Intasc
INTASC
Standards
Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of discipline(s) he or she teaches and can create learning experiences that make these aspects of subjects matter meaningful for students.
Knowing
[Detailed standards for discipline-based knowledge will be included in the subject matter standards to be developed in the next phase of this project.]
The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
The teacher can relate his/her disciplinary knowledge to other subject areas.
Dispositions
The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field.
The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower.
The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children's learning of the discipline.
Performances
The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.
The teacher can represent and use differing viewpoints, theories, "ways of knowing" and methods of inquiry in his/her teaching of subject matter concepts.
The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
The teacher engages
Standards
Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of discipline(s) he or she teaches and can create learning experiences that make these aspects of subjects matter meaningful for students.
Knowing
[Detailed standards for discipline-based knowledge will be included in the subject matter standards to be developed in the next phase of this project.]
The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
The teacher can relate his/her disciplinary knowledge to other subject areas.
Dispositions
The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field.
The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower.
The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children's learning of the discipline.
Performances
The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.
The teacher can represent and use differing viewpoints, theories, "ways of knowing" and methods of inquiry in his/her teaching of subject matter concepts.
The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
The teacher engages