Alanna Gaylord's Art Education Portfolio

Description:

            The InTASC (Interstate Teacher Assessment and Support Consortium) Standards are a set of combined resources that both define and support ongoing teacher effectiveness to ensure every k-12 student reaches the goal of being ready to enter college or the workforce in today’s world. These new model core teaching standards are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010. The standards have been grouped into four general categories to help users organize their thinking about the standards. The categories include: The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility.

 

Analysis:

            These standards describe the new vision of teaching needed for today’s learners, how teaching practice that is aligned to the new vision develops over time, and what strategies teachers can employ to improve their practice both individually and collectively. These standards articulate what effective teaching and learning looks like in a public education—One that empowers every learner to take ownership of their learning, that emphasizes the learning of content and application of knowledge and skill to real world problems, that values the differences each learner brings to the learning experience, and that leverages rapidly changing learning environments by recognizing the possibilities they bring to maximize learning and engage learners. The purpose of these standards is to serve as a resource for states, districts, professional organizations, teacher education programs, teachers, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers.

                  The core teaching standards were updated for two main reasons; 1. Because of new understandings of learners and learning; 2. The new imperative that every student can and must achieve high academic standards. Educators are now being held to new levels of accountability for improved student outcomes. The improvements made to the updated teaching standards include more personalized learning for diverse learners, a stronger focus on application of knowledge and skills, improved assessment literacy, a collaborative professional culture, and new leadership roles for Teachers and Administrators.

                  Standards 1: Learner Development states that the teacher understands how learners grow and develop, recognizing that patters 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: Learner Differences states that the Teacher uses understanding of individual differences and diverse culture and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard 3: Learning Environments states that 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 states that 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 states that 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. Standard 6: Assessment states that 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 states that 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 states that 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 states that the teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choice and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard 10: Leadership and Collaboration states that 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.

 

Reflection:

                  The InTASC Standards provide a clear articulation of what effective teaching and learning looks like in public education. In my experiences, I have found the InTASC Standards to be a wonderful articulation of how I can work towards becoming the best teacher that I can be. I have found that these standards aim to empower every learner to take ownership of their learning and they also value the differences each learner brings to the learning experience. It is also important for every teacher to gain an understanding of the InTASC Standards in order to be aware of how they will be evaluated and expected to act in the teaching profession.