Testing Teacher Candidates The Role of Licensure Tests in Improving Teacher Quality (2001) / Chapter Skim
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Appendix B: Teaching Standards of the Interstate New Teacher Assessment
Appendix B: Teaching Standards of the Interstate New Teacher Assessment
Pages 204-219
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From page 204... ...
Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with pedagogical understanding to assure that all students learn and perform at high levels. Model Standards for Beginning Teachers The INTASC model core standards for licensing teachers represent those principles which should be present in all teaching regardless of the subject or grade level taught and serve as a framework for the systemic reform of teacher preparation and professional development.
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From page 205... ...
The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. The teacher develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.
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From page 206... ...
and that leads to the next level of development. The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.
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From page 207... ...
The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.
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From page 208... ...
The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs. Performances The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g.
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From page 209... ...
Performances The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decisionmaking, work collaboratively and independently, and engage in purposeful learning activities. The teacher engages students in individual and cooperative learning activities that help them develop the motivation to achieve, by, for example, relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them.
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From page 210... ...
The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risktaking and problem solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.
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From page 211... ...
Principle #7: The Teacher Plans Instruction Based Upon Knowledge of Subject Matter, Students, the Community, and Curriculum Goals. Knowledge The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.
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From page 212... ...
Dispositions The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.
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From page 213... ...
The teacher draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem solving, and new ideas, actively sharing experiences and seeking and giving feedback. Principle #10: The Teacher Fosters Relationships with School Colleagues, Parents, and Agencies in the Larger Community to Support Students Learning and Well-Being.
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From page 214... ...
The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations and seeks to develop cooperative partnerships in support of student learning and wellbeing. The teacher talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems.
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From page 215... ...
While state licensing systems set entry-level standards for beginning teachers, National Board Certification has established advanced standards for experienced teachers. The Five Propositions of Accomplished Teaching The National Board for Professional Teaching Standards seeks to identify and recognize teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, abilities, and commitments reflected in the following five core propositions.
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From page 218... ...
Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to students. They are aware of the preconceptions and background knowledge that students typically bring to each subject and of strategies and instructional materials that can be of assistance.
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From page 219... ...
Accomplished teachers draw on their knowledge of human development, subject matter and instruction, and their understanding of their students to make principled judgments about sound practice. Their decisions are not only grounded in the literature, but also in their experience.
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