INTASC Standards

Standard 1

The teacher understands the central concepts, tools of inquiry, and structures of the discipline/disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Knowledge:
The teacher must have an understanding of the material, understand how the student will best learn the concepts and determine ways to incorporate the subject into the student's everyday life.

Dispositions:
As a teacher, one must continue to learn in the area one is teaching. Teachers must continually add to their subject knowledge. When communicating the subject to students, the teacher must realize that each person learns differently and strive to find ways to engage each student to enhance their understanding.

Performances:
Determining the modes of teaching as well as the material to teach is central to the teacher's responsibility to the student. Using a multitude of methods and integrating them into the student's existing knowledge will further the student's understanding of the subject matter and allow for a more accurate assessment of the student's grasp of the concepts and learning. 

Standard 2

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Knowledge:
When presenting material to a student, the teacher can assess the developmental aspects of the students learning style and tailor the lesson accordingly. A teacher must be able to identify when and if a student is ready to take on the challenge of a new concept.

Dispositions:
As a teacher, one must realize that a development in the subject matter alone is not enough. The course of learning should integrate all aspects of a person including their grasp of the particular subject as well as developing life skills.

Performances:
Linking prior knowledge and new concepts in a way to develop all domains will enrich the student's intellectual journey. By integrating the subject area with real life events as well as requiring the student to interact and share with other students the person will be more equipped to move to the next level of development.

Standard 3

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Knowledge:
A teacher must take into account and understand the differences in learning styles for all types of students. Learning styles are not the only differences a classroom consists of; students come from varying backgrounds and cultures, as well as possessing different disabilities or challenges when it comes to learning new concepts. A teacher must know different strategies to convey the concepts of the subject matter.

Dispositions:
While a teacher learns to treat a diverse classroom equally and with respect she must also teach her students to do the same. Within the classroom the specific subject matter must be taught to each student as well as educating the students how to interact with their peers and those in positions of authority. Each student must be considered to have the same potential with the understanding that this level is achieved through differing avenues of learning.

Performances:
The classroom is treated as an extension of the diverse community in which each student lives. As a teacher, one must realize when their own resources may not be enough to do justice for each student. The teacher realizes each student brings unique experiences to the classroom and must find a way to universalize these experiences to make the learning situation meaningful to the entire class.

Standard 4

The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Knowledge:
To make learning meaningful to all students a teacher must learn the intricate balance of cognitive processes, instructional resources, and human and technological resources. As a teacher, one must understand the components of each category and seek out the best ways of stimulating the students to encourage learning. By supplementing concepts in the subject matter with real world resources students will be able to draw from personal experiences and prior knowledge to further their understanding.

Dispositions:
The teacher is committed to furthering the knowledge of her students. The teacher is interested in using the student's ideas and needs as foundations for teaching methods and strategies.

Performances:
When assessing students' work a teacher will be able to understand the further needs of her students. She should adapt her teaching methods to better help her students dependent on their needs due to the assessment. The teacher adjusts her role in the learning process to allow the students to further their understanding of the subject material.

Standard 5

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.

Knowledge:
By understanding the various levels of social interaction a teacher can encourage the classroom environment to be a place in which each student can succeed. With effective classroom management and a range of strategies to promote positive relationships and cooperation a teacher can help students become self-motivated and also strong contributors in group settings.

Dispositions:
The teacher realizes that the environment learned within a classroom can carry over to become the template for other personal interactions. By allowing students to have a voice and still respect others the students will learn positive communication skills. The teacher realizes that a strong foundation for each student in relation to self-motivation will carry through all developmental stages in the student's life.

Performances:
An interactive learning environment is created by the teacher, which allows students to communicate with other students. The learning community allows for independent and cooperative learning activities. The learning environment should actively engage all students by managing time, space, activities, and attention. The classroom environment should be monitored by the teacher and varied dependent on social relationships, student motivation and engagements as well as productivity to enhance learning for all students.

Standard 6

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge:
The teacher is aware of the varying forms and modes for use concerning these methods of communication. As a teacher, there is knowledge of how to use the varying forms to be effective in a diverse classroom.

Dispositions:
The teacher realizes the cultural differences in modes of communication. The teacher can effectively create a classroom environment where each student feels confident to express themselves as well as each student can understand their classmates.

Performances:
As a teacher, differing modes of communication are used to express any specific topic or point. By using body language, written, verbal, non-verbal, and technological forms of communication to communicate, the teacher not only teaches the subject matter but also is an example to the students as to how the form of communication is used properly and, in turn, effectively.

Standard 7

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Knowledge:
As a teacher, one must take into consideration not only the material to be taught but also create connections between the subject matter and the student's experience. Previous parts of the curriculum must be understood before further material is built on top of previous lessons.

Dispositions:
Planning is understood to be long term and short term; planning is understood to be an open door in which one may revisit previous topics and move through to more difficult topics.

Performances
As a teacher, one must take into consideration all types of input when evaluating long term and short term planning. The teacher must modify plans to incorporate the needs of the students and be prepared to improve plans due to criticism of colleagues.

Standard 8

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Knowledge:
The teacher understands different forms of assessment methods as well as assessment-related issues such as validity, reliability, bias, and scoring concerns.

Dispositions:
As a teacher, one is committed to using assessment techniques to evaluate and identify students' strengths and promote student growth. The teacher realizes that assessment is the best way to evaluate student learning and to determine which topics need to be covered in more depth.

Performances:
The teacher solicits new forms of assessment from colleagues and parents to assess students. The teacher modifies teaching strategies dependent on assessments and monitors teaching strategies to maximize student learning and understanding. Teachers maintain useful records of assessments, student work and performance, and can communicate student progress to students, parents and colleagues.

Standard 9

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively sees out opportunities to grow professionally.

Knowledge:
The teacher uses the vast library of resources pertaining to the subject of concern and teaching in general. The teacher utilizes self-assessment and problem-solving techniques to reflect on one's own practice and its influences on student growth and learning as well as the interaction between them.

Dispositions:
As a teacher, one recognizes learning does not end. One understands that to be an effective teacher one must be and effective student. Teachers' must uphold a high level of responsibility to be a role model for students and other teachers.

Performances:
The teacher uses all resources available to reflect upon and improve teaching methods and skills. The teacher is knowledgeable about the vast resources available in the subject matter and teaching profession in general.

Standard 10

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

Knowledge:
As a teacher, one understands the learning environment is part of a larger community. Also, one understands the student is a part of the larger community and its effects may be carried into the classroom. The teacher realizes, implements and respects the laws and considerations set forth by the greater environment.

Dispositions:
The teacher has a genuine concern for each student; respect given to the student's privacy and well-being. The teacher is willing to work with the student, parents and other pertinent people to improve the overall learning environment for the student.

Performances:
The teacher participates in and identifies activities that are designed to make the entire school a productive learning environment. The teacher has a real and genuine concern to foster the student's learning and in the student's well-being. The teacher is willing to go to appropriate lengths to be sure the student is safe and being given all possible measures to be successful in the classroom and life.