InTASC+Standards

(Interstate New Teachers Assessment and Support Consortium, April 2011)

//The Learner and Learning//

Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures 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 self-motivation.

//Content Knowledge//

Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

//Instructional Practice//

Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.

<span style="font-family: Georgia,serif; text-align: center;">Standard #7: Planning for Instruction
<span style="display: block; font-family: Georgia,serif; text-align: center;">The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

<span style="font-family: Georgia,serif; text-align: center;">Standard #8: Instructional Strategies
<span style="display: block; font-family: Georgia,serif; text-align: center;">The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

<span style="color: #000000; font-family: Georgia,serif;">Professional Responsibility

<span style="font-family: Georgia,serif; text-align: center;">Standard #9: Professional Learning and Ethical Practice
<span style="display: block; font-family: Georgia,serif; text-align: center;">The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

<span style="font-family: Georgia,serif; text-align: center;">Standard #10: Leadership and Collaboration
<span style="display: block; font-family: Georgia,serif; text-align: center;">The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

<span style="font-family: Georgia,serif; text-align: center;">College of Education (COE) Technology
<span style="display: block; font-family: Georgia,serif; text-align: center;">The teacher views technology not as an end in itself, but as a tool for learning and communication, integrating its use in all facets of professional practice, and for adapting instruction to meet the needs of each learner.