InTASC Model Core Teaching Standards April 2011 - University of Texas at Tyler Standards.pdf · 2017. 5. 4. · InTASC Model Core Teaching Standards April 2011 Standard #1: Learner

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InTASC Model Core Teaching Standards April 2011

Standard #1: Learner Development

Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.

PERFORMANCES

1(a)Theteacherregularlyassessesindividualandgroupperformanceinordertodesignandmodifyinstructiontomeetlearners’needsineachareaofdevelopment(cognitive,linguistic,social,emotional,andphysical)andscaffoldsthenextlevelofdevelopment.1(b)Theteachercreatesdevelopmentallyappropriateinstructionthattakesintoaccountindividuallearners’strengths,interests,andneedsandthatenableseachlearnertoadvanceandacceleratehis/herlearning.1(c)Theteachercollaborateswithfamilies,communities,colleagues,andotherprofessionalstopromotelearnergrowthanddevelopment.

ESSENTIALKNOWLEDGE

1(d)Theteacherunderstandshowlearningoccurs‐‐howlearnersconstructknowledge,acquireskills,anddevelopdisciplinedthinkingprocesses‐‐andknowshowtouseinstructionalstrategiesthatpromotestudentlearning.1(e)Theteacherunderstandsthateachlearner’scognitive,linguistic,social,emotional,andphysicaldevelopmentinfluenceslearningand

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knowshowtomakeinstructionaldecisionsthatbuildonlearners’strengthsandneeds.1(f)Theteacheridentifiesreadinessforlearning,andunderstandshowdevelopmentinanyoneareamayaffectperformanceinothers.1(g)Theteacherunderstandstheroleoflanguageandcultureinlearningandknowshowtomodifyinstructiontomakelanguagecomprehensibleandinstructionrelevant,accessible,andchallenging.

CRITICALDISPOSITIONS

1(h)Theteacherrespectslearners’differingstrengthsandneedsandiscommittedtousingthisinformationtofurthereachlearner’sdevelopment.1(i)Theteacheriscommittedtousinglearners’strengthsasabasisforgrowth,andtheirmisconceptionsasopportunitiesforlearning.1(j)Theteachertakesresponsibilityforpromotinglearners’growthanddevelopment.1(k)Theteachervaluestheinputandcontributionsoffamilies,colleagues,andotherprofessionalsinunderstandingandsupportingeachlearner’sdevelopment.

Standard #2: Learning Differences

Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.PERFORMANCES2(a)Theteacherdesigns,adapts,anddeliversinstructiontoaddresseachstudent’sdiverselearningstrengthsandneedsandcreates

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opportunitiesforstudentstodemonstratetheirlearningindifferentways.2(b)Theteachermakesappropriateandtimelyprovisions(e.g.,pacingforindividualratesofgrowth,taskdemands,communication,assessment,andresponsemodes)forindividualstudentswithparticularlearningdifferencesorneeds.2(c)Theteacherdesignsinstructiontobuildonlearners’priorknowledgeandexperiences,allowinglearnerstoaccelerateastheydemonstratetheirunderstandings.2(d)Theteacherbringsmultipleperspectivestothediscussionofcontent,includingattentiontolearners’personal,family,andcommunityexperiencesandculturalnorms.2(e)Theteacherincorporatestoolsoflanguagedevelopmentintoplanningandinstruction,includingstrategiesformakingcontentaccessibletoEnglishlanguagelearnersandforevaluatingandsupportingtheirdevelopmentofEnglishproficiency.2(f)Theteacheraccessesresources,supports,andspecializedassistanceandservicestomeetparticularlearningdifferencesorneeds.ESSENTIALKNOWLEDGE2(g)Theteacherunderstandsandidentifiesdifferencesinapproachestolearningandperformanceandknowshowtodesigninstructionthatuseseachlearner’sstrengthstopromotegrowth.2(h)Theteacherunderstandsstudentswithexceptionalneeds,includingthoseassociatedwithdisabilitiesandgiftedness,andknowshowtousestrategiesandresourcestoaddresstheseneeds.2(i)Theteacherknowsaboutsecondlanguageacquisitionprocessesandknowshowtoincorporateinstructionalstrategiesandresourcestosupportlanguageacquisition.

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2(j)Theteacherunderstandsthatlearnersbringassetsforlearningbasedontheirindividualexperiences,abilities,talents,priorlearning,andpeerandsocialgroupinteractions,aswellaslanguage,culture,family,andcommunityvalues.2(k)Theteacherknowshowtoaccessinformationaboutthevaluesofdiverseculturesandcommunitiesandhowtoincorporatelearners’experiences,cultures,andcommunityresourcesintoinstruction.CRITICALDISPOSITIONS2(l)Theteacherbelievesthatalllearnerscanachieveathighlevelsandpersistsinhelpingeachlearnerreachhis/herfullpotential.2(m)Theteacherrespectslearnersasindividualswithdifferingpersonalandfamilybackgroundsandvariousskills,abilities,perspectives,talents,andinterests.2(n)Theteachermakeslearnersfeelvaluedandhelpsthemlearntovalueeachother.2(o)Theteachervaluesdiverselanguagesanddialectsandseekstointegratethemintohis/herinstructionalpracticetoengagestudentsinlearning.

Standard #3: Learning Environments Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.

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PERFORMANCES3(a)Theteachercollaborateswithlearners,families,andcolleaguestobuildasafe,positivelearningclimateofopenness,mutualrespect,support,andinquiry.3(b)Theteacherdevelopslearningexperiencesthatengagelearnersincollaborativeandself‐directedlearningandthatextendlearnerinteractionwithideasandpeoplelocallyandglobally.3(c)Theteachercollaborateswithlearnersandcolleaguestodevelopsharedvaluesandexpectationsforrespectfulinteractions,rigorousacademicdiscussions,andindividualandgroupresponsibilityforqualitywork.3(d)Theteachermanagesthelearningenvironmenttoactivelyandequitablyengagelearnersbyorganizing,allocating,andcoordinatingtheresourcesoftime,space,andlearners’attention.3(e)Theteacherusesavarietyofmethodstoengagelearnersinevaluatingthelearningenvironmentandcollaborateswithlearnerstomakeappropriateadjustments.3(f)Theteachercommunicatesverballyandnonverballyinwaysthatdemonstraterespectforandresponsivenesstotheculturalbackgroundsanddifferingperspectiveslearnersbringtothelearningenvironment.3(g)Theteacherpromotesresponsiblelearneruseofinteractivetechnologiestoextendthepossibilitiesforlearninglocallyandglobally.3(h)Theteacherintentionallybuildslearnercapacitytocollaborateinface‐to‐faceandvirtualenvironmentsthroughapplyingeffectiveinterpersonalcommunicationskills.

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ESSENTIALKNOWLEDGE3(i)Theteacherunderstandstherelationshipbetweenmotivationandengagementandknowshowtodesignlearningexperiencesusingstrategiesthatbuildlearnerself‐directionandownershipoflearning.3(j)Theteacherknowshowtohelplearnersworkproductivelyandcooperativelywitheachothertoachievelearninggoals.3(k)Theteacherknowshowtocollaboratewithlearnerstoestablishandmonitorelementsofasafeandproductivelearningenvironmentincludingnorms,expectations,routines,andorganizationalstructures.3(l)Theteacherunderstandshowlearnerdiversitycanaffectcommunicationandknowshowtocommunicateeffectivelyindifferingenvironments.3(m)Theteacherknowshowtousetechnologiesandhowtoguidelearnerstoapplytheminappropriate,safe,andeffectiveways.CRITICALDISPOSITIONS3(n)Theteacheriscommittedtoworkingwithlearners,colleagues,families,andcommunitiestoestablishpositiveandsupportivelearningenvironments.3(o)Theteachervaluestheroleoflearnersinpromotingeachother’slearningandrecognizestheimportanceofpeerrelationshipsinestablishingaclimateoflearning.3(p)Theteacheriscommittedtosupportinglearnersastheyparticipateindecision‐making,engageinexplorationandinvention,workcollaborativelyandindependently,andengageinpurposefullearning.3(q)Theteacherseekstofosterrespectfulcommunicationamongallmembersofthelearningcommunity.3(r)Theteacherisathoughtfulandresponsivelistenerandobserver.

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Standard #4: Content Knowledge

Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.PERFORMANCES4(a)Theteachereffectivelyusesmultiplerepresentationsandexplanationsthatcapturekeyideasinthediscipline,guidelearnersthroughlearningprogressions,andpromoteeachlearner’sachievementofcontentstandards.4(b)Theteacherengagesstudentsinlearningexperiencesinthediscipline(s)thatencouragelearnerstounderstand,question,andanalyzeideasfromdiverseperspectivessothattheymasterthecontent.4(c)Theteacherengageslearnersinapplyingmethodsofinquiryandstandardsofevidenceusedinthediscipline.4(d)Theteacherstimulateslearnerreflectiononpriorcontentknowledge,linksnewconceptstofamiliarconcepts,andmakesconnectionstolearners’experiences.4(e)Theteacherrecognizeslearnermisconceptionsinadisciplinethatinterferewithlearning,andcreatesexperiencestobuildaccurateconceptualunderstanding.4(f)Theteacherevaluatesandmodifiesinstructionalresourcesandcurriculummaterialsfortheircomprehensiveness,accuracyforrepresentingparticularconceptsinthediscipline,andappropriatenessforhis/herlearners.4(g)Theteacherusessupplementaryresourcesandtechnologieseffectivelytoensureaccessibilityandrelevanceforalllearners.

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4(h)Theteachercreatesopportunitiesforstudentstolearn,practice,andmasteracademiclanguageintheircontent.4(i)Theteacheraccessesschooland/ordistrict‐basedresourcestoevaluatethelearner’scontentknowledgeintheirprimarylanguage.ESSENTIALKNOWLEDGE4(j)Theteacherunderstandsmajorconcepts,assumptions,debates,processesofinquiry,andwaysofknowingthatarecentraltothediscipline(s)s/heteaches.4(k)Theteacherunderstandscommonmisconceptionsinlearningthedisciplineandhowtoguidelearnerstoaccurateconceptualunderstanding.4(l)Theteacherknowsandusestheacademiclanguageofthedisciplineandknowshowtomakeitaccessibletolearners.4(m)Theteacherknowshowtointegrateculturallyrelevantcontenttobuildonlearners’backgroundknowledge.4(n)Theteacherhasadeepknowledgeofstudentcontentstandardsandlearningprogressionsinthediscipline(s)s/heteaches.CRITICALDISPOSITIONS4(o)Theteacherrealizesthatcontentknowledgeisnotafixedbodyoffactsbutiscomplex,culturallysituated,andeverevolving.S/hekeepsabreastofnewideasandunderstandingsinthefield.4(p)Theteacherappreciatesmultipleperspectiveswithinthedisciplineandfacilitateslearners’criticalanalysisoftheseperspectives.

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4(q)Theteacherrecognizesthepotentialofbiasinhis/herrepresentationofthedisciplineandseekstoappropriatelyaddressproblemsofbias.4(r)Theteacheriscommittedtoworktowardeachlearner’smasteryofdisciplinarycontentandskills.

Standard #5: Application of Content Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.PERFORMANCES5(a)Theteacherdevelopsandimplementsprojectsthatguidelearnersinanalyzingthecomplexitiesofanissueorquestionusingperspectivesfromvarieddisciplinesandcross‐disciplinaryskills(e.g.,awaterqualitystudythatdrawsuponbiologyandchemistrytolookatfactualinformationandsocialstudiestoexaminepolicyimplications).5(b)Theteacherengageslearnersinapplyingcontentknowledgetorealworldproblemsthroughthelensofinterdisciplinarythemes(e.g.,financialliteracy,environmentalliteracy).5(c)Theteacherfacilitateslearners’useofcurrenttoolsandresourcestomaximizecontentlearninginvariedcontexts.5(d)Theteacherengageslearnersinquestioningandchallengingassumptionsandapproachesinordertofosterinnovationandproblemsolvinginlocalandglobalcontexts.5(e)Theteacherdevelopslearners’communicationskillsindisciplinaryandinterdisciplinarycontextsbycreatingmeaningfulopportunitiestoemployavarietyofformsofcommunicationthataddressvariedaudiencesandpurposes.

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5(f)Theteacherengageslearnersingeneratingandevaluatingnewideasandnovelapproaches,seekinginventivesolutionstoproblems,anddevelopingoriginalwork.5(g)Theteacherfacilitateslearners’abilitytodevelopdiversesocialandculturalperspectivesthatexpandtheirunderstandingoflocalandglobalissuesandcreatenovelapproachestosolvingproblems.5(h)Theteacherdevelopsandimplementssupportsforlearnerliteracydevelopmentacrosscontentareas.ESSENTIALKNOWLEDGE5(i)Theteacherunderstandsthewaysofknowinginhis/herdiscipline,howitrelatestootherdisciplinaryapproachestoinquiry,andthestrengthsandlimitationsofeachapproachinaddressingproblems,issues,andconcerns.5(j)Theteacherunderstandshowcurrentinterdisciplinarythemes(e.g.,civicliteracy,healthliteracy,globalawareness)connecttothecoresubjectsandknowshowtoweavethosethemesintomeaningfullearningexperiences.5(k)Theteacherunderstandsthedemandsofaccessingandmanaginginformationaswellashowtoevaluateissuesofethicsandqualityrelatedtoinformationanditsuse.5(l)Theteacherunderstandshowtousedigitalandinteractivetechnologiesforefficientlyandeffectivelyachievingspecificlearninggoals.5(m)Theteacherunderstandscriticalthinkingprocessesandknowshowtohelplearnersdevelophighlevelquestioningskillstopromotetheirindependentlearning.5(n)Theteacherunderstandscommunicationmodesandskillsasvehiclesforlearning(e.g.,informationgatheringandprocessing)acrossdisciplinesaswellasvehiclesforexpressinglearning.

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5(o)Theteacherunderstandscreativethinkingprocessesandhowtoengagelearnersinproducingoriginalwork.5(p)Theteacherknowswhereandhowtoaccessresourcestobuildglobalawarenessandunderstanding,andhowtointegratethemintothecurriculum.CRITICALDISPOSITIONS5(q)Theteacherisconstantlyexploringhowtousedisciplinaryknowledgeasalenstoaddresslocalandglobalissues.5(r)Theteachervaluesknowledgeoutsidehis/herowncontentareaandhowsuchknowledgeenhancesstudentlearning.5(s)Theteachervaluesflexiblelearningenvironmentsthatencouragelearnerexploration,discovery,andexpressionacrosscontentareas.

Standard #6: Assessment Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.PERFORMANCES6(a)Theteacherbalancestheuseofformativeandsummativeassessmentasappropriatetosupport,verify,anddocumentlearning.6(b)Theteacherdesignsassessmentsthatmatchlearningobjectiveswithassessmentmethodsandminimizessourcesofbiasthatcandistortassessmentresults.

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6(c)Theteacherworksindependentlyandcollaborativelytoexaminetestandotherperformancedatatounderstandeachlearner’sprogressandtoguideplanning.6(d)Theteacherengageslearnersinunderstandingandidentifyingqualityworkandprovidesthemwitheffectivedescriptivefeedbacktoguidetheirprogresstowardthatwork.6(e)Theteacherengageslearnersinmultiplewaysofdemonstratingknowledgeandskillaspartoftheassessmentprocess.6(f)Theteachermodelsandstructuresprocessesthatguidelearnersinexaminingtheirownthinkingandlearningaswellastheperformanceofothers.6(g)Theteachereffectivelyusesmultipleandappropriatetypesofassessmentdatatoidentifyeachstudent’slearningneedsandtodevelopdifferentiatedlearningexperiences.6(h)Theteacherpreparesalllearnersforthedemandsofparticularassessmentformatsandmakesappropriatemodificationsinassessmentsortestingconditionsespeciallyforlearnerswithdisabilitiesandlanguagelearningneeds.6(i)Theteachercontinuallyseeksappropriatewaystoemploytechnologytosupportassessmentpracticebothtoengagelearnersmorefullyandtoassessandaddresslearnerneeds.ESSENTIALKNOWLEDGE6(j)Theteacherunderstandsthedifferencesbetweenformativeandsummativeapplicationsofassessmentandknowshowandwhentouseeach.6(k)Theteacherunderstandstherangeoftypesandmultiplepurposesofassessmentandhowtodesign,adapt,orselectappropriateassessmentstoaddressspecificlearninggoalsandindividualdifferences,andtominimizesourcesofbias.

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6(l)Theteacherknowshowtoanalyzeassessmentdatatounderstandpatternsandgapsinlearning,toguideplanningandinstruction,andtoprovidemeaningfulfeedbacktoalllearners.6(m)Theteacherknowswhenandhowtoengagelearnersinanalyzingtheirownassessmentresultsandinhelpingtosetgoalsfortheirownlearning.6(n)Theteacherunderstandsthepositiveimpactofeffectivedescriptivefeedbackforlearnersandknowsavarietyofstrategiesforcommunicatingthisfeedback.6(o)Theteacherknowswhenandhowtoevaluateandreportlearnerprogressagainststandards.6(p)Theteacherunderstandshowtopreparelearnersforassessmentsandhowtomakeaccommodationsinassessmentsandtestingconditions,especiallyforlearnerswithdisabilitiesandlanguagelearningneeds.CRITICALDISPOSITIONS6(q)Theteacheriscommittedtoengaginglearnersactivelyinassessmentprocessesandtodevelopingeachlearner’scapacitytoreviewandcommunicateabouttheirownprogressandlearning.6(r)Theteachertakesresponsibilityforaligninginstructionandassessmentwithlearninggoals.6(s)Theteacheriscommittedtoprovidingtimelyandeffectivedescriptivefeedbacktolearnersontheirprogress.6(t)Theteacheriscommittedtousingmultipletypesofassessmentprocessestosupport,verify,anddocumentlearning.6(u)Theteacheriscommittedtomakingaccommodationsinassessmentsandtestingconditionsespeciallyforlearnerswithdisabilitiesandlanguagelearningneeds.

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6(v)Theteacheriscommittedtotheethicaluseofvariousassessmentsandassessmentdatatoidentifylearnerstrengthsandneedstopromotelearnergrowth.

Standard #7: Planning for Instruction Theteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross‐disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.PERFORMANCES7(a)Theteacherindividuallyandcollaborativelyselectsandcreateslearningexperiencesthatareappropriateforcurriculumgoalsandcontentstandards,andarerelevanttolearners.7(b)Theteacherplanshowtoachieveeachstudent’slearninggoals,choosingappropriatestrategiesandaccommodations,resources,andmaterialstodifferentiateinstructionforindividualsandgroupsoflearners.7(c)Theteacherdevelopsappropriatesequencingoflearningexperiencesandprovidesmultiplewaystodemonstrateknowledgeandskill.7(d)Theteacherplansforinstructionbasedonformativeandsummativeassessmentdata,priorlearnerknowledge,andlearnerinterest.7(e)Theteacherplanscollaborativelywithprofessionalswhohavespecializedexpertise(e.g.,specialeducators,relatedserviceproviders,languagelearningspecialists,librarians,mediaspecialists)todesignandjointlydeliverasappropriateeffectivelearningexperiencestomeetuniquelearningneeds.

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7(f)Theteacherevaluatesplansinrelationtoshort‐andlong‐rangegoalsandsystematicallyadjustsplanstomeeteachstudent’slearningneedsandenhancelearning.ESSENTIALKNOWLEDGE7(g)Theteacherunderstandscontentandcontentstandardsandhowtheseareorganizedinthecurriculum.7(h)Theteacherunderstandshowintegratingcross‐disciplinaryskillsininstructionengageslearnerspurposefullyinapplyingcontentknowledge.7(i)Theteacherunderstandslearningtheory,humandevelopment,culturaldiversity,andindividualdifferencesandhowtheseimpactongoingplanning.7(j)Theteacherunderstandsthestrengthsandneedsofindividuallearnersandhowtoplaninstructionthatisresponsivetothesestrengthsandneeds.7(k)Theteacherknowsarangeofevidence‐basedinstructionalstrategies,resources,andtechnologicaltoolsandhowtousethemeffectivelytoplaninstructionthatmeetsdiverselearningneeds.7(l)Theteacherknowswhenandhowtoadjustplansbasedonassessmentinformationandlearnerresponses.7(m)Theteacherknowswhenandhowtoaccessresourcesandcollaboratewithotherstosupportstudentlearning(e.g.,specialeducators,relatedserviceproviders,languagelearnerspecialists,librarians,mediaspecialists,communityorganizations).

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CRITICALDISPOSITIONS7(n)Theteacherrespectslearners’diversestrengthsandneedsandiscommittedtousingthisinformationtoplaneffectiveinstruction.7(o)Theteachervaluesplanningasacollegialactivitythattakesintoconsiderationtheinputoflearners,colleagues,families,andthelargercommunity.7(p)Theteachertakesprofessionalresponsibilitytouseshort‐andlong‐termplanningasameansofassuringstudentlearning.

7(q)Theteacherbelievesthatplansmustalwaysbeopentoadjustmentandrevisionbasedonlearnerneedsandchangingcircumstances.

Standard #8: Instructional Strategies Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.PERFORMANCES8(a)Theteacherusesappropriatestrategiesandresourcestoadaptinstructiontotheneedsofindividualsandgroupsoflearners.8(b)Theteachercontinuouslymonitorsstudentlearning,engageslearnersinassessingtheirprogress,andadjustsinstructioninresponsetostudentlearningneeds.8(c)Theteachercollaborateswithlearnerstodesignandimplementrelevantlearningexperiences,identifytheirstrengths,andaccessfamilyandcommunityresourcestodeveloptheirareasofinterest.8(d)Theteachervarieshis/herroleintheinstructionalprocess(e.g.,instructor,facilitator,coach,audience)inrelationtothecontentandpurposesofinstructionandtheneedsoflearners.

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8(e)Theteacherprovidesmultiplemodelsandrepresentationsofconceptsandskillswithopportunitiesforlearnerstodemonstratetheirknowledgethroughavarietyofproductsandperformances.8(f)Theteacherengagesalllearnersindevelopinghigherorderquestioningskillsandmetacognitiveprocesses.8(g)Theteacherengageslearnersinusingarangeoflearningskillsandtechnologytoolstoaccess,interpret,evaluate,andapplyinformation.8(h)Theteacherusesavarietyofinstructionalstrategiestosupportandexpandlearners’communicationthroughspeaking,listening,reading,writing,andothermodes.8(i)Theteacherasksquestionstostimulatediscussionthatservesdifferentpurposes(e.g.,probingforlearnerunderstanding,helpinglearnersarticulatetheirideasandthinkingprocesses,stimulatingcuriosity,andhelpinglearnerstoquestion).ESSENTIALKNOWLEDGE8(j)Theteacherunderstandsthecognitiveprocessesassociatedwithvariouskindsoflearning(e.g.,criticalandcreativethinking,problemframingandproblemsolving,invention,memorizationandrecall)andhowtheseprocessescanbestimulated.8(k)Theteacherknowshowtoapplyarangeofdevelopmentally,culturally,andlinguisticallyappropriateinstructionalstrategiestoachievelearninggoals.8(l)Theteacherknowswhenandhowtouseappropriatestrategiestodifferentiateinstructionandengagealllearnersincomplexthinkingandmeaningfultasks.

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8(m)Theteacherunderstandshowmultipleformsofcommunication(oral,written,nonverbal,digital,visual)conveyideas,fosterselfexpression,andbuildrelationships.8(n)Theteacherknowshowtouseawidevarietyofresources,includinghumanandtechnological,toengagestudentsinlearning.8(o)Theteacherunderstandshowcontentandskilldevelopmentcanbesupportedbymediaandtechnologyandknowshowtoevaluatetheseresourcesforquality,accuracy,andeffectiveness.CRITICALDISPOSITIONS8(p)Theteacheriscommittedtodeepeningawarenessandunderstandingthestrengthsandneedsofdiverselearnerswhenplanningandadjustinginstruction.8(q)Theteachervaluesthevarietyofwayspeoplecommunicateandencourageslearnerstodevelopandusemultipleformsofcommunication.8(r)Theteacheriscommittedtoexploringhowtheuseofnewandemergingtechnologiescansupportandpromotestudentlearning.8(s)Theteachervaluesflexibilityandreciprocityintheteachingprocessasnecessaryforadaptinginstructiontolearnerresponses,ideas,andneeds.

Standard #9: Professional Learning and Ethical Practice Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,

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otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.PERFORMANCES9(a)Theteacherengagesinongoinglearningopportunitiestodevelopknowledgeandskillsinordertoprovidealllearnerswithengagingcurriculumandlearningexperiencesbasedonlocalandstatestandards.9(b)Theteacherengagesinmeaningfulandappropriateprofessionallearningexperiencesalignedwithhis/herownneedsandtheneedsofthelearners,school,andsystem.9(c)Independentlyandincollaborationwithcolleagues,theteacherusesavarietyofdata(e.g.,systematicobservation,informationaboutlearners,research)toevaluatetheoutcomesofteachingandlearningandtoadaptplanningandpractice.9(d)Theteacheractivelyseeksprofessional,community,andtechnologicalresources,withinandoutsidetheschool,assupportsforanalysis,reflection,andproblem‐solving.9(e)Theteacherreflectsonhis/herpersonalbiasesandaccessesresourcestodeepenhis/herownunderstandingofcultural,ethnic,gender,andlearningdifferencestobuildstrongerrelationshipsandcreatemorerelevantlearningexperiences.9(f)Theteacheradvocates,models,andteachessafe,legal,andethicaluseofinformationandtechnologyincludingappropriatedocumentationofsourcesandrespectforothersintheuseofsocialmedia.ESSENTIALKNOWLEDGE9(g)Theteacherunderstandsandknowshowtouseavarietyofself‐assessmentandproblem‐solvingstrategiestoanalyzeandreflectonhis/herpracticeandtoplanforadaptations/adjustments.

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9(h)Theteacherknowshowtouselearnerdatatoanalyzepracticeanddifferentiateinstructionaccordingly.9(i)Theteacherunderstandshowpersonalidentity,worldview,andpriorexperienceaffectperceptionsandexpectations,andrecognizeshowtheymaybiasbehaviorsandinteractionswithothers.9(j)Theteacherunderstandslawsrelatedtolearners’rightsandteacherresponsibilities(e.g.,foreducationalequity,appropriateeducationforlearnerswithdisabilities,confidentiality,privacy,appropriatetreatmentoflearners,reportinginsituationsrelatedtopossiblechildabuse).9(k)Theteacherknowshowtobuildandimplementaplanforprofessionalgrowthdirectlyalignedwithhis/herneedsasagrowingprofessionalusingfeedbackfromteacherevaluationsandobservations,dataonlearnerperformance,andschool‐andsystem‐widepriorities.CRITICALDISPOSITIONS9(l)Theteachertakesresponsibilityforstudentlearningandusesongoinganalysisandreflectiontoimproveplanningandpractice.9(m)Theteacheriscommittedtodeepeningunderstandingofhis/herownframesofreference(e.g.,culture,gender,language,abilities,waysofknowing),thepotentialbiasesintheseframes,andtheirimpactonexpectationsforandrelationshipswithlearnersandtheirfamilies.9(n)Theteacherseeshim/herselfasalearner,continuouslyseekingopportunitiestodrawuponcurrenteducationpolicyandresearchassourcesofanalysisandreflectiontoimprovepractice.9(o)Theteacherunderstandstheexpectationsoftheprofessionincludingcodesofethics,professionalstandardsofpractice,andrelevantlawandpolicy.

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Standard #10: Leadership and Collaboration Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.

PERFORMANCES10(a)Theteachertakesanactiveroleontheinstructionalteam,givingandreceivingfeedbackonpractice,examininglearnerwork,analyzingdatafrommultiplesources,andsharingresponsibilityfordecisionmakingandaccountabilityforeachstudent’slearning.10(b)Theteacherworkswithotherschoolprofessionalstoplanandjointlyfacilitatelearningonhowtomeetdiverseneedsoflearners.10(c)Theteacherengagescollaborativelyintheschool‐wideefforttobuildasharedvisionandsupportiveculture,identifycommongoals,andmonitorandevaluateprogresstowardthosegoals.10(d)Theteacherworkscollaborativelywithlearnersandtheirfamiliestoestablishmutualexpectationsandongoingcommunicationtosupportlearnerdevelopmentandachievement.10(e)Workingwithschoolcolleagues,theteacherbuildsongoingconnectionswithcommunityresourcestoenhancestudentlearningandwellbeing.10(f)Theteacherengagesinprofessionallearning,contributestotheknowledgeandskillofothers,andworkscollaborativelytoadvanceprofessionalpractice.10(g)Theteacherusestechnologicaltoolsandavarietyofcommunicationstrategiestobuildlocalandgloballearningcommunitiesthatengagelearners,families,andcolleagues.

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10(h)Theteacherusesandgeneratesmeaningfulresearchoneducationissuesandpolicies.10(i)Theteacherseeksappropriateopportunitiestomodeleffectivepracticeforcolleagues,toleadprofessionallearningactivities,andtoserveinotherleadershiproles.10(j)Theteacheradvocatestomeettheneedsoflearners,tostrengthenthelearningenvironment,andtoenactsystemchange.10(k)Theteachertakesonleadershiprolesattheschool,district,state,and/ornationallevelandadvocatesforlearners,theschool,thecommunity,andtheprofession.ESSENTIALKNOWLEDGE10(l)Theteacherunderstandsschoolsasorganizationswithinahistorical,cultural,political,andsocialcontextandknowshowtoworkwithothersacrossthesystemtosupportlearners.10(m)Theteacherunderstandsthatalignmentoffamily,school,andcommunityspheresofinfluenceenhancesstudentlearningandthatdiscontinuityinthesespheresofinfluenceinterfereswithlearning.10(n)Theteacherknowshowtoworkwithotheradultsandhasdevelopedskillsincollaborativeinteractionappropriateforbothface‐to‐faceandvirtualcontexts.10(o)Theteacherknowshowtocontributetoacommonculturethatsupportshighexpectationsforstudentlearning.CRITICALDISPOSITIONS10(p)Theteacheractivelysharesresponsibilityforshapingandsupportingthemissionofhis/herschoolasoneofadvocacyforlearnersandaccountabilityfortheirsuccess.

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10(q)Theteacherrespectsfamilies’beliefs,norms,andexpectationsandseekstoworkcollaborativelywithlearnersandfamiliesinsettingandmeetingchallenginggoals.10(r)Theteachertakesinitiativetogrowanddevelopwithcolleaguesthroughinteractionsthatenhancepracticeandsupportstudentlearning.10(s)Theteachertakesresponsibilityforcontributingtoandadvancingtheprofession.10(t)Theteacherembracesthechallengeofcontinuousimprovementandchange.