The INTASC
Standards
The
Performance-Based Licensure product uses the ten standards articulated by the
Interstate New Teacher Assessment and Support Consortium (INTASC). These standards reflect the professional
consensus of what beginning teachers should know and be able to do. The standards and the key indicators
associated with them follow. They
provide the framework for the rubrics used to assess the products.
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STANDARD 1: CONTENT PEDAGOGY The teacher understands the central concepts, tools of inquiry, and
structures of the discipline he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for
students. |
KEY
INDICATORS
The Candidate:
1.1 demonstrates an understanding
of the central concepts of his or her discipline.
1.2
uses explanations and representations that link curriculum to prior
learning.
1.3
evaluates resources and curriculum materials for appropriateness to the
curriculum and
instructional
delivery.
1.4 engages students in interpreting ideas from a variety of
perspectives.
1.5 uses interdisciplinary approaches to teaching and learning.
1.6 uses methods of inquiry that are central to the discipline.
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STANDARD 2: STUDENT DEVELOPMENT The teacher understands how children learn and develop, and can provide
learning opportunities that support a child’s intellectual, social, and
personal development. |
KEY
INDICATORS
The Candidate:
2.1
evaluates student performance to
design instruction appropriate for social, cognitive, and emotional development.
2.2
creates relevance for students by linking with their prior experiences.
2.3
provides opportunities for students to assume responsibility for and be
actively engaged in their learning.
2.4
encourages student reflection on prior knowledge and its connection to
new information.
2.5
accesses student thinking as a basis for instructional activities through
group/individual
interaction
and written work (listening, encouraging discussion, eliciting samples of
student
thinking orally and in writing).
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STANDARD 3: DIVERSE LEARNERS The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse
learners. |
KEY
INDICATORS
The Candidate:
3.1
designs instruction appropriate to students’ stages of development,
learning styles,
strengths
and needs.
3.2
selects approaches that provide opportunities for different performance
modes.
3.3
accesses appropriate services or resources to meet exceptional learning
needs when
needed.
3.4
adjusts instruction to accommodate the learning differences or needs of
students (time
and
circumstance of work, tasks assigned, communication and response modes).
3.5
uses knowledge of different cultural contexts within the community
(socio-economic,
ethnic,
cultural) and connects with the learner through types of interaction and
assignments.
3.5 creates a
learning community that respects individual differences.
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STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES The teacher understands and uses a variety of instructional strategies
to encourage student development of critical thinking, problem solving, and
performance skills. |
KEY INDICATORS
The Candidate:
4.1
selects and uses multiple
teaching and learning strategies (a variety of presentations/
explanations) to
encourage students in critical thinking and problem solving.
4.2
encourages students to assume
responsibility for identifying and using learning
resources.
4.3
assumes different roles in the
instructional process (instructor, facilitator, coach,
audience) to accommodate content, purpose,
and learner needs.
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STANDARD 5: MOTIVATION AND MANAGEMENT The teacher uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation. |
KEY INDICATORS
The Candidate:
5.1
encourages clear procedures and expectations that ensure students assume
responsibility for themselves and others, work collaboratively and
independently, and engage in purposeful learning activities.
5.2 engages
students by relating lessons to students’ personal interests, allowing students
to have choices in their learning, and leading students to ask questions and
solve problems that are meaningful to them.
5.3
organizes, allocates, and manages time, space and activities in a way that is
conducive to learning.
5.4 organizes, prepares students for, and monitors independent and
group work that allows for full and varied participation of all individuals.
5.5
analyzes classroom environment
and interactions and makes adjustments to enhance social relationships, student motivation/engagement and
productive work.
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STANDARD 6: COMMUNICATION AND TECHNOLOGY The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom. |
KEY INDICATORS The Candidate:
6.1 models
effective communication strategies in conveying ideas and information and
when asking questions (e.g.,
monitoring the effects of messages; restating ideas and drawing connections;
using visual, aural, and kinesthetic cues; being sensitive to nonverbal cues
both given and received).
6.2 provides support for learner expression in
speaking, writing, and other media.
6.3 demonstrates that communication
is sensitive to gender and cultural differences (e.g., appropriate use of eye
contact, interpretation of body language and verbal statements, acknowledgement
of the responsiveness to different modes of communication and participation.
6.4
uses a variety of media communication tools to enrich learning
opportunities.
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STANDARD 7: PLANNING The teacher plans instruction based upon knowledge of subject matter,
students, the community, and curriculum goals. |
KEY INDICATORS
The Candidate:
7.1 plans lessons and activities to address
variation in learning styles and performance modes, multiple development levels
of diverse learners, and problem solving and exploration.
7.2 develops plans that are appropriate for
curriculum goals and are based on effective instruction.
7.3 adjusts plans to respond to unanticipated
sources of input and/or student needs.
7.4 develops short and long-range plans.
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STANDARD 8: ASSESSMENT The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the learner. |
The Candidate: KEY INDICATORS
8.1 selects, constructs, and uses assessment strategies appropriate
to the learning outcomes.
8.2 uses a variety of informal and formal strategies to inform
choices about student progress and to adjust instruction (e.g., standardized
test data, peer and student self-assessment, informal assessments such as observation,
surveys, interviews, student work, performance tasks, portfolio, and teacher
made tests).
8.3 uses assessment strategies to involve learners in self-assessment
activities to help them become aware of their strengths and needs, and to
encourage them to set personal goals for learning.
8.4 evaluates the effects of class activities
on individuals and on groups through observation of classroom interaction,
questioning and analysis of student work.
8.5 maintains useful records of student work
and performance and can communicate
student progress knowledgeably
and responsibly.
8.6 solicits information about students’ experiences, learning
behavior, needs, and progress from
parents, other colleagues, and students.
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STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT The teacher is a reflective practitioner who continually evaluates the
effects of his or her choices and actions on others and who actively seeks
out opportunities to grow professionally. |
KEY INDICATORS
The Candidate:
9.1
uses classroom observation, information about students and research as
sources for
evaluating the outcomes of teaching and
learning and as a basis for experimenting
with, reflecting on, and revising
practice.
9.2
uses professional literature, colleagues, and other resources to support
self-
development as a learner and as a teacher.
9.3
consults with professional colleagues within the school and other
professional arenas
as support for reflection,
problem-solving and new ideas, actively sharing experiences, and seeking and
giving feedback.
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STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students’ learning and
well-being. |
KEY INDICATORS
The Candidate:
10.1
participates in collegial activities designed to make the entire school a
productive
learning
environment.
10.2
links with counselors, teachers
of other classes and activities within the school, professionals in community
agencies, and others in the community to support students’ learning and
well- being.
10.3
seeks to establish cooperative partnerships with parents/guardians to
support
student
learning.
10.4
advocates for students.