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Intasc standards, special interests report


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Intasc standards, special interests report

  1. 1. INTASC Standards<br />Special Topics Assignment<br />Sarah Sell<br />
  2. 2. Contents<br />Introduction<br />History of INTASC<br />Principle 1-<br />Principle 2-<br />Principle 3-<br />Principle 4-<br />Principle 5-<br />Principle 6- <br />Principle 7-<br />Principle 8-<br />Principle 9-<br />Principle 10-<br />Summary<br />References<br />
  3. 3. Introduction<br />INTASC: Interstate Teacher Assessment and Support Consortium<br />National educational organization<br />Identifies ten principles/ standards that outlines the knowledge, dispositions, and skills expected of novice educators.<br />reflect the professional consensus of what beginning teachers should know how to do and how to act. <br />Illicit framework for the rubrics used to assess products.<br />Reforms the preparation, licensing, and continual professional development of teachers. <br />Utilized by the Performance-Based Licensure product <br /> <br />
  4. 4. History of INTASC<br />Created in 1987<br />state education agencies and other national education organizations<br />responsible for verifying and supplying teacher licensures, approving educational program, establishing opportunities for and promoting and professional development.<br />Vision: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels. <br />
  5. 5. Principle 1- Understands Content<br />The educator<br />comprehends the central concepts, tools of inquiry and the structures of the discipline(s) .<br />establishes learning experiences where subjects are meaningful and significant to students. <br />takes initiative to locate and teach information beyond the standard texts.<br />is abreast to innovativeideas in the classroom. <br />incorporates interdisciplinary strategies regularly.<br /> introduces new resources and challenging experiences to students. <br />fosters critical thinking skills.<br />selects content that encourages diverse perspectives, and divergent thinking. <br />utilizes diverse approaches to conveying material.<br />prompts students to reflect on prior knowledge before introducing s new concept. <br />
  6. 6. Principle 2- Understands Development<br />The educator:<br />understands how children learn and develop cognitively, physically, socially, emotionally, psychologically, and personally.<br />provides learning opportunities that support students intellectual, social and personal development. <br />illicit opportunities for students to make connections between new topics and life experiences.<br />Prompts students to reflect on prior knowledge to better comprehend new material.<br />creates situations where students must be actively responsible for their learning.<br />accesses student thinking as a foundation for instructional activities in group interactions, individual activities, and written work.<br />considers instruction and information to be relative and appropriate to developmental age and behaviors. <br />
  7. 7. Principle 3- Understands Difference<br /> The educator:<br />comprehends that students learn differently from one another.<br />approaches to learning are varied so instruction must be modified so that diverse learners may adapt.<br />consider the child’s strengths, best learning style, interests, and needs. <br />utilize “diagnostic” tools to investigate in depth how the child learns so to designing instruction that attends to the students learning needs.<br />individualize instruction.<br />offer students the choice of assignments and activities. <br />find resources within the school, community, or professional organizations to assist with children's divers learning. <br />
  8. 8. Principle 4- Designs Instructional Strategies<br />The educator:<br />is cognizant of and frequently uses several different instructional strategies. <br />fosters students’ development of critical thinking, problem solving, and performance skills. <br />reaches out to resources from professional organizations or in professional development inside and/or outside of school. <br />utilizes resources in lesson planning and to integrate into a comprehensive curriculum. <br />promotes “active learning” (e.g., facilitate inquiry by students in questioning concepts, developing learning strategies, seeking resources, collaborating, and problem solving). <br />hilights“modeling” or demonstrating to illustrate a strategy or skill.<br />
  9. 9. Principle 5- Manages and Motivates<br />The educator:<br />uses individual and group motivation and behavior to establish a positive learning environment <br />constructs a classroom atmosphere that reflects encouragement and friendly social interactions.<br />gives clear directions and procedures, <br />anticipates any problems so he/she plans ahead and carefully monitors. <br />paces lessons to be smooth, organized, and interesting. <br />encourages reflection, connections, questions, and closure. <br />enforce openness, mutual respect, and support in the classroom and between students . <br />organizes and directs classroom structure and procedures.<br />allows students some classroom responsibilities such as updating the calendar passing out papers.<br />
  10. 10. Principle 6- Communicates<br />The educator: <br />uses verbal, nonverbal, and media communication to encourage inquiry, teamwork, and supportive interaction. <br />correctly expresses oral and written language.<br />incorporates appropriate vocabulary into lessons. <br />demonstrate good questions and discussions in varied forms.<br />practices and encourages risk-taking, divergent thinking, and curiosity through classroom meetings, small group discussions, sketches, etc. <br />provide students with the responsibility of leading discussions.<br />uses acceptable tone and volume of voice for the situation.<br />is aware of body language and assures that it matches the message one wishes to convey.<br />integrates new technology into the curriculum as learning and communicating tools.<br />
  11. 11. Principle 7- Plans and Integrates<br />The educator:<br />plans instruction based upon knowledge of the students, the subject matter, the community, and curriculum goals. <br />generates learning activities that follow a well-organized progression.<br />address school/district curriculum objectives.<br />constructs plans that are clear and well organized. <br />establishes short term and long- term goals. <br />considers students needs and performances. <br />connects current topics to past/future studies. <br />prepared complete plans in advanced. <br />is flexible to make adjustments when needed for students personal need and/or interest. <br />
  12. 12. Principle 8- Evaluates<br />The educator:<br />uses formal and informal assessment to evaluate and ensure intellectual, social and physical development of students.<br />gathers data through observations, portfolios, performance-tasks, tests, student-self assessments, etc. <br />involves students in the assessment process to practice self-awareness. <br />aids students in identifying their own strengths and needs and to help them set learning goals through self assessment.<br />hasstudents assist in setting criteria and create rubrics.<br />use assessment to guide instruction.<br />
  13. 13. Principle 9- Reflects on Practice<br />The educator: <br />is a reflective practitioner, continually evaluating their choices and actions on others .<br />actively seeks out professional development opportunities .<br />critically analyze a lessons and offer alternative actions. <br />seek and act on constructive criticism. <br />interacts with colleagues to discuss pedagogy, to share materials, resources, and ideas. <br />takes initiative to participate in professional discussions or seminars. <br />use collegial exchanges to foster your ongoing development as a teacher.<br />
  14. 14. Principle 10- Participates in Professional Community<br />The educator:<br />fosters relationships with school colleagues, parents, and agencies in the larger community .<br />actively reaches out to support students’ learning and well being. <br />volunteers for activities outside of the classroom.<br />generates new avenues for communicating and connecting with families.<br />contacts counselors, community agencies, fellow teachers, school resources and others in the community to support students’ learning and development. <br /> strives to establish cooperative partnerships with parents/guardians.<br />advocates for students.<br /> <br />
  15. 15. Summary<br />The INTASC standards are significant resource and measurement tool to novice teacher. It outlines what is expected of them in their educational careers by supervisors, principals colleagues, parents and the community. The INTASC standards required teachers to understand material content, understand the child’s development, understand learning and teaching differences, design instructional strategies, manage and motivate students, communicate effectively, plan and integrate curricular and classroom goals, evaluate student performance, reflect on ones own practice, and participate in the community. The INTASC standards are detrimental to know and follow as a beginning teacher. If so, the experience will be a smooth and valued one. <br />
  16. 16. References<br />Works Cited <br />“The INTASC Standards.” The INTASC Standards. Weastern Region Education Service Alliance, 2010. Web. 7 Dec. 2010. <‌Pbl/‌The%20INTASC%20Standards%20overheads.htm>.<br />Kalkman, Deborah. “INTASC Standards and Portfolio Activities Aligned by Deborah Kalkman.” Educational Psychology. McGraw-Hill Higher Education, 2008. Web. 7 Dec. 2010. <‌sites/‌0073525820/‌student_view0/‌intasc_standards.html>.<br />Paliokas, Kathleen. “The Interstate Teacher Assessment and Support Consortium (InTASC).” Council of Chief State School Officers (CCSSO). Council of Chief State School Officers (CCSSO), 2010. Web. 7 Dec. 2010. <‌Resources/‌Programs/‌Interstate_Teacher_Assessment_Consortium_(InTASC).html>.<br />