Syllabus Grid
Fill in each assignment and evaluation tool that specifically addresses an InTASC, Pritchy Smith, or ISTE-T standard. Notate which standards
are met using only the standard number (you do not need to use sub-standards). Color code any assignment that has been identified as the
common assignment between course sections in RED. Use the InTASC color codes shown below the grid to highlight any identified InTASC
standards in order to indicate the level of integration within your course.
Assignment
Eval. Tool
Common Assignments/Rubrics coded in RED
INTASC CODES - INTEGRATION LEVEL
BLACK - Knowledge/Comprehension
GREEN - Application/Analysis
BLUE - Evaluation/Synthesis
InTASC
Pritchy Smith
ISTE-T
Aligned Standards - InTASC, Iowa K12, ACEI, Conceptual Framework
The guide indicates standards that are cross-aligned. Meeting one inherently meets all.
InTASC
1 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.
Alignments
Alignments
Iowa K-12, Conceptual Framework
ACEI
K-12 Iowa
1 Demonstrates ability to enhance academic
1.0 Development and learning
3.2 Adaptation to diverse learners
3.4 Active engagement in learning
performance and support for implementation of
a school district’s student achievement goals
CF (Cares)
2 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.
K-12 Iowa
3.2 Adaptation to diverse learners
4 Uses strategies to deliver instruction that meets
the multiple learning needs of students
CF (Cares)
3 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.
K-12 Iowa
6 Demonstrates competence in classroom
3.4 Active engagement in learning
management.
CF (Cares)
4 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 the discipline
accessible and meaningful for learners to assure mastery of the content.
K-12 Iowa
2 Demonstrates competence in content
knowledge appropriate to the teaching position.
CF (Cares)
2.1 English Language Arts
2.2 Science
2.3 Mathematics
2.4 Social Studies
2.5 The Arts
2.6 Health Education
2.7 Physical Education
3.1 Integrating & applying knowledge
for instruction
3.2 Adaptation to diverse students
5 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.
K-12 Iowa
1 Communicates with students, families,
3.2 Adaptation to diverse learners
3.5 Communication to foster learning
colleagues, and communities effectively and
accurately
CF (Cares)
6 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.
K-12 Iowa
5 Uses a variety of methods to monitor student
4.0 Assessment for instruction
learning.
CF (Leads)
7 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.
K-12 Iowa
3 Demonstrates competence in planning and
preparing for instruction.
1.0 Development and learning
3.1 Integrating and applying knowledge
for instruction
CF (Leads)
8 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.
K-12 Iowa
3.3 Development of critical thinking and
problem solving
4 Uses strategies to deliver instruction that meets
the multiple learning needs of students.
CF (Leads)
9 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.
10 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.
K-12 Iowa
7 Engages in professional growth.
5.1 Professional growth, reflection and
evaluation
CF (Reflects)
K-12 Iowa
5.2 Collaboration
8 Fulfills professional responsibilities established
by the school district.
CF (Reflects)
ISTE-T Technology Standards for Teachers
1.
Facilitate and inspire student learning and
creativity
Teachers use their knowledge of subject matter,
teaching and learning, and technology to
facilitate experiences that advance student
learning, creativity, and innovation in both
face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and
thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in faceto-face and virtual environments
2.
Design and develop digital age learning
experiences and assessments
Teachers design, develop, and evaluate
authentic learning experiences and assessments
incorporating contemporary tools and resources
to maximize content learning in context and to
develop the knowledge, skills, and attitudes
identified in the ISTE•S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning
and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities
and become active participants in setting their own educational goals, managing their own learning, and assessing
their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and
abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards, and use resulting data to inform learning and teaching
3.
Model digital age work and learning
Teachers exhibit knowledge, skills, and
work processes representative of an
innovative professional in a global and
digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support
student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age
media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use
information resources to support research and learning
4.
Promote and model digital citizenship
and responsibility
Teachers understand local and global
societal issues and responsibilities in an
evolving digital culture and exhibit legal
and ethical behavior in their professional
practices.
a. Advocate, model, and teach safe, legal,
and ethical use of digital information and technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to
appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and
information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other
cultures using digital age communication and collaboration tools
5.
Engage in professional growth and
leadership
Teachers continuously improve their
professional practice, model lifelong
learning, and exhibit leadership in their
school and professional community by
promoting and demonstrating the effective
use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve
student learning
b. Exhibit leadership by demonstrating a vision
of technology infusion, participating in shared decision making and community building, and developing the
leadership and technology skills of others
c. Evaluate and reflect on current research and professional practice on a regular basis to
make effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and
community
Pritchy Smith Diversity Standards/Knowledge Base
Standard
Descriptors
1. Foundations of Multicultural
Education
(a) Definitions of multicultural education.
(b) Key terms that constitute the concepts and language of multicultural education, e.g., diversity, cultural pluralism, assimilation,
culture, enculturation, xenophobia, ethnocentrism, Eurocentrism, racism, classism, sexism, homophobia, discrimination,
antiracism, antibias, inclusion, exclusion, etc.
(c) Principles and philosophical tenets of multicultural education, i.e., differences are not deficits; culture influences the way
students learn.
(d) Models of multicultural curriculum infusion.
(e) Models of personal stages of development from ethnocentrism to multiculturalism to globalism.
(f) Literature theory and research that undergirds multicultural education as a discipline.
2. Sociocultural Contexts of
Human Growth and
Psychological Development in
Marginalized Ethnic and
Racial Cultures
(a) Ethnic patterns of social, physical, and cognitive development.
(b) Patterns and stages of ethnic identity including self-concept and self-image development.
(c) Influences on culturally determined and unique patterns of family organization, childrearing practices, and other processes of
socialization and development.
(d) Cultural influences on motivation.
(e) Resilience among non-mainstream ethnic and racial cultures.
(f) Critical theory perspectives regarding conventional norms and definitions of “developmentally appropriate practice.”
3. Cultural and cognitive
learning style theory and
research
(a) Descriptive profiles of cultural learning styles for African American, Native American, Asian American, and other cultural groups.
(b) Theory and research based that undergirds the cultural learning-style profiles for each group.
(c) The skills to use cultural learning-styles profiles wisely.
4. Language, communication
and interactional styles of
marginalized cultures
(a) The theory and research on language acquisition, particularly of native speakers of language other than English and English dialects.
(b) Cultural communication and interaction styles (verbal and non-verbal).
(c) Principles and strategies of teaching English as a second language to speakers of culturally unique English dialects and speakers of
first languages other than English (Black English, Hispanic American Bilingualism, Native American and low incidence minority
languages).
5. Essential Elements of
Cultures
(a) A schema for learning about any culture: (i) Patterns of knowledge and ways of knowing; (ii) Patterns and relevance of values,
belief systems, worldviews, customs, traditions, mores, and spirituality; (iii) An ancient through modern history of a culture’s
people, artifacts, music, dance, science, technology, mathematics, philosophy, architecture, government, etc.; (iv) Unique ways
different voices of a culture express relationships to other cultures, particularly the dominant culture; (v) Patterns of unique skills
and behaviors, (vi) Patterns of perceptions and cognition (cognitive styles); (vii) Languages and communication styles including
verbal and non-verbal nuances.
(b) A study of each of the above essential elements in the context of specific or regional cultures.
6. Principles of culturally
responsive pedagogy and
curriculum
(a) Principles of cultural responsive pedagogy: (i) Definitions – culturally responsive pedagogy, cultural synchronization, cultural
incongruity; (ii) major premises.
(b) Principles of culturally responsive curriculum development.
7. Effective strategies for
teaching minority students
(a) Effective teaching research.
(b) Effective schools research.
(c) Cooperative learning research.
(d) Craft wisdom research.
(e) Resilient child research.
(f) Parental involvement research.
8. Foundations of racism
(a) History of prejudice, discrimination, and racism in the United States.
(b) Theory and research on how racist attitudes, stereotypes, and prejudices are learned and integrated into self image, personality
structure, and ethnic identity.
(c) Effects of racism on members of the dominant white culture and members of minority culture.
(d) Scales and instruments that purport to measure racism and attitudes toward diversity.
(e) A study of anti-bias, anti-racist curricula.
9. Effects of policy and practice
on culture, race, class, gender,
and other categories of
diversity
(a) Effects of ability grouping and curriculum tracking.
(b) Effects of segregated schools by race and class.
(c) Effects of school choice, privatization, and vouchers.
(d) Effects of inequitable school funding.
(e) Effects of discipline policy and practice on minority students.
(f) Effects of teacher expectations and teacher-student interactions.
(g) Effects of standardized testing.
10. Culturally responsive
diagnosis, measurement, and
assessment
(a) Theory and research on skewed diagnosis.
(b) The validity literature on specific intelligence tests, achievement tests, and aptitude tests.
(c) The literature that questions the use of tests to allocate educational opportunity in a democratic society.
(d) The literature on alternative and authentic assessment.
11. Socio-cultural influences on
subject-specific learning
(a) Theory and research on the influence of cultural belief systems, values, and expectations that influence non-White ethnic children’s
learning and achievement in specific subject areas, i.e., math, science, standard English, reading, art, etc.
(b) Theory and research on linguistic factors of non-native speaking and dialect speaking groups on mastery of skills in specific
subjects.
12. Gender and sexual orientation (a) Definitions of key terms.
(b) History of sexism in the United States.
(c) Theory and research on principles of human growth and development, gender identity and moral development.
(d) Theory and research documenting sex discrimination against females in the education system (teacher-student interaction, testing,
learning style and communication style preferences, and gender oppressive language).
(e) Principles of nonsexist-culturally inclusive curriculum development.
(f) Knowledge of materials for gender and culture inclusive elementary, middle, and secondary school curricula.
(g) Sexual orientation.
13. Experiential knowledge
14. Exceptionalities
(a) Personal and multicultural lifestyle experiences.
(b) Supervised clinical experiences demonstrating culturally responsive teaching of culturally diverse student populations.