Standards
TLQP Program Standards
Standards for Teacher Educators
National Board Certified Teacher Standards (NBCTs)
The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards
International Society for Technology in Education National Education Technology Standards
TLQP Program Standards
Standard 1: Professional development provided by TLQP projects is intensive, sustained, and on-going.
Standard 2: Professional development activities provided by TLQP projects serve teachers in New York State's highest need schools and districts.
Standard 3: Professional development activities provided by TLQP projects are responsive to the teaching and learning needs identified in school and/or district professional development plans.
Standard 4: Professional development activities provided by TLQP projects assist high-need schools, districts and/or regions in building capacity for school renewal by developing teacher collegiality and expertise to improve the teaching and learning environment.
Standard 5: Professional development activities provided by TLQP projects support the development and growth of learning communities that involve prospective, novice and experienced teachers, administrators, and higher education faculty in collaborative interactions focused on improving student achievement.
Standard 6: All TLQP professional development activities will provide significant opportunities for active learning.
Standard 7: Professional development content and/or pedagogical activities provided by TLQP projects have scientifically-based research as their underpinnings.
Standard 8: Professional development content activities provided by TLQP projects utilize the New York State Learning Standards in the appropriate content area(s).
Standard 9: All TLQP professional development activities incorporate equity strategies to assist teachers, administrators and other school staff in using practices that will provide all of their K-12 students, regardless of population grouping, with the opportunity to achieve excellence.
Standard 10: Our project can demonstrate that the teacher preparation programs participating with the project exhibit the attributes of effective professional development, and effectively prepare teachers for placement and retention in New York State's high-need urban districts.
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Standards for Teacher Educators
Standards of practice for teacher educators should represent agreements about what teacher educators should think about, know, and be able to do. Forging these agreements gives teacher educators the opportunity to review and adopt a knowledge base that can be tested, modified, and revised when appropriate. Such dialogue will add immeasurably to the public debate on schooling and teacher preparation.
Teacher educators have an obligation to be precise about what is entailed in being a teacher educator. To do less at a time when the quality of children's education weighs so heavily in the balance is indefensible. Not only will the standards of teacher educators provide a vehicle for being precise; it will also provide the opportunity to coalesce a knowledge base that will make public the characteristics of the specialization.
Association of Teacher Educators (ATE)
1900 Association Drive, Suite ATE
Reston, VA 20191-1502
Telephone 703/620-3110
Fax 703/620-9530
STANDARD 1
Model professional teaching practices that demonstrate knowledge, skills, and attitudes reflecting the best available practices in teacher education.
STANDARD 2
Inquire into and contribute to one or more areas of scholarly activity that are related to teaching, learning, and/or teacher education.
STANDARD 3
Inquire systematically into, and reflect on, their own practice and demonstrate commitment to lifelong professional development.
STANDARD 4
Provide leadership in developing, implementing, and evaluating programs for educating teachers that embrace diversity, and are rigorous, relevant, and grounded in accepted theory, research, and best practice.
STANDARD 5
Collaborate regularly and in significant ways with representatives of schools, universities, state education agencies, professional associations, and communities to improve teaching, learning,
and teacher education
STANDARD 6
Serve as informed, constructively critical advocates for high-quality education for all students, public understanding of educational issues, and excellence and diversity in the teaching and teacher education professions.
STANDARD 7
Contribute to improving the teacher education profession.
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National Board Certified Teacher Standards (NBCTs)
Proposition 1: Teachers are Committed to Students and Learning
- NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
- They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
- NBCTs understand how students develop and learn.
- They respect the cultural and family differences students bring to their classroom.
- They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
- NBCTs are also concerned with the development of character and civic responsibility.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
- NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
- They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
- They are able to use diverse instructional strategies to teach for understanding.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
- NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
- They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
- NBCTs know how to assess the progress of individual students as well as the class as a whole.
- They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.
- NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.
- They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.
- They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.
Proposition 5: Teachers are Members of Learning Communities.
- NBCTs collaborate with others to improve student learning.
- They are leaders and actively know how to seek and build partnerships with community groups and businesses.
- They work with other professionals on instructional policy, curriculum development and staff development.
- They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.
- They know how to work collaboratively with parents to engage them productively in the work of the school.
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The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards
The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Created in 1987, INTASC's primary constituency is state education agencies responsible for teacher licensing, program approval, and professional development. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels.
Council of Chief State School Officers
One Massachusetts Avenue, NW · Suite 700
Washington, DC 20001-1431
voice: 202.336.7000 · fax: 202.408.8072
Standard 1 – Knowledge of Subject Matter: The candidate understands the central concepts, tools of inquiry, and structure of the discipline he or she teachers and can create learning experiences that make these aspects of subject matter meaningful to students.
Standard 2 – Knowledge of Human Development and Learning: The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Standard 3 – Instructional Strategies for Diverse Learners: The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Standard 4 – Multiple Instructional Strategies: The candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Standard 5 – Motivation and Management: The candidate encourages an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation.
Standard 6 – Communication and Technology: The candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7 – Instructional Planning: The candidate plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Standard 8 – Assessment of Learning: The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Standard 9 – Professional Development: The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Standard 10 – School/Community Involvement: The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
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ISTE NETS AND PERFORMANCE INDICATORS FOR TEACHERS
(International Society for Technology in Education
National Education Technology Standards)
- TECHNOLOGY OPERATIONS AND CONCEPTS
Teachers demonstrate a sound understanding of technology operations and concepts.
Teachers:
- demonstrate introductory knowledge, skills, and understanding of concepts related to technology
(as described in the ISTE NETS for Students)
- demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
- PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
Teachers plan and design effective learning environments and experiences supported by technology.
Teachers:
- design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
- apply current research on teaching and learning with technology when planning learning environments and experiences.
- identify and locate technology resources and evaluate them for accuracy and suitability.
- plan for the management of technology resources within the context of learning activities.
- plan strategies to manage student learning in a technology-enhanced environment.
- TEACHING, LEARNING, AND THE CURRICULUM
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
Teachers:
- facilitate technology-enhanced experiences that address content standards and student technology standards.
- use technology to support learner-centered strategies that address the diverse needs of students.
- apply technology to develop students’ higher-order skills and creativity.
- manage student-learning activities in a technology-enhanced environment.
- ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Teachers:
- apply technology in assessing student learning of subject matter using a variety of assessment techniques.
- use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
- apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.
- PRODUCTIVITY AND PROFESSIONAL PRACTICE
Teachers use technology to enhance their productivity and professional practice. Teachers:
- use technology resources to engage in ongoing professional development and life-long learning.
- continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
- apply technology to increase productivity.
- use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
- SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice.
Teachers:
- model and teach legal and ethical practice related to technology use.
- apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
- identify and use technology resources that affirm diversity.
- promote safe and healthy use of technology resources.
- facilitate equitable access to technology resources for all students.
Source: National Educational Technology Standards for Teachers – Preparing Teachers to Use Technology
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