Interstate New 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 students.

 

KEY INDICATORS

The Candidate:

 

 

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.

 

KEY INDICATORS

The Candidate:

 

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.

 

KEY INDICATORS

The Candidate:

 

STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving,

 

KEY INDICATORS

The Candidate:

 

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.

 

KEY INDICATORS

The Candidate:

 

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.

 

KEY INDICATORS

The Candidate:

 

STANDARD 7: PLANNING

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

 

KEY INDICATORS

The Candidate:

 

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.

 

KEY INDICATORS

The Candidate:

 

STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT

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.

 

KEY INDICATORS

The Candidate:

 

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 well-being.

 

KEY INDICATORS

The Candidate:


©Raymond S. Pastore, Ph.D.
Professor of Education
Teacherworld.com
1148 McCormick Center
Bloomsburg University
Bloomsburg, PA 17815-1301
570-389-4236/4025