Effective TeacherEducational psychology serves as the brid.docx

Effective Teacher
Educational psychology serves as the bridge between theory and
practice in our classrooms. Best practices in the classroom stem
from the research and developed theories about how we learn
and behave which is the driving force that guides how we teach,
motivate, and assess our students. The research of educational
psychology is what supports our continually improvement in
what constitutes effective teaching and learning.
In Chapter 1 of the text, Table 1.1 displays core INTASC
principles that reflect the characteristics of a competent teacher.
Be sure to use the text to support your response.
a. Select two of the ten principles and discuss how you
currently exhibit these principles. Why might the two selected
principles be considered essential elements of teaching?
b. Select two of the ten principles and discuss why they
reflect areas of needed growth as you work towards becoming
an educator. What will you do to improve these areas?

LeFrançois, G. (2011).
Psychology for teaching
(11th ed.). San Diego, CA: Bridgepoint Education, Inc.
Chapter 1: Psychology for Teaching
TIPS
Welcome to your first class discussion! Discussion posts are a
great way to reflect on what you’ve learned so far in the class
and to connect it with your personal experiences.
Below are some tips to help you succeed with your first
discussion! In addition to reading these tips, review the
Discussion Forum Grading Rubric for more information about
what I’ll be looking for in your discussion responses.
For this discussion response:
· Take a look at the core INTASC principles discussed in
our text
· Identify two of the core INTASC principles that you

already use in your teaching at home or professionally or in
your relationships with others
· Provide examples of how you currently use these two
principles and explain why the two principles you use are
essential elements in teaching
· Identify two of the core INTASC principles that you could
improve on and explain what you will do to improve in these
areas
· Review the Discussion Forum Grading Rubric to
understand the criteria that will be used to evaluate your posts
Be sure to:
· Clearly state your answer to each question.
· Provide evidence for your answers. (You can use quotes
from scholarly sources and personal or professional
experiences.)

· Review your post for grammatical errors.
Also, I have provided a document template to help you as you
complete this discussion post. You can find it by clicking the
Doc Sharing button in the upper right of this course. You should
be able to download the template.
1.2
Assessing
and
Improving
Teacher
Competence
How
can
you,

or
anyone
else
for
that
matter,
know
whether
you
have
what
it
takes
to
become
a
competent,
perhaps

even
an
outstanding,
teacher?
How
will
a
college
or
university
decide
whether
or
not
to
admit
you
into

a
teacher
training
program?
How
can
schools
support
and
help
beginning
teachers?
Pretty
important
questions,
these—so
important,
in
fact,

that
tests
have
been
developed
to
help
answer
them.
Most
of
these
tests
are
based
on
10
basic
principles

that
summarize
the
most
important
characteristics
of
competent
teachers,
the
so-called
INTASC
1,2
principles
(INTASC
Principles,
2008).
INTASC
stands

for
Interstate
New
Teacher
Assessment
and
Support
Consortium
(Table
1.1).
1.
References
in
this
textbook
are
cited
in

the
style
approved
by
the
American
Psychological
Association.
The
alphabetical
list
of
references
at
the
end
of
the
textbook

gives
all
the
information
necessary
for
locating
each
source.
2.
Boldfaced
terms
are
defined
in
the
glossary
at

the
end
of
the
textbook.
Table
1.1:
Core
INTASC
Principles
Mapped
to
Chapters
of
This
Textbook
Broad
Area
of

Teacher
Expertise
Statement
of
Principle
Chapter
Reference
Principle
1
Subject-matter
knowledge
The
teacher
understands
the
central
concepts,
tools
of
inquiry,
and
structures

of
the
discipline(s)
he
or
she
teaches
and
can
create
learning
experiences
that
make
these
aspects
of
subject
matter

meaningful
for
students.
1,
8
Principle
2
Understanding
of
child
development
The
teacher
understands
how
children
learn
and
develop,
and

can
provide
learning
opportunities
that
support
their
intellectual,
social,
and
personal
development.
2,
3,
5,
6,
8
Principle
3
Knowing

how
to
adapt
instruction
for
diversity
The
teacher
understands
how
students
differ
in
their
approaches
to
learning
and
creates
instructional

opportunities
that
are
adapted
to
diverse
learners.
3,
4
Principle
4
Mastery
of
instructional
strategies
The
teacher
understands
and
uses

a
variety
of
instructional
strategies
to
encourage
students'
development
of
critical
thinking,
problem
solving,
and
performance
skills.
6,
8,

9
Principle
5
Motivation
and
class
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.
8,
parts
of
all
chapters

Principle
6
Communication
skills
and
use
of
media
The
teacher
uses
knowledge
of
effective
verbal,
nonverbal,
and
media
communication
techniques

to
foster
active
inquiry,
collaboration,
and
supportive
interaction
in
the
classroom.
4,
parts
of
all
chapters
Principle
7
Planning
skills
The

teacher
plans
instruction
based
upon
knowledge
of
subject
matter,
students,
the
community,
and
curriculum
goals.
4,
8
Principle
8
Assessment

skills
The
teacher
understands
and
uses
formal
and
informal
assessment
strategies
to
evaluate
and
ensure
the
continuous
intellectual,
social,

and
physical
development
of
the
learner.
10
Principle
9
Professional
commitment
and
growth
orientation
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
seeks
out
opportunities
to
grow
professionally.
1,
8,
10,
parts
of
all
chapters
Principle
10
Collaborative
involvement

with
parents,
colleagues,
community
The
teacher
fosters
relationships
with
school
colleagues,
parents,
and
agencies
in
the
larger
community
to

support
students'
learning
and
well-being.
10,
parts
of
all
chapters
Adapted
by
permission
from
Council
of
Chief
State
School
Officers

(1996).
Model
Standards
for
Beginning
Teacher
Licensing,
Assessment
and
Development:
A
Resource
for
State
Dialogue.
Washington,
D.C.
The
most

widely
used
tests
of
beginning
teacher
competence,
the
Praxis™
exams,
are
based
on
INTASC
descriptions
of
the
skills,

the
attitudes,
and
the
behavior
of
competent
beginning
teacher.
Developed
by
the
Educational
Testing
Service,
different
forms
of
these

exams
are
designed
to
be
used
before,
during,
and
after
teacher
training
(Praxis
II™:
Principles
of
Learning
and

Teaching
Exam,
2008).
For
example,
many
teacher-training
institutions
require
that
students
show
a
minimum
level
of
competence
in

basic
skills
such
as
reading,
writing,
and
arithmetic
before
they
are
admitted
to
a
program.
For
this,
the
Praxis™

I
(Pre-Professional
Skills
Test
or
PPST)
might
be
used.
The
Praxis
II™,
which
looks
at
subject-area
knowledge
as

well
as
specific
teaching
skills,
may
be
required
for
acceptance
into
the
student
teaching
component
of
a
program

or
for
certification.
The
Praxis
III™
assesses
beginning
teachers'
actual
classroom
performance.
It's
important
to
note
that
the
Praxis™

exams
are
designed
to
screen
individuals
but
not
to
rank
them.
The
tests
are
not
meant
to
be

used
to
make
hiring
decisions,
to
provide
evidence
for
terminating
teacher
contracts,
for
adjusting
salaries,
or
for
promoting
or

demoting
teachers.
Although
the
Praxis™
exams
are
widely
used,
a
number
of
states
have
developed
their
own
testing

programs
and
instruments.
As
a
teacher
candidate,
what's
important
for
you
is
that
you
develop
the
knowledge,
the
skills,

and
the
attitudes
embodied
in
these
principles.
One
of
the
goals
of
this
textbook
is
to
help
you

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