EQUIP

TEACHERS in acrostics

TEACHERS

T ruly commit to students & their learning
E xpert in the subjects, know how to teach
A ct responsibly – manage student learning
C ommunities of learning be a part
*H ave systematic thinking of their practice
E nable knowledge, skills, dispositions
R ich in diversity, field experience
S eek qualification and performance

Sing to "You Raise Me Up"

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Based on this article from: http://www.sagepub.com/eis2study/standards.htm

Summary of the Standards

Welcome to this brief overview of professional teaching standards. The effective teaching strategies described in Effective Instructional Strategies: From Theory to Practice, Second Edition, are drawn from more than 40 years of research on effective teaching. The content has been closely aligned with the current view of teaching and learning reflected by national and state professional teaching standards. The National Council for Accreditation of Teacher Education (NCATE), the National Board for Professional Teaching Standards (NBPTS), and the Interstate New Teacher Assessment and Support Consortium (INTASC) have played central roles in research on effective teaching.

National Council for Accreditation of Teacher Education (NCATE)

The National Council for Accreditation of Teacher Education (NCATE) is one of two national agencies that accredit colleges, schools, or departments of education in the United States. The second agency, the Teacher Education Accreditation Council (TEAC), was recognized by the Council on Higher Education Accreditation (CHEA) in fall 2003. The agencies differ in that NCATE applies external criteria for accreditation, whereas TEAC applies internal criteria.

NCATE is an alliance of national professional education and public organizations (see www.ncate.org ). NCATE accreditation is a mark of distinction, and provides recognition that the college or school of education has met national professional standards for the preparation of teachers and other educators. These standards include a conceptual framework that provides structure and direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and accountability. The six NCATE standards include:

Standard 1: Candidate knowledge, skills, and professional dispositions

Standard 2: Assessment system and unit evaluation

Standard 3: Field experiences and clinical practice

Standard 4 : Diversity

Standard 5: Faculty qualifications, performance, and development

Standard 6: Unit governance and resources

The performance-based NCATE standards require that institutions provide evidence of competent teacher candidate performance. Candidates must know the subject matter they plan to teach and how to teach it effectively.

The Teacher Education Accreditation Council (TEAC) was founded in 1997 by a nonprofit organization dedicated to improving academic degree programs for professional educators. TEAC's accreditation process examines and verifies evidence teacher education programs have to support their claims that they prepare competent, caring, and qualified professional educators. To be accredited, an institution submits a research monograph, called an Inquiry Brief, in which the institution documents the following:
Evidence of their students' learning
Evidence that their assessment of student learning is valid
Evidence that the program's continuous improvement and quality control is based on information about its students' learning

TEAC accredits the institution's programs based on an audit of the Inquiry Brief.

National Board for Professional Teaching Standards (NBPTS)

The National Board for Professional Teaching Standards (NBPTS) is an independent, nonpartisan organization governed by a board of directors, the majority of whom are classroom teachers. The mission of the National Board is to advance the quality of teaching and learning by
establishing high and rigorous standards for what effective teachers should know and be able to do,
developing a national voluntary system to certify teachers who meet National Board standards, and
advocating related education reforms to integrate National Board Standards in American education for the purpose of improving student learning.

The National Board formed five core propositions relative to what teachers should know and be able to do to bring about student learning. The five propositions essential to effective teaching are as follows:

Proposition 1: Teachers are committed to students and their learning.

Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.

Proposition 3: Teachers are responsible for managing and monitoring student learning.

Proposition 4: Teachers think systematically about their practice and learn from experience.

Proposition 5: Teachers are members of learning communities.

The propositions with detailed discussions can be accessed on-line at the NBPTS website ( www.nbpts.org/about/coreprops.cfm ). The NBPTS further details what constitutes effective teaching in every subject and for students at all stages of development. The standards provide career-long learning curriculum for accomplished teaching.

The Interstate New Teacher Assessment and Support Consortium (INTASC)

The Interstate New Teacher Assessment and Support Consortium (INTASC) was formed in 1987 to create broad standards that could be reviewed by professional organizations, state agencies, and teacher preparation institutions as a basis for licensing and preparing beginning teachers. The 10 broad INTASC standards are further explicated in terms of teacher knowledge, dispositions, and performances that all beginning teachers should have regardless of their specialty area. These standards present a wide range of content knowledge, pedagogical methodologies and strategies, and personal beliefs and personal behaviors that promote student learning.

Here are the 10 INTASC standards, which can be accessed along with supporting discussion on-line at http://www.ccsso.org/content/pdfs/corestrd.pdf . Most teacher preparation programs are specifically aligned with these standards.

Standard 1: Subject Pedagogy. The teacher must understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and be able to create learning experiences that make these aspects of subject matter meaningful for students.

Standard 2: Student Development. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

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.

Standard 4: Instructional Strategies. The teacher must understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Standard 5: Learning Environment. The teacher must be able to use 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.

Standard 6: Communication. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 7: Planning Instruction. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

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.

Standard 9: Reflection and Professional Development. The teacher must be 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.

Standard 10: Collaboration. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

These standards require the ability to integrate knowledge of subject-matter content, learning, students, and community in order to be an effective classroom teacher. They require the application of research-based principles of effective teaching that define what teachers need to know and how to apply that knowledge in a diverse classroom setting.

posted by AcrosticGuy @ 5:22 AM