A Deeper Dive into the
InTASC Model Core Teaching Standards
SCEE Webinar
May 10, 2011
Webinar Logistics
 Everyone is muted
 Use the chat function to make a comment or ask a
question
 We will un-mute you to speak; you may press *6 to
mute yourself again
 You may chat privately with individuals on your team
 If you have problems, you may send William Bentgen
a message via chat or email at williamb@ccsso.org
2
Poll
Poll
Did you attend the InTASC sessions at the SCEE National
Summit or watch the video of the session online?
1. Yes
2. No
How many people are watching the webinar with you?
1. Just me
2. Me and 1 other
3. Me and 2-5 others
4. Me and more than 5 others
(Many members had seen the Summit presentation; a few
had more than one person with them in the room)
4
SCEE Framework
6
7
Presenters
 Kathleen Paliokas, Director, InTASC
 Lynne Cook, Professor of Special Education, California
State University, Dominguez Hills
 Carlene Kirkpatrick, Instructional Coach, Dekalb
County Schools (NBCT)
 Mary Diez, Education Dean, Alverno College
 Karen Huffman, Associate Director, ARCC at Edvantia
 Peter McWalters, Consultant, CCSSO
 Linda Alder, Coordinator, Educator Quality, Utah State
Office of Education
 Kathy Meeks, Division of Educator Quality and
Leadership, South Carolina Department of Education
Key Changes to the 1992 Standards
 Developmental Continuum: Standards no longer just for
beginning teachers but ALL teachers.
 INTASC becomes InTASC (Interstate Teacher Assessment and
Support)
 A Focus on 21st Century Knowledge and Skills: Problem
solving, curiosity, creativity, innovation, communication,
interpersonal skills, the ability to synthesize across
disciplines, global literacy, ethics, and technological
expertise.
 Personalized Learning for Diverse Learners: Teachers
need knowledge and skills to customize learning for
learners with a range of individual differences.
Key Changes to Standards (continued)
 Increased Emphasis on Assessment Literacy: Teachers
need to have greater knowledge and skill around how to
develop a range of assessments and how to use
assessment data to improve instruction and support
learner success.
 A Collaborative Professional Culture: Teaching is no
longer a private act.
 New Leadership Roles for Teachers and Administrators:
A shift in leadership from teachers working autonomously
in their classrooms to administrators, teachers, and others
sharing leadership roles and responsibilities for student
learning.
Groupings of 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
Groupings of Standards
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
Standard #1: Learner Development
 The teacher understands how learners grow and
develop, recognizing that patterns of learning and
development vary individually within and across
the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements
developmentally appropriate and challenging
learning experiences.
Standard #2: Learning Differences
 The teacher uses understanding of individual
differences and diverse cultures and
communities to ensure inclusive learning
environments that enable each learner to meet
high standards.
Emphasis on Diverse Learners
 Diverse abilities and learning needs
 ALL learners– “each” and “every”
 Inclusive learning environment
 Teacher collaboration
 Plan and deliver instruction
 Make accommodations
 Support student learning
Diverse Learners and Learning
Differences
Diverse learners and students with learning
differences are those who, because of gender,
language, cultural background, differing ability
levels, disabilities, learning approaches, and/or
socioeconomic status may have academic
needs that require varied instructional strategies
to ensure their learning.
Learning Differences
Learning differences are manifested in such
areas as differing rates of learning, motivation,
attention, preferred learning modalities,
complexity of reasoning, persistence,
foundational knowledge and skills, and
preferred learning and response modes.
Illustrations from Standard 2:
Learning Differences
2(b) The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with particular
learning differences or needs.
2(h) The teacher understands students with exceptional
needs, including those associated with disabilities and
giftedness, and knows how to use strategies and
resources to address these needs.
2(l) The teacher believes that all students can achieve at
high levels and persists in helping each student reach
his/her full potential.
Standard #3: Learning Environments
 The teacher works with others to create
environments that support individual and
collaborative learning, and that encourage
positive social interaction, active engagement in
learning, and self motivation.
Standard #4: Content Knowledge
 The teacher understands the central concepts,
tools of inquiry, and structures of the
discipline(s) he or she teaches and creates
learning experiences that make these aspects
of the discipline accessible and meaningful for
learners to assure mastery of the content.
Standard #5: Application of Content
 The teacher understands how to connect
concepts and use differing perspectives to
engage learners in critical thinking, creativity,
and collaborative problem solving related to
authentic local and global issues.
InTASC Teaching Standards Linked to
Common Core Student Standards
CCSS Mathematics
InTASC Teaching Standards
Standard 5:
Standard #6: Assessment
 The teacher understands and uses multiple
methods of assessment to engage learners in
their own growth, to monitor learner progress,
and to guide the teacher’s and learner’s
decision making.
Standard #7: Planning for Instruction
 The teacher plans instruction that supports
every student in meeting rigorous learning goals
by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners
and the community context.
Standard #8: Instructional Strategies
 The teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas
and their connections, and to build skills to
apply knowledge in meaningful ways.
Standard #9: Professional Learning and
Ethical Practice
 The teacher engages in ongoing professional
learning and uses evidence to continually
evaluate his/her practice, particularly the effects
of his/her choices and actions on others
(learners, families, other professionals, and the
community), and adapts practice to meet the
needs of each learner.
Standard #9: Professional Learning and
Ethical Practice
 The teacher:
 Takes responsibility for student learning and engages in
ongoing professional learning to improve planning and
practice
 Uses a variety of data to evaluate teaching outcomes and to
adapt planning and practice
 Reflects on personal biases and uses knowledge of learner
differences to build stronger relationships and to create
more relevant learning experiences
 Advocates, models and teachers safe, legal, and ethical use
of information and technology
Standard #10: Leadership and Collaboration
 The teacher seeks appropriate leadership roles
and opportunities to take responsibility for
student learning, to collaborate with learners,
families, colleagues, other school professionals,
and community members to ensure learner
growth, and to advance the profession.
Standard #10: Leadership and Collaboration
 The teacher:
 Takes responsibility for contributing to and advancing the
profession by leading and by collaborating
 Contributes to a culture that supports high expectations for
student learning using technological tools and other
strategies to build local and global learning communities
 Takes on leadership roles at the school, district, state,
and/or national level and advocates for learners, the school,
the community, and the profession
 Takes an active and collaborative role in planning and
jointly facilitating learning to meet the diverse needs of all
learners
Policy Implications
31
Policy Implications
 Preparation
 Recruitment
 Program approval
• Program
• Clinical practice
• Performance assessment
 Licensure
 Initial
 Tier II(professional)
 Master (NBPTS)
Policy Implications
 Growth Opportunities and Support
 Quality PD
 Continuous improvement
 Collegial responsibility
 Evaluation
 Teacher and leader
 Performance based
 Multiple measures
 Support/consequences
Policy Implications
 Roles
 Career ladders
 Incentives
 Salary structures
 Levers: State/District/School
 Law
 Regulation
 Guidelines
 Incentives
 Capacity building
 Flexibility
Utah State Office of Education
Utah State Board of Education
Constitution of Utah
Article X Section 3.
State Board of Education
The general control and supervision of the public education system shall be vested in a State Board of Education.
The membership of the board shall be established and elected as provided by statute. The State Board of Education shall
appoint a \State Superintendent of Public Instruction who shall be the executive officer of the board.
Utah State Office of Education
Utah Effective Teaching Standards
The Learner and Learning



Standard 1: Learner Development
Standard 2: Learning Differences
Standard 3: Learning Environments
Instructional Practice




Standard 4: Content Knowledge
Standard 5: Assessment
Standard 6: Instructional Planning
Standard 7: Instructional Strategies
Professional Responsibility



Standard 8: Reflection and Continuous Growth
Standard 9: Leadership and Collaboration
Standard 10: Professional and Ethical Behavior
Project Phases
Teaching Standards Work Group
Educational Leadership Standards
Work Group
Common Guiding Principles
Describes the overarching principles that guide policy, performance, and evaluation.
Teaching Standards, Performance Expectations, and
Indicators
Describes the knowledge, skills, and dispositions necessary to teach the Common Core.
Includes Essential Knowledge and Critical Dispositions to further define teaching
practice. Accompanying rubric defines levels of performance toward the observable
actions described by the indicators. May be used for both formative and summative
purposes. Establishes minimum attainment for Level 1 and Level 2 performance.
Educational Leadership Standards, Performance
Expectations, and Indicators
Describes the knowledge, skills, and dispositions necessary to provide leadership for
schools and educational programs to support school cultures leading to successful
teaching of the Common Core. Defines levels of performance toward the observable
actions described by the indicators. May be used for formative and summative
purposes. Establishes expectations for educational leadership preparation and
practice.
Evaluation System Framework
Defines minimum requirements for educator evaluation programs. Includes a state model, professional development, tools, and other implementation support. Comprises State
Board policy for educator evaluation programs.
Effectiveness Project Tools
Professional Development
Model Evaluation Plan
Licensing Requirements
Evaluation Instruments
Formative and Summative Instruments
Alignment With Common Core
Mentoring and Induction Models
Alternative Preparation Programs
Additional Development
Teach Leader Area of Concentration or Endorsement
Requirements for University Preparation Programs
Utah Continuum of Professional Practice
Use of the InTASC Standards in SC
 South Carolina is reviewing the InTASC standards
 See South Carolina’s PowerPoint slides “Use of
InTASC Standards in SC – May 2011.pptx” on the
SCEE collaboration site at
http://scee.groupsite.com/page/webinars
Discussion Questions
 How will your state use the updated InTASC standards?
 What additional resources or tools related to the
updated standards would you find useful?
Coming Up
 May 17, 2:00-3:30 pm EDT
Rural Affinity Group Webinar
 June 14, 2:00-3:30 pm EDT
Monthly Webinar TBA
 July 12, 2:00-3:30 pm EDT
Monthly Webinar TBA
40
Poll
 Would you take part in a webinar that went even deeper
into an individual standard?
 Definitely yes
-- Probably no
 Probably yes
-- Definitely no
 Would you take part in a webinar that went even deeper
into an individual policy lever?
 Definitely yes
-- Probably no
 Probably yes
-- Definitely no
 (Participants indicated a stronger interest in learning
more about the policy levers)
Thank you!