. "Appendix B: Teaching Standards of the Interstate New Teacher Assessment." Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press, 2001.
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Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality
INTASC will continue crafting model standards for teaching in history/social studies, the arts, elementary education, and special education.
INTASC Core Standards
Principle #1: The Teacher Understands the Central Concepts, Tools of Inquiry, and Structures of the Discipline(s) He or She Teaches and Can Create Learning Experiences That Make These Aspects of Subject Matter Meaningful for Students.
Knowledge 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 vantagepoint 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 students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.
The teacher develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.
The teacher can create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.