ing factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.
NCATE: Candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards, as shown in their development of meaningful learning experiences to facilitate student learning for all students. They reflect on their practice and make necessary adjustments to enhance student learning. They know how students learn and how to make ideas accessible to them. They consider school, family, and community contexts in connecting concepts to students’ prior experience and applying the ideas to real-world problems.
NBPTS: Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice. They adjust their practice based on observation and knowledge of their students’ interests, abilities, skills, knowledge, family circumstances, and peer relationships. Accomplished teachers understand how students develop and learn. They incorporate the prevailing theories of cognition and intelligence in their practice. They are aware of the influence of context and culture on behavior. They develop students’ cognitive capacity and their respect for learning. Equally important, they foster students’ self-esteem, motivation, character, civic responsibility, and their respect for individual, cultural, religious and racial differences.
SOURCES: Interstate New Teacher Assessment and Support Consortium, 1992; National Council for Accreditation of Teacher Education, 2000b; National Board for Professional Teaching Standards, 1994. Used by permission of the authors. NCATE reserves all rights. The full texts of the standards are contained in Appendix B. The text included here is from the core principles of the standards. INTASC and NBPTS have content-specific standards as well.
Another important theme of the standards is the need for deep subject matter knowledge. Teachers should know the substance and structure of the disciplines they teach. They should be able to translate difficult substantive ideas into terms that students can understand, to diagnose students’ understandings and misunderstandings, and to develop explanations, examples, and representations, including learning activities themselves, that are appropriate for students’ levels of understanding. INTASC, NCATE, and NBPTS standards on the need for subject matter knowledge appear in Box 2–2.