Compare/Contrast Standards
Running head: COMPARING TEACHER STANDARDS
Comparing Teacher Standards
Jennifer A. Young
Grand Canyon University
SPE- 529N Special Education Foundations and Frameworks
03/21/11
Comparing Teacher Standards
| State Specific Standards & NCLB | NBPTS | CEC | INTASC | Teacher Qualifications | CONTENT KNOWLEDGE & SKILL-Teachers have in-depth understanding of the content they plan to teach.-Teachers provide multiple explanations and instructional strategies.-Teachers are leaders and mentors in schools and communities.-Teachers reflect on their practice and make necessary adjustments to enhance student learning.Qualified Educators-Teachers have earned different levels of degrees in education and have had experience in a classroom setting.-All teachers are knowledgeable in their subject areas and they understand all elements within their area of content.-Each teacher has their own mission that helps guide them through lessons within the classroom.-All teachers must be willing to continue their education to be able to stay up to date on in the world of education. | Knowledge of Students-Teachers of students with exceptional needs consistently use their knowledge of human development and learning, and observation to understand their students.Knowledge of Special Education-Teachers have a broad knowledge of the special education field and are able to draw on this knowledge to set meaningful goals for their students. | Foundations-Teachers must understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, laws and policies, diverse and historical points of view.-Teachers must also understand the influences of society on the special education field.Development of Learners-Teachers must be able to differentiate amid each student’s special disabilities and each type of learning mode.-Teachers will recognize the learning impact on students is not theirs alone but involves family and the community.-Teachers
Comparing Teacher Standards
Jennifer A. Young
Grand Canyon University
SPE- 529N Special Education Foundations and Frameworks
03/21/11
Comparing Teacher Standards
| State Specific Standards & NCLB | NBPTS | CEC | INTASC | Teacher Qualifications | CONTENT KNOWLEDGE & SKILL-Teachers have in-depth understanding of the content they plan to teach.-Teachers provide multiple explanations and instructional strategies.-Teachers are leaders and mentors in schools and communities.-Teachers reflect on their practice and make necessary adjustments to enhance student learning.Qualified Educators-Teachers have earned different levels of degrees in education and have had experience in a classroom setting.-All teachers are knowledgeable in their subject areas and they understand all elements within their area of content.-Each teacher has their own mission that helps guide them through lessons within the classroom.-All teachers must be willing to continue their education to be able to stay up to date on in the world of education. | Knowledge of Students-Teachers of students with exceptional needs consistently use their knowledge of human development and learning, and observation to understand their students.Knowledge of Special Education-Teachers have a broad knowledge of the special education field and are able to draw on this knowledge to set meaningful goals for their students. | Foundations-Teachers must understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, laws and policies, diverse and historical points of view.-Teachers must also understand the influences of society on the special education field.Development of Learners-Teachers must be able to differentiate amid each student’s special disabilities and each type of learning mode.-Teachers will recognize the learning impact on students is not theirs alone but involves family and the community.-Teachers
References: Council for Exceptional Children (CEC). (2010). Retrieved August 22, 2010 from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/default.htm#Standards Interstate New Teacher Assessment and Support Consortium (INTASC). (N.D.). Retrieved August 23, 2010 from http://www.wresa.org/Pbl/The%20INTASC%20Standards%20overheads.htm National Board for Professional Teaching Standards (NBPTS). (2001). NBPTS exceptional needs standards for teachers of students from birth – 21+. Retrieved August 22, 2010 from http://www.nbpts.org/userfiles/File/ecya_ens_standards.pdf Louisiana Department of Education (LDOE). (2011). Retrieved March 23, 2011from http://www.doe.state.la.us/