INTASC Principles and Standards



The Interstate New Teacher Assessment and Support Consortium (INTASC) at is an organization organized by chief state school officers into a consortium of nearly 40 states and professional organizations that focus on standards for initial licensure of teachers. The National Council for Accreditation of teacher Education (NCATE) at is the professional accrediting body for teacher education programs and sets standards for its voluntary member colleges for certification. About 500 of the 1200 teacher education programs are seeking NCATE Accreditation. The National Board of Professional Teacher Standards (NBPTS) at has focused on standards for in-service teachers professional development.

INTASC and NCATE share a common construct that is being adopted by teacher education programs to qualify their students for certification and licensure. The topics and assignments of Teaching Elementary Social Studies: What Every Teacher Should Know were developed to support teacher education programs that prepare students for elementary school setting. The following table provides a resource for professors in the articulation of how their social studies course contributes to their program’s compliance with INTASC and NCATE standards.

INTASC Alignment with Topics and Assignments

|INTASC Principles and Standards |Units, Topics and /or Assignments |

| | |

|1. Subject Matter Expertise |Unit 1 Introduction to Social Studies Education |

|The teacher understands the central concepts, tools of inquiry, |Unit 3 Social Studies Disciplinary Goals Topic 32 Instructional |

|and structures of the discipline(s) he or she teaches and can |Models |

|create learning experiences that make these aspects of subject |Assignment 1.1: What Is Social Studies? |

|matter meaningful for students. |Assignment 2.2: Web of Social Studies Assignment 11.1: History |

|a. The teacher understands major concepts, assumptions, debates, |Lesson Plan Concept |

|processes of inquiry, and ways of knowing that are central to the|Assignment 12.1: Economics Lesson Plan Concept |

|discipline(s) s/he teaches. |Assignment 13.1: Geography Lesson Plan Concept |

|b. The teacher understands how students' conceptual frameworks |Assignment 14.1 Political Science Lesson Plan |

|and their misconceptions for an area of knowledge can influence |Assignment 15.3: Social Science Lesson Plan |

|their learning. |Assignment 16.1: Environmental Education |

|c. The teacher can relate his/her disciplinary knowledge to other|Assignment 31.1: Lesson Plan for Heroes or Community |

|subject areas. | |

|2. Learning and Development |Unit 2 Social Studies Fundamental Goals |

|The teacher understands how children learn and develop, and can |Unit 5 Social Studies in an Elementary School Context |

|provide learning opportunities that support their intellectual, |Unit 6 Social Studies Instructional Approaches |

|social and personal development. |Topic 4 Multicultural Education |

|a. The teacher understands how learning occurs--how students |Assignment 34.1: Classroom Rules Assignment 46.1 Create a Concept|

|construct knowledge, acquire skills, and develop habits of |Organizer |

|mind--and knows how to use instructional strategies that promote |Assignment 47.1: Cooperative Learning Lesson |

|student learning. | |

|b. The teacher understands that students' emotional, moral and | |

|cognitive development influence learning and knows how to address| |

|these factors when making instructional decisions. | |

|c. The teacher is aware of expected developmental progressions | |

|and ranges of individual variation within each domain (physical, | |

|social, emotional, moral and cognitive), can identify levels of | |

|readiness in learning, and understands how development in any one| |

|domain may affect performance in others. | |

|3. Diverse Learners |Unit 5 Social Studies in an Elementary School Context |

|The teacher understands how students differ in their approaches |Unit 6 Social Studies Instructional Approaches |

|to learning and creates instructional opportunities that are |Unit 7 Social Studies Methods |

|adapted to diverse learners. |Unit 8 Assessing Student Learning in Social Studies |

|a. The teacher understands and can identify differences in |Topic 4 Multicultural Education |

|approaches to learning and performance, including different |Assignment 8.1: Myers-Briggs Personality Type |

|learning styles, multiple intelligences, and performance modes, |Assignment 28.1: Special Education Adaptation |

|and can design instruction that helps use students' strengths as | |

|the basis for growth. | |

|b. The teacher knows about areas of exceptionality in | |

|learning--including learning disabilities, visual and perceptual | |

|difficulties, and special physical or mental challenges. | |

|c. The teacher knows about the process of second language | |

|acquisition and about strategies to support the learning of | |

|students whose first language is not English. | |

|d. The teacher understands how students' learning is influenced | |

|by individual experiences, talents, and prior learning, as well | |

|as language, culture, family and community values. | |

|e. The teacher has a well-grounded framework for understanding | |

|cultural and community diversity and knows how to learn about and| |

|incorporate students' experiences, cultures, and community | |

|resources into instruction. | |

|4. Instructional Strategies |Unit 4 Literacy in Social Studies |

|The teacher understands and uses a variety of instructional |Unit 6 Social Studies Instructional Strategies |

|strategies to encourage students’ development of critical |Unit 7 Social Studies Methods |

|thinking, problem solving, and performance skills. |Unit 8 Assessing Student Learning in Social Studies |

|a. The teacher understands the cognitive processes associated |Assignment 1.2: What Is Exploration? |

|with various kinds of learning (e.g. critical and creative |Assignment 2.3: Lesson Concept Organization |

|thinking, problem structuring and problem solving, invention, |Assignment 7.1: Civility Lesson Plan from the Web |

|memorization and recall) and how these processes can be |Assignment 9.1: Islands |

|stimulated. |Assignment 11.1: History Lesson Plan Concept |

|b. The teacher understands principles and techniques, along with |Assignment 12.1: Economics Lesson Plan Concept |

|advantages and limitations, associated with various instructional|Assignment 13.1: Geography Lesson Plan Concept |

|strategies (e.g. cooperative learning, direct instruction, |Assignment 14.1 Political Science Lesson Plan |

|discovery learning, whole group discussion, independent study, |Assignment 15.3: Social Science Lesson Plan |

|interdisciplinary instruction). |Assignment 16.1: Environmental Education |

|c. The teacher knows how to enhance learning through the use of a|Assignment 31.1: Lesson Plan for Heroes or Community |

|wide variety of materials as well as human and technological |Assignment 17.2: Heroes Timeline Organizer |

|resources (e.g. computers, audio-visual technologies, videotapes |Assignment 17.3: Community Hierarchy |

|and discs, local experts, primary documents and artifacts, texts,|Assignment 18.1 Reading Plan for Heroes or Community |

|reference books, literature, and other print resources). |Assignment 21.1: Trade Book Lesson Plan |

| |Assignment 22.1: Cartoon Interpretation |

| |Assignment 22.2 Picture Interpretation |

| |Assignment 23.1: Teaching a Graph |

| |Assignment 25.2: Lower Elementary Timeline |

| |Assignment 32.1: Thematic and Interdisciplinary Instructional |

| |Models |

| |Assignment 33.1: Bulletin Boards |

| |Assignment 40.2: Create a Decision-Making or Problem-Solving |

| |Lesson |

| |Assignment 40.1: Why Is Juneau Warmer? |

| |Assignment 41.2: Aphorisms |

| |Assignment 41.3: Planning a Moral Dilemma Lesson |

| |Assignment 43.1: Create a Lecture |

| |Assignment 45.1: Creating an Analogy for a Controversial Issue |

| |Assignment 46.1 Create a Concept Organizer |

| |Assignment 47.1: Cooperative Learning Lesson |

| |Assignment 50.1: Create a Simulation or Reenactment |

| |Assignment 51.1: Create a Case Study Lesson |

|5. Motivation and Classroom Management |Topic 5 Virtues and Values |

|The teacher uses an understanding of individual and group |Topic 6 Becoming a Whole Person |

|motivation and behavior to create a learning environment that |Topic 7 Citizenship Education |

|encourages positive social interaction, active engagement in |Topic 28 Teaching Diverse Populations |

|learning, and self-motivation. |Topic 33 Classroom Organization |

|a. The teacher can use knowledge about human motivation and |Topic 34 Classroom Management |

|behavior drawn from the foundational sciences of psychology, |Topic 35 Parent Teacher Relations |

|anthropology, and sociology to develop strategies for organizing |Assignment 5.1: Ethical Questions |

|and supporting individual and group work. |Assignment 6.1: Self-Discipline Interview |

|b. The teacher understands how social groups function and |Assignment 7.1: Civility Lesson Plan from the Web |

|influence people, and how people influence groups. |Assignment 26.1: Vocabulary and Historical Expressions |

|c. The teacher knows how to help people work productively and |Assignment 34.1: Classroom Rules |

|cooperatively with each other in complex social settings. |Assignment 35.1: Letter to Parents |

|d. The teacher understands the principles of effective classroom |Assignment 35.2: Forms for Parents |

|management and can use a range of strategies to promote positive |Assignment 35.3: Open House Presentation |

|relationships, cooperation, and purposeful learning in the |Assignment 41.2: Aphorisms |

|classroom. | |

|e. The teacher recognizes factors and situations that are likely | |

|to promote or diminish intrinsic motivation, and knows how to | |

|help students become self-motivated. | |

| | |

| | |

| | |

|6. Communication Skills |Topic 43 Lecture |

|The teacher uses knowledge of effective verbal, nonverbal, and |Topic 44 Questioning |

|media communication techniques to foster active inquiry, |Topic 45 Analogies |

|collaboration, and supportive interaction in the classroom. |Topic 38 Active vs. Passive Learning |

|a. The teacher understands communication theory, language |Topic 53 Video and Sound Recording |

|development, and the role of language in learning. |Topic 54 Digital Technology |

|b. The teacher understands how cultural and gender differences |Conclusion: 14 Insights for the 1st year teacher |

|can affect communication in the classroom. |Assignment 10.2: Create Five Questions |

|c. The teacher recognizes the importance of nonverbal as well as |Assignment 43.1: Create a Lecture |

|verbal communication. | |

|d. The teacher knows about and can use effective verbal, | |

|nonverbal, and media communication techniques. | |

|7. Instructional Planning |Unit 4 Literacy in Social Studies |

|The teacher plans instruction based upon knowledge of subject |Unit 6 Social Studies Instructional Strategies |

|matter. |Unit 7 Social Studies Methods |

|a. The teacher understands learning theory, subject matter, |Unit 8 Assessing Student Learning in Social Studies |

|curriculum development, and student development and knows how to |Assignment 1.2: What Is Exploration? |

|use this knowledge in planning instruction to meet curriculum |Assignment 2.3: Lesson Concept Organization |

|goals. |Assignment 7.1: Civility Lesson Plan from the Web |

|b. The teacher knows how to take contextual considerations |Assignment 9.1: Islands |

|(instructional materials, individual student interests, needs, |Assignment 11.1: History Lesson Plan Concept |

|and aptitudes, and community resources) into account in planning |Assignment 12.1: Economics Lesson Plan Concept |

|instruction that creates an effective bridge between curriculum |Assignment 13.1: Geography Lesson Plan Concept |

|goals and students' experiences. |Assignment 14.1 Political Science Lesson Plan |

|c. The teacher knows when and how to adjust plans based on |Assignment 15.3: Social Science Lesson Plan |

|student responses and other contingencies. |Assignment 16.1: Environmental Education |

| |Assignment 31.1: Lesson Plan for Heroes or Community |

| |Assignment 17.2: Heroes Timeline Organizer |

| |Assignment 17.3: Community Hierarchy |

| |Assignment 18.1 Reading Plan for Heroes or Community |

| |Assignment 21.1: Trade Book Lesson Plan |

| |Assignment 22.1: Cartoon Interpretation |

| |Assignment 22.2 Picture Interpretation |

| |Assignment 23.1: Teaching a Graph |

| |Assignment 25.2: Lower Elementary Timeline |

| |Assignment 32.1: Thematic and Interdisciplinary Instructional |

| |Models |

| |Assignment 33.1: Bulletin Boards |

| |Assignment 40.2: Create a Decision-Making or Problem-Solving |

| |Lesson |

| |Assignment 40.1: Why Is Juneau Warmer? |

| |Assignment 41.2: Aphorisms |

| |Assignment 41.3: Planning a Moral Dilemma Lesson |

| |Assignment 43.1: Create a Lecture |

| |Assignment 45.1: Creating an Analogy for a Controversial Issue |

| |Assignment 46.1 Create a Concept Organizer |

| |Assignment 47.1: Cooperative Learning Lesson |

| |Assignment 50.1: Create a Simulation or Reenactment |

| |Assignment 51.1: Create a Case Study Lesson |

|8. Assessment |Unit 8 Assessing Student Learning in Social Studies |

|The teacher understands and uses formal and informal assessment |Assignment 56.1: Create a Product Assessment Rubric |

|strategies to evaluate and ensure the continuous intellectual, |Assignment 57.1: Create a Traditional Test |

|social, and physical development of the learner. |Assignment 58.1 Grading Scheme |

|a. The teacher understands the characteristics, uses, advantages,| |

|and limitations of different types of assessments (e.g. | |

|criterion-referenced and norm-referenced instruments, traditional| |

|standardized and performance-based tests, observation systems, | |

|and assessments of student work) for evaluating how students | |

|learn, what they know and are able to do, and what kinds of | |

|experiences will support their further growth and development. | |

|b. The teacher knows how to select, construct, and use assessment| |

|strategies and instruments appropriate to the learning outcomes | |

|being evaluated and to other diagnostic purposes. | |

|c. The teacher understands measurement theory and assessment | |

|related issues, such as validity, reliability, bias, and scoring | |

|concerns. | |

| | |

|9. Reflective Practice |Unit 2 Social Studies Fundamental Goals |

|The teacher is a reflective practitioner who continually |Conclusion: 14 insights for the 1st year teacher |

|evaluates the effects of his/her choices and actions on others |Conclusion: You need a plan |

|(students, parents, and other professionals in the learning |Conclusion: 10 books worth reading |

|community) and who actively seeks out opportunities to grow |Assignment 8.1: Myers-Briggs Personality Type |

|professionally. |Assignment 28.1: Special Education Adaptation |

|a. The teacher understands methods of inquiry that provide | |

|him/her with a variety of self-assessment and problem-solving | |

|strategies for reflecting on his/her practice, its influences on | |

|students' growth and learning, and the complex interactions | |

|between them. | |

|b. The teacher is aware of major areas of research on teaching | |

|and of resources available for professional learning (e.g. | |

|professional literature, colleagues, professional associations, | |

|professional development activities). | |

|10. Collaboration |Topic 35 Parent Teacher Relations |

|The teacher fosters relationships with school colleagues, |Topic 32 Instructional Models |

|parents, and agencies in the larger community to support |Assignment 5.1: Ethical Questions |

|students' learning and well-being. |Assignment 6.1: Self-Discipline Interview |

|a. The teacher understands schools as organizations within the |Assignment 7.1: Civility Lesson Plan from the Web |

|larger community context and understands the operations of the |Assignment 34.1: Classroom Rules |

|relevant aspects of the system(s) within which s/he works. |Assignment 35.1: Letter to Parents |

|b. The teacher understands how factors in the students' |Assignment 35.2: Forms for Parents |

|environment outside of school (e.g. family circumstances, |Assignment 35.3: Open House Presentation |

|community environments, health and economic conditions) may | |

|influence students' life and learning. | |

|c. The teacher understands and implements laws related to | |

|students' rights and teacher responsibilities (e.g. for equal | |

|education, appropriate education for handicapped students, | |

|confidentiality, privacy, appropriate treatment of students, | |

|reporting in situations related to possible child abuse). | |

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