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These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
This document includes the InTASC Model Core Teaching Standards: A Resource for State Dialogue, which were released in April 2011, and the new InTASC Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development (2013). Together they describe the new vision of teaching needed for today's learners, how teaching practice that is aligned to the new vision develops over time, and what strategies teachers can employ to improve their practice both individually and collectively.
With this document, the Council of Chief State School Officers (CCSSO) offers for public dialogue and comment a set of model core teaching standards that outline what teachers should know and be able to do to help all students reach the goal of being college- and career-ready in today's world. These standards are an update of the 1992 Interstate New Teacher Assessment and Support Consortium (INTASC) model standards for licensing new teachers. The goal of those standards was to articulate a common core of teaching knowledge and skills that all new teachers should have and that would be compatible with the standards for accomplished teaching set by National Board for Professional Teaching Standards. This "common core" outlined the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teachers share. The standards were cutting edge at the time in that they were performance-based, focused on describing outcomes versus inputs, and learner-centered. They proved successful in terms of achieving the goal of creating a shared definition of effective teaching: the 1992 standards currently serve as the basis for licensing standards in 38 states, they have been adopted by the National Council for Accreditation of Teacher Education (NCATE) for teacher preparation accreditation, they have been cited in numerous textbooks used for preparing teacher candidates, and they have been widely used to develop professional development materials. The updated standards provided here differ from the original standards in several respects: (1) The language of the standards as well as their content (knowledge and skills) have been updated to reflect the current teaching and learning context; (2) Unlike the original standards that were designed for "beginning" teachers, these are intended as professional practice standards, setting one standard for performance that will look different at different developmental stages of the teacher's career; (3) The document still has 10 standards but they have been reordered and two have significantly changed; and (4) The committee maintained the delineation of knowledge, dispositions, and performances as a way to probe the complexity of the teacher's practice. The purpose of this document is to serve as a resource for states, districts, professional organizations, teacher education programs, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today's teachers.
Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.
A comprehensive exploration of the inTASC (The Interstate New Teacher Assessment and Support Consortium) Model Core Teaching Standards, including reflective questions and a thorough self-assessment along a continuum of growth and development.
"Models of Teaching is a great asset for beginning teachers as they integrate their pre-service training with the standards-based curricula in schools." —Amany Saleh, Arkansas State University "Rarely have I read a text from cover to cover...however, your text provided an abundance of effective teaching strategies in ways that better informed my own teaching...I was compelled to read through the entire test! Great job!" —Carolyn Andrews, Student at University of Nevada, Reno "This is a practical text that focuses on current practices in education and demonstrates how various models of teaching can address national standards." —Marsha Zenanko, Jacksonville State University "Models of Teaching provides excellent case studies that will enable students to ′see′ models of teaching in practice in the classroom." —Margaret M. Ferrara, University of Nevada, Reno Models of Teaching: Connecting Student Learning With Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell′Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and benchmarks, as well as technology standards. This book provides students with a theoretical and practical understanding of how to use models of teaching to both meet and exceed the growing expectations for research-based instructional practices and student achievement. Key Features Shows how each model looks and sounds in classrooms at all levels: Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections. Offers detailed descriptions of the phases of each model: Each model is accompanied by a detailed chart and discussion of the steps of the model. Applies technology standards and performance indicators: Each chapter addresses how the particular model can be implemented to meet technology standards and performance indicators. Connects philosophies of curriculum and instruction: This book connects each model to a philosophy of curriculum and instruction that undergirds that model so teachers understand both how to teach and why. Promotes student interaction with the text: Exercises at the end of each chapter provide the opportunity for beginning teachers to work directly with core curricula from their own state, and/or local school district curricula. Each model is illustrated with two detailed case studies (elementary and secondary) and post-lesson reflections. A High Quality Ancillary Package! Instructors′ Resource CD-ROM—This helpful CD-ROM offers PowerPoint slides, an electronic test bank, Web resources, a teaching guide for the case studies, lesson plan template instructions, and much more. Qualified instructors can request a copy by contacting SAGE Customer Care at 1-800-818-SAGE (7243) from 6am–5pm, PT. Student Study Site — This study site provides practice tests, flash cards, a lesson plan template, suggested assignments, links to state content and technology standards, field experience guides, and much more. Intended Audience: This is an excellent core textbook for advanced undergraduate and graduate students studying Elementary and/or Secondary Teaching Methods in the field of Education.
Translate the new standards into meaningful curriculum! The Common Core State Standards offer a shared language that ensures consistency and accountability, while also giving you the flexibility to design a curriculum that′s right for your students. Of course, knowing what you need to teach doesn′t tell you how to teach it—and that′s where curriculum integration expert Susan M. Drake comes in. In this new edition of her classic text, Drake applies the essential principles of standards-based curriculum, instruction, and assessment to today′s unique challenges. Focusing on multidisciplinary, interdisciplinary, and transdisciplinary approaches, she provides guidance on Unpacking the Common Core State Standards Planning assessment tasks Designing instructional strategies Developing daily activities Helping students connect essential questions to enduring understandings Included are new examples of exemplary programs, discussion questions, a sample completed interdisciplinary curriculum, and activity suggestions for building your own standards-based integrated curriculum. This proven resource is the road map teachers and curriculum developers need to navigate the unfamiliar territory of the CCSS and to develop a curriculum that helps their students thrive.
This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.