Interstate Teacher Assessment and Support Consortium Standards (InTasc)

What We Know Now

Description:

Model core teach­ing stan­dards that reflect the pro­fes­sional con­sen­sus of what begin­ning teach­ers should know and be able to do to ensure every K-​12 stu­dent reaches the goal of being ready to enter col­lege or the work­force in today’s world. The ten InTasc stan­dards can be orga­nized into four groups: The Learner and Learn­ing, Con­tent Knowl­edge, Instruc­tional Prac­tice, and Pro­fes­sional Respon­si­bil­ity. The actual stan­dards are listed below:

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

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 (CCSSO, 2011)

Context:

As part of the fed­eral NCLB waiver, the Depart­ment of Pub­lic Instruc­tion (DPI) appointed an Edu­ca­tor Effec­tive­ness Design Team to cre­ate a process to eval­u­ate teach­ers and prin­ci­pals that will lead to improved teach­ing and increased stu­dent learn­ing. The tool assesses teach­ers in two ways. One is by deter­min­ing how good of a job they do teach­ing based on the InTASC stan­dards. Fifty per­cent of the over­all sum­ma­tive rat­ing for teach­ers will come from deter­min­ing how well teach­ers demon­strate a mas­tery of these stan­dards. The other 50% will be based on stu­dent achieve­ment, and school atten­dance or grad­u­a­tion rate.

Considerations or Implications:

Impli­ca­tions for teach­ers is that their effec­tive­ness will now be based in part on the knowl­edge, skills, and dis­po­si­tions they pos­sess as related to the InTASC Standards.

Resources:

DPI web site: http://dpi.wi.gov/tepdl/edueff.html

Coun­cil of Chief State School Offi­cers (CCSSO) doc­u­ment enti­tled InTASC Model Core Teach­ing Stan­dards: A Resource for State Dia­logue out­lines the spe­cific stan­dards, their key indi­ca­tors, and the knowl­edge, skills and dis­po­si­tions needed to mas­ter the stan­dards: http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf


Fran Finco, WASCD Board Member

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