciplines.

Improved Assessment Literacy The current education system treats assessment as a function largely separated from 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 of assessments, how to balance use of formative and summative assessment as appropriate, and how to use assessment data to understand each learner’s progress, adjust instruction as needed, provide feedback to learners, and document learner progress against standards. In addition, teachers need to be prepared to make data-informed decisions at varied levels of assessment, from once-a-year state testing, to district benchmark tests several times a year, to ongoing formative and summative assessments at the classroom-level. This work occurs both independently and collaboratively and involves ongoing learning and reflection.

A Collaborative Professional Culture Our current system of 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-making,

The standards stress that teachers build literacy and thinking skills across the

curriculum [and] help learners address multiple perspectives in exploring ideas and solving problems.

InTASC Model Core Teaching Standards 5

designing lessons, using data, and examining student work, they are able to deliver rigorous and relevant learning for all students and personalize learning for individual students. The core teaching standards require transparency of practice and ongoing, embedded professional learning where teachers engage in collective inquiry. This includes participating actively as a team member in decision-making processes that include building a shared vision and supportive culture, identifying common goals, and monitoring progress toward those goals. It further includes giving and receiving feedback on practice, examining student work, analyzing data from multiple sources, and taking responsibility for each student’s learning.

New Leadership Roles for Teachers and Administrators These core teaching standards set forth new and high expectations for teachers, including around leadership. Integrated across the standards is the teacher’s responsibility for the learning of all students, the expectation that they will see themselves as leaders from the beginning of their career and advocate for each student’s needs, and the

obligation to actively investigate and consider new ideas that will improve teaching and learning and advance the profession. Leadership responsibilities are also implicit as teachers participate in the new collaborative culture. Teachers are expected to work with and share responsibility with colleagues, administrators, and school leaders as they work together to improve student learning and teacher working conditions. This includes actively engaging in efforts to build

a shared vision and supportive culture within a school or learning environment, establish mutual expectations and ongoing communication with families, and involve the community in meeting common goals.

Purpose of this Document

The purpose of this document is to serve as a resource for states, districts, professional organizations, teacher education programs, teachers, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers. As noted above, a systemic approach and supportive infrastructure are essential to successful implementation of these standards. In addition to this standards document, CCSSO has also released a complementary policy discussion document that outlines key considerations, recommendations, and cautions for using the standards to inform policy. This paper builds off of CCSSO’s Education Workforce white paper (www.ccsso.org/ intasc), which outlines the chiefs’ strategic goals in building an educator development and support system of which these standards are the first step.

In updating the InTASC model standards, efforts were made to ensure they align with other national and state standards documents that were recently revised or released. Specifically, this document has been reviewed to ensure compatibility with the recently-released Common Core State Standards for students in mathematics and English language arts, the National Board for Professional Teaching Standards (NBPTS) accomplished teaching core principles, the National Council for Accreditation of Teacher Education (NCATE) accreditation standards, the National Staff Development Council (NSDC) (now called Learning Forward) professional development standards, and the Interstate School Leader Licensure Consortium (ISLLC) 2008 educational leadership policy standards and CCSSO’s companion document of performance expectations and indicators for education leaders.

Integrated across the standards is the teacher’s responsibility for the learning

of all students [and] the expectation that they will see themselves as leaders from the beginning of their career.

InTASC Model Core Teaching Standards 6

Consistency among all these documents ensures a coherent continuum of expectations for teachers from beginning through accomplished practice, and sets the conditions necessary to support professional growth along this continuum. It also increases the probability of building aligned systems of teacher development and support that begin with recruitment and preparation and run through induction, ongoing professional

Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.