InTASC Model Core Teaching Standards for Beginning Teachers
The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), offers a model core teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world. These standards outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that are necessary to improve student achievement.
More importantly, these Model Core Teaching Standards articulate what effective teaching and learning looks like in a transformed public education system – one that empowers every learner to take ownership of their learning, that emphasizes the learning of content and application of knowledge and skill to real world problems, that values the differences each learner brings to the learning experience, and that leverages rapidly changing learning environments by recognizing the possibilities they bring to maximize learning and engage learners. A transformed public education system requires a new vision of teaching. Please see the standards below and to learn more, visit: InTasc Model Core Teaching Standards.
The Learner and Learning
- Standard #1: Learner Development
- Standard #2: Learning Differences
- Standard #3: Learning Environments
Content Knowledge
- Standard #4: Content Knowledge
- Standard #5: Application of Content
Instructional Practice
- Standard #6: Assessment
- Standard #7: Planning for Instruction
- Standard #8: Instructional Strategies
Professional Responsibility
- Standard #9: Professional Learning and Ethical Practice
- Standard #10: Leadership and Collaboration
Professional Dispositions
Highly qualified teachers, by definition, meet professional standards of excellence in knowledge, skills, and dispositions. The College of Education expects student teachers to nurture, uphold, and sustain professional dispositions at all times. Student Teachers are expected to demonstrate professional behavior and dispositions on school sites, in university classes, and in all other professional settings.
Of utmost importance to student teachers successful completion of the credential program toward becoming an employable new professional, is the ability to work with others. Essential elements of professional dispositions that student teachers must display and demonstrate include but are not limited to the following:
- Being open to new ideas
- Respecting the opinions of others
- Creating and sustaining positive rapport and respectful communication with all members of the university and school communities
- Respecting the experience and knowledge of all members of the university and school communities
- Solving problems instead of complaining
- Maintaining a positive attitude
- Acting with integrity and kindness
- Holding oneself personally and professionally accountable
- Applying feedback and seeking ways to improve, grow, and develop
- Using mature judgment
- Maintaining a strong work ethic and is well-prepared for all endeavors
Being an effective teacher is more than just having and imparting content knowledge and skillfully delivering lessons. Being an effective teacher is about being a professional. If student teachers fail to display and demonstrate professional dispositions, they can and will be held accountable for their actions, or lack of actions.