Teacher Assessment and Support Consortium (INTASC)
What is INTASC?
The Interstate New Teacher Assessment and Support Consortium (INTASC) is a
consortium of state education agencies, higher education institutes, and
national educational organizations dedicated to the reform of the education,
licensing and on-going professional development of teachers.
Created in 1987, INTASCís primary constituency is state education agencies
responsible for teacher licensing and professional development. Its work is
guided by one basic premise: an effective teacher must be able to integrate
content knowledge with pedagogical understanding to assure that all students
learn and perform at high levels.
What is INTASC's Mission?
INTASCís mission is to promote standards-based reform through the
development of model standards and assessments for beginning teachers. To carry
out this mission, INTASC provides a vehicle for states to work jointly on
formulating model policies to reform teacher preparation and licensing, and
provides a mechanism for states to collaborate on development projects such as
crafting new instruments to assess the classroom performance of a teacher.
INTASC also sponsors a series of seminars annually, bringing together
education agencies, institutions of higher education, researchers and
professional associations committed to the principals of teaching and assessment
endorsed by the consortium. These seminars present the cutting edge work being
carried out on formal and informal networking among the participants.
How does INTASC help prepare a teacher in the beginning of his/her career?
The INTASC model core standards for licensing teachers represent those
principles which should be present in all teaching regardless of the subject or
grade level taught and serve as a framework for the systemic reform of teacher
preparation and professional development. The core standards are currently being
translated into standards for discipline-specific teaching.
The INTASC Core Standards
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of
inquiry, and structures of the discipline he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
- demonstrates an understanding of the central concepts of
his or her discipline.
- uses explanations and representations that link curriculum
to prior learning.
- evaluates resources and curriculum materials for
appropriateness to the curriculum and instructional delivery.
- engages students in interpreting ideas from a variety of
- uses interdisciplinary approaches to teaching and learning.
- uses methods of inquiry that are central to the discipline.
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and
can provide learning opportunities that support a child's intellectual, social,
and personal development.
- evaluates student performance to design instruction
appropriate for social, cognitive, and emotional development.
- creates relevance for students by linking with their prior
- provides opportunities for students to assume
responsibility for and be actively engaged in their learning.
- encourages student reflection on prior knowledge and its
connection to new information.
- accesses student thinking as a basis for instructional
activities through group/individual interaction and written work (listening,
encouraging discussion, eliciting samples of student thinking orally and in
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.
- designs instruction appropriate to students? stages of
development, learning styles, strengths and needs.
- selects approaches that provide opportunities for different
- accesses appropriate services or resources to meet
exceptional learning needs when needed.
- adjusts instruction to accommodate the learning differences
or needs of students (time and circumstance of work, tasks assigned,
communication and response modes).
- uses knowledge of different cultural contexts within the
community (socio-economic, ethnic, cultural) and connects with the learner
through types of interaction and assignments.
- creates a learning community that respects individual
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional
strategies to encourage student development of critical thinking, problem
- selects and uses multiple teaching and learning strategies
(a variety of presentations/explanations) to encourage students in critical
thinking and problem solving.
- encourages students to assume responsibility for
identifying and using learning resources.
- assures different roles in the instructional process
(instructor, facilitator, coach, audience) to accommodate content, purpose,
and learner needs.
STANDARD 5: MOTIVATION AND 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.
- encourages clear procedures and expectations that ensure
students assume responsibility for themselves and others, work collaboratively
and independently, and engages in purposeful learning activities.
- engages students by relating lessons to students? personal
interests, allowing students to have choices in their learning, and leading
students to ask questions and solve problems that are meaningful to them.
- organizes, allocates, and manages time, space and
activities in a way that is conducive to learning.
- organizes, prepares students for, and monitors independent
and group work that allows for full and varied participation of all
- analyzes classroom environment and interactions and makes
adjustments to enhance social relationships, student motivation/engagement and
STANDARD 6: COMMUNICATION & TECHNOLOGY
The teacher uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
- models effective communication strategies in conveying
ideas and information and when asking questions (e.g., monitoring the effects
of messages, restating ideas and drawing connection, using visual, aural, and
kinesthetic cues, being sensitive to nonverbal cues both given and received).
- provides support for learner expression in speaking,
writing, and other media.
- demonstrates that communication is sensitive to gender and
cultural differences (e.g., appropriate use of eye contact, interpretation of
body language and verbal statements, acknowledgment of and responsiveness to
different modes of communication and participation.
- uses a variety of media communication tools to enrich
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
- plans lessons and activities to address variation in
learning styles and performance modes, multiple development levels of diverse
learners, and problem solving and exploration.
- develops plans that are appropriate for curriculum goals
and are based on effective instruction.
- adjusts plans to respond to unanticipated sources of input
and/or student needs.
- develops short and long-range plans.
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.
- selects, constructs, and uses assessment strategies
appropriate to the learning outcomes.
- uses a variety of informal and formal strategies to inform
choices about student progress and to adjust instruction (e.g., standardized
test data, peer and student self-assessment, informal assessments such as
observation, surveys, interviews, student work, performance tasks, portfolio,
and teacher made tests).
- uses assessment strategies to involve learners in
self-assessment activities to help them become aware of their strengths and
needs, and to encourage them to set personal goals for learning.
- evaluates the effects of class activities on individuals
and on groups through observation of classroom interaction, questioning and
analysis of student work.
- maintains useful records of student work and performance
and can communicate student progress knowledgeably and responsibly.
- solicits information about students? experiences, learning
behavior, needs, and progress from parents, other colleagues, and students.
STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL
The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on others and who
actively seeks out opportunities to grow professionally.
- uses classroom observation, information about students and
research as sources for evaluating the outcomes of teaching and learning and
as a basis for experimenting with, reflecting on and revising practice.
- uses professional literature, colleagues and other
resources to support self-development as a learner and as a teacher.
- consults with professional colleagues within the school and
other professional arenas as support for reflection, problem-solving and new
ideas, actively sharing experiences and seeking and giving feedback.
STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support students' learning and
- participates in collegial activities designed to make the
entire school a productive learning environment.
- links with counselors, teachers of other classes and
activities within the school, professionals in community agencies, and others
in the community to support students' learning and well-being.
- seeks to establish cooperative partnerships with
parents/guardians to support student learning.
- advocates for students.
©Raymond S. Pastore, Ph.D.
Professor of Education
1148 McCormick Center
Bloomsburg, PA 17815-1301