An integral component of the new performance-based process is the use of the
Interstate New Teacher Assessment and Support Consortium (INTASC) standards.
These standards reflect the requisite knowledge, skills, and attitudes necessary
for teachers starting their career.
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.
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.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners.
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.
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.
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.
7. Planning
The teacher plans instruction based upon knowledge of subject matter, students,
the community, and curriculum goals.
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.
9. Reflective Practice: Professional Growth
The teacher is a reflective practitioner who continually evaluates the effects
of his or her choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
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.
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:
demonstrates an understanding of the central concepts of his or her discipline.
uses explanations and representations that link curriculum to prior learning.
evaluates resources and curriculum materials for appropriateness to the
curriculum and instructional delivery.
engages students in interpreting ideas from a variety of perspectives.
uses interdisciplinary approaches to teaching and learning.
uses methods of inquiry that are central to the discipline.
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:
evaluates student performance to design instruction appropriate for social,
cognitive, and emotional development.
creates relevance for students by linking with their prior experiences.
provides opportunities for students to assume responsibility for and be actively
engaged in their learning.
encourages student reflection on prior knowledge and its connection to new
information.
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).
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:
designs instruction appropriate to students? stages of development, learning
styles, strengths and needs.
selects approaches that provide opportunities for different performance modes.
accesses appropriate services or resources to meet exceptional learning needs
when needed.
adjusts instruction to accommodate the learning differences or needs of students
(time and circumstance of work, tasks assigned, communication and response
modes).
uses knowledge of different cultural contexts within the community
(socio-economic, ethnic, cultural) and connects with the learner through types
of interaction and assignments.
creates a learning community that respects individual differences.
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional strategies to
encourage student development of critical thinking, problem solving,
KEY INDICATORS
The Candidate:
selects and uses multiple teaching and learning strategies (a variety of
presentations/explanations) to encourage students in critical thinking and
problem solving.
encourages students to assume responsibility for identifying and using learning
resources.
assures different roles in the instructional process (instructor, facilitator,
coach, audience) to accommodate content, purpose, and learner needs.
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:
encourages clear procedures and expectations that ensure students assume
responsibility for themselves and others, work collaboratively and
independently, and engages in purposeful learning activities.
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.
organizes, allocates, and manages time, space and activities in a way that is
conducive to learning.
organizes, prepares students for, and monitors independent and group work that
allows for full and varied participation of all individuals.
analyzes classroom environment and interactions and makes adjustments to enhance
social relationships, student motivation/engagement and productive work.
STANDARD 6: COMMUNICATION & 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:
models effective communication strategies in conveying ideas and information and
when asking questions (e.g., monitoring the effects of messages, restating ideas
and drawing connection, using visual, aural, and kinesthetic cues, being
sensitive to nonverbal cues both given and received).
provides support for learner expression in speaking, writing, and other media.
demonstrates that communication is sensitive to gender and cultural differences
(e.g., appropriate use of eye contact, interpretation of body language and
verbal statements, acknowledgment of and responsiveness to different modes of
communication and participation.
uses a variety of media communication tools to enrich learning opportunities.
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject matter, students,
the community, and curriculum goals.
KEY INDICATORS
The Candidate:
plans lessons and activities to address variation in learning styles and
performance modes, multiple development levels of diverse learners, and problem
solving and exploration.
develops plans that are appropriate for curriculum goals and are based on
effective instruction.
adjusts plans to respond to unanticipated sources of input and/or student needs.
develops short and long-range plans.
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.
KEY INDICATORS
The Candidate:
selects, constructs, and uses assessment strategies appropriate to the learning
outcomes.
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).
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.
evaluates the effects of class activities on individuals and on groups through
observation of classroom interaction, questioning and analysis of student work.
maintains useful records of student work and performance and can communicate
student progress knowledgeably and responsibly.
solicits information about students? experiences, learning behavior,needs, and
progress from parents, other colleagues, and students.
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:
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.
uses professional literature, colleagues and other resources to support
self-development as a learner and as a teacher.
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.
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:
participates in collegial activities designed to make the entire school a
productive learning environment.
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.
seeks to establish cooperative partnerships with parents/guardians to support
student learning.
advocates for students.
