The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards are ten principle requirements used to assess the teacher candidate's ability to become a competent, caring, professional teacher through a broad range of experiences. The standards reflect a professional consensus of what I should know and be able to do. These experiences also enable the teacher candidate to apply theory to practice through learning, experimentation, critical analysis, practice, and reflection.
Standard One – Structures of the Discipline
The competent, caring, professional 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.
See example 1: Lewis and Clark Cooperative Game
See example 2: Indigenous Australians Unit
Standard Two – Understanding How Children Learn
The competent, caring, professional educator understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
See example 1: Educational Psychology
Standard Three – Differentiated Learning
The competent, caring, professional educator understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
See example 1: Flash Cards
Standard Four – Multiple Instructional Strategies
The competent, caring, professional educator understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
See example 1: Small Group Activity - Western Territories News Reports
See example 2: Transportation Revolution Lesson Plan
Standard Five – Classroom Motivation and Management Skills
The competent, caring, professional educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation.
See example 1: Three Models of Classroom Management
See example 2: Student Teaching Journal Entry
Standard Six – Communication Skills
The competent, caring, professional educator uses knowledge of effective verbal, nonverbal, media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
See example 1: Media Competencies and Pictures of Teaching
Standard Seven – Instructional Planning Skills
The competent, caring, professional educator plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
See example 1: Underground Railroad Activity
See example 2: Small Group Activity - Morse Code
Standard Eight – Assessment of Student Learning
The competent, caring, professional educator understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
See example 1: Impact on Student Learning
Standard Nine – Professional Commitment and Responsibility
The competent, caring, professional educator is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
See example 1: Faculty Meeting Reflection
Standard Ten – Collaboration, Community, & Relationships
The competent, caring, professional educator fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
See example 1: Field Trip
A bonus standard – Moral, Ethical, and Social Contexts
The competent, caring, professional educator frames teaching within moral, ethical, and social contexts.
See example 1: Introduction to Class