Appendix B - SAGE Publications Inc



Appendix B

Professional Standards

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards

National Educational Technology Standards (NETS) for Teachers

Interstate School Leaders Licensure Consortium Standards For School Leaders

National Educational Technology Standards (NETS) for Administrators

The National Standards for School Counseling Programs

The National Board for Professional Teaching Standards Certification

INTASC Standards

|INTASC* Principles | |Each principle is further discussed in terms of the knowledge, dispositions, and |

| | |performances it implies. These provide the basis for evaluating evidence about a |

|*Interstate New Teacher Assessment and Support | |candidate’’s achievement of the standards, thus providing guidance for both preparation and|

|Consortium | |assessment. |

| | | |

|Principle #1: | |The teacher understands the central concepts, tools of inquiry, and structures of the |

|Knowledge of Subject Matter | |discipline(s) he or she teaches and can create learning experiences that make these aspects|

| | |of subject matter meaningful for students. |

| | | |

|Principle #2: | |The teacher understands how children learn and develop and can provide learning |

|Knowledge of Human Development & Learning | |opportunities that support their intellectual, social, and personal development. |

| | | |

|Principle #3: | |The teacher understands how students differ in their approaches to learning and creates |

|Adapting Instruction for Individual Needs | |instructional opportunities that are adapted to diverse learners. |

| | | |

|Principle #4: | |The teacher understands and uses a variety of instructional strategies to encourage |

|Multiple Instructional Strategies | |students’ development of critical thinking, problem solving, and performance skills. |

| | | |

|Principle #5: | |The teacher uses an understanding of individual and group motivation and behavior to create|

|Classroom Motivation and Management | |a learning environment that encourages positive social interaction, active engagement in |

| | |learning, and self-motivation. |

| | | |

|Principle #6: | |The teacher uses knowledge of effective verbal, nonverbal, and media communication |

|Communication Skills | |techniques to foster active inquiry, collaboration, and supportive interaction in the |

| | |classroom. |

| | | |

|Principle #7: | |The teacher plans instruction based upon knowledge of subject matter, students, the |

|Instructional Planning Skills | |community, and curriculum goals. |

| | | |

|Principle #8: | |The teacher understands and uses formal and informal assessment strategies to evaluate and |

|Assessment of Student Learning | |ensure the continuous intellectual, social, and physical development of the learner. |

| | | |

|Principle #9: | |The teacher is a reflective practitioner who continually evaluates the effects of his/her |

|Professional Commitment and Responsibility | |choices and actions on others (students, parents, and other professionals in the learning |

| | |community) and who actively seeks out opportunities to grow professionally. |

| | | |

|Principle #10: | |The teacher fosters relationships with school colleagues, parents, and agencies in the |

|Partnerships | |larger community to support students’ learning and well-being. |

*Interstate New Teacher Assessment and Support consortium (INTASC) is a consortium of more than thirty states operating under the Council of Chief State School Officers (CCSSO) that has developed standards and an assessment process for initial teacher certification. (Campbell, Melenyzer, Nettles, & Wyman, 2000)

INTASC (New Teacher Assessment and Support Consortium) Web site:

National Educational Technology Standards (NETS) for Teachers

Educational Technology Standards and Performance Indicators for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on pre-service teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards.

The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The standards and the performance indicators also provide guidelines for teachers currently in the classroom.

1. TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

➢ demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)

➢ demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

➢ design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

➢ apply current research on teaching and learning with technology when planning learning environments and experiences.

➢ identify and locate technology resources and evaluate them for accuracy and suitability.

➢ plan for the management of technology resources within the context of learning activities.

➢ plan strategies to manage student learning in a technology-enhanced environment.

3. TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

➢ facilitate technology-enhanced experiences that address content standards and student technology standards.

➢ use technology to support learner-centered strategies that address the diverse needs of students.

➢ apply technology to develop students’ higher order skills and creativity.

➢ manage student learning activities in a technology-enhanced environment.

4. ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

➢ apply technology in assessing student learning of subject matter using a variety of assessment techniques.

➢ use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

➢ apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice. Teachers:

➢ use technology resources to engage in ongoing professional development and lifelong learning.

➢ continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

➢ apply technology to increase productivity.

➢ use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply those principles in practice. Teachers:

➢ model and teach legal and ethical practice related to technology use.

➢ apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

➢ identify and use technology resources that affirm diversity

➢ promote safe and healthy use of technology resources.

➢ facilitate equitable access to technology resources for all students.

Source:



COUNCIL OF CHIEF STATE SCHOOL OFFICERS

Interstate School

Leaders Licensure

Consortium

Standards For School Leaders

Adopted by Full Consortium

November 2, 1996

Council of Chief State School Officers

State Education Assessment Center

Supported by a grant from The Pew Charitable Trusts

INTERSTATE SCHOOL LEADERS LICENSURE CONSORTIUM: STANDARDS FOR SCHOOL LEADERS

Standard 1

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Knowledge

The administrator has knowledge and understanding of:

• learning goals in a pluralistic society

• the principles of developing and implementing strategic plans

• systems theory

• information sources, data collection, and data analysis strategies

• effective communication

• effective consensus-building and negotiation skills

Dispositions

The administrator believes in, values, and is committed to:

• the educability of all

• a school vision of high standards of learning

• continuous school improvement

• the inclusion of all members of the school community

• ensuring that students have the knowledge, skills, and values needed to become successful adults

• a willingness to continuously examine one’s own assumptions, beliefs, and practices

• doing the work required for high levels of personal and organization performance

Performances

The administrator facilitates processes and engages in activities ensuring that:

• the vision and mission of the school are effectively communicated to staff, parents, students, and community members

• the vision and mission are communicated through the use of symbols, ceremonies, stories, and similar activities

• the core beliefs of the school vision are modeled for all stakeholders

• the vision is developed with and among stakeholders

• the contributions of school community members to the realization of the vision are recognized and celebrated

• progress toward the vision and mission is communicated to all stakeholders

• the school community is involved in school improvement efforts

• the vision shapes the educational programs, plans, and activities

• the vision shapes the educational programs, plans, and actions

• an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated

• assessment data related to student learning are used to develop the school vision and goals

• relevant demographic data pertaining to students and their families are used in developing the school mission and goals

• barriers to achieving the vision are identified, clarified, and addressed

• needed resources are sought and obtained to support the implementation of the school mission and goals

• existing resources are used in support of the school vision and goals

• the vision, mission, and implementation plans are regularly monitored, evaluated, and revised

Standard 2

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Knowledge

The administrator has knowledge and understanding of:

• student growth and development

• applied learning theories

• applied motivational theories

• curriculum design, implementation, evaluation, and refinement

• principles of effective instruction

• measurement, evaluation, and assessment strategies

• diversity and its meaning for educational programs

• adult learning and professional development models

• the change process for systems, organizations, and individuals

• the role of technology in promoting student learning and professional growth

• school cultures

Dispositions

The administrator believes in, values, and is committed to:

• student learning as the fundamental purpose of schooling

• the proposition that all students can learn

• the variety of ways in which students can learn

• life long learning for self and others

• professional development as an integral part of school improvement

• the benefits that diversity brings to the school community

• a safe and supportive learning environment

• preparing students to be contributing members of society

Performances

The administrator facilitates processes and engages in activities ensuring that:

• all individuals are treated with fairness, dignity, and respect

• professional development promotes a focus on student learning consistent with the school vision and goals

• students and staff feel valued and important

• the responsibilities and contributions of each individual are acknowledged

• barriers to student learning are identified, clarified, and addressed

• diversity is considered in developing learning experiences

• life long learning is encouraged and modeled

• there is a culture of high expectations for self, student, and staff performance

• technologies are used in teaching and learning

• student and staff accomplishments are recognized and celebrated

• multiple opportunities to learn are available to all students

• the school is organized and aligned for success

• curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined

• curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies

• the school culture and climate are assessed on a regular basis

• a variety of sources of information is used to make decisions

• student learning is assessed using a variety of techniques

• multiple sources of information regarding performances are used by staff and students

• a variety of supervisory and evaluation models is employed

• pupil personnel programs are developed to meet the needs of students and their families

Standard 3

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Knowledge

The administrator has knowledge and understanding of:

• theories and models or organizations and the principles of organizational development

• operational procedures at the school and district level

• principles and issues relating to school safety and security

• human resources management and development

• principles and issues relating to fiscal operations of school management

• principles and issues relating to school facilities and use of space

• legal issues impacting school operations

• current technologies that support management functions

Dispositions

The administrator believes in, values, and is committed to:

• making management decisions to enhance learning and teaching

• taking risks to improve schools

• trusting people and their judgments

• accepting responsibility

• high-quality standards, expectations, and performances

• involving stakeholders in management processes

• a safe environment

Performances

The administrator facilitates processes and engages in activities ensuring that:

• knowledge of learning, teaching, and student development is used to inform management decisions

• operational procedures are designed and managed to maximize opportunities for successful learning

• emerging trends are recognized, studied, and applied as appropriate

• operational plans and procedures to achieve the vision and goals of the school are in place

• collective bargaining and other contractual agreements related to the school are effectively managed

• the school plant, equipment, and support systems operate safely, efficiently, and effectively

• time is managed to maximize attainment of organizational goals

• potential problems and opportunities are identified

• problems are confronted and resolved in a timely manner

• financial, human, and material resources are aligned to the goals of schools

• organizational systems are regularly monitored and modified as needed

• stakeholders are involved in decisions affecting schools

• responsibility is shared to maximize ownership and accountability

• effective problem-framing and problem-solving skills are used

• effective conflict resolution skills are used

• effective group-process and consensus-building skills are used

• effective communication skills are used

• there is effective use of technology to manage school operations

• fiscal resources of the school are managed responsibly, efficiently, and effectively

• a safe, clean, and aesthetically pleasing school environment is created and maintained

• human resource functions support the attainment of school goals

Standard 4

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Knowledge

The administrator has knowledge and understanding of:

• emerging issues and trends that potentially impact the school community

• the conditions and dynamics of the diverse school community

• community resources

• community relations and marketing strategies and processes

• successful models of school, family, business, community, government and higher education partnerships

Dispositions

The administrator believes in, values, and is committed to:

• schools operating as an integral part of the larger community

• collaboration and communication with families

• involvement of families and other stakeholders in school decision-making processes

• the proposition that diversity enriches the school

• families as partners in the education of their children

• the proposition that families have the best interests of their children in mind

• resources of the family and community needing to be brought to bear on the education of students

• an informed public

Performances

The administrator facilitates processes and engages in activities ensuring that:

• high visibility, active involvement, and communication with the larger community is a priority

• relationships with community leaders are identified and nurtured

• information about family and community concerns, expectations, and needs is used regularly

• there is outreach to different business, religious, political, and service agencies and organizations

• credence is given to individuals and groups whose values and opinions man conflict

• the school and community serve one another as resources

• available community resources are secured to help the school solve problems and achieve goals

• partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

• community youth family services are integrated with school programs

• community stakeholders are treated equitably

• diversity is recognized and valued

• effective media relations are developed and maintained

• a comprehensive program of community relations is established

• public resources and funds are used appropriately and wisely

• community collaboration is modeled for staff

• opportunities for staff to develop collaborative skills are provided

Standard 5

A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Knowledge

The administrator has knowledge and understanding of:

• the purpose of education and the role of leadership in modern society

• various ethical frameworks and perspectives on ethics

• the values of the diverse school community

• professional codes of ethics

• the philosophy and history of education

Dispositions

The administrator believes in, values, and is committed to:

• the ideal of the common good

• the principles in the Bill of Rights

• the right of every student to a free, quality education

• bringing ethical principles to the decision-making process

• subordinating one’s own interest to the good of the school community

• accepting the consequences for upholding one’s principles and actions

• using the influence of one’s office constructively and productively in the service of all students and their families

• development of a caring school community

Performances

The administrator:

• examines personal and professional values

• demonstrates a personal and professional code of ethics

• demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance

• serves as a role model

• accepts responsibility for school operations

• considers the impact of one’s administrative practices on others

• uses the influence of the office to enhance the educational program rather than for personal gain

• treats people fairly, equitably, and with dignity and respect

• protects the rights and confidentiality of students and staff

• demonstrates appreciation for and sensitivity to the diversity in the school community

• recognizes and respects the legitimate authority of others

• examines and considers the prevailing values of the diverse school community

• expects that others in the school community will demonstrate integrity and exercise ethical behavior

• opens the school to public scrutiny

• fulfills legal and contractual obligations

• applies laws and procedures fairly, wisely, and considerately

Standard 6

A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Knowledge

The administrator has knowledge and understanding of:

• principles of representative governance that undergrid the system of American schools

• the role of public education in developing and renewing a democratic society and an economically productive nation

• the law as related to education and schooling

• the political, social, cultural and economic systems and processes that impact schools

• models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling

• global issues and forces affecting teaching and learning

• the dynamics of policy development and advocacy under our democratic political system

• the importance of diversity and equity in a democratic society

Dispositions

The administrator believes in, values, and is committed to:

• education as a key to opportunity and social mobility

• recognizing a variety of ideas, values, and cultures

• importance of a continuing dialogue with other decision makers affecting education

• actively participating in the political and policy-making context in the service of education

• using legal systems to protect student rights and improve student opportunities

Performances

The administrator facilitates processes and engages in activities ensuring that:

• the environment in which schools operate is influenced on behalf of students and their families

• communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate

• there is ongoing dialogue with representatives of diverse community groups

• the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities

• public policy is shaped to provide quality education for students

• lines of communication are developed with decision makers outside the school community



NETS for Administrators

Educational Technology Standards and Performance Indicators for Administrators

I. LEADERSHIP AND VISION.

Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders:

A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.

B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.

C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.

D. use data in making leadership decisions.

E. advocate for research-based effective practices in use of technology.

F. advocate on the state and national levels for policies, programs, and funding opportunities that support implementation of the district technology plan.

II. LEARNING AND TEACHING.

Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders:

A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.

B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning.

C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners.

D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills.

E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology.

III. PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders:

A. model the routine, intentional, and effective use of technology.

B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community.

C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity.

D. engage in sustained, job-related professional learning using technology resources.

E. maintain awareness of emerging technologies and their potential uses in education.

F. use technology to advance organizational improvement.

IV. SUPPORT, MANAGEMENT, AND OPERATIONS.

Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders:

A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.

B. implement and use integrated technology-based management and operations systems.

C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan.

D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources.

E. implement procedures to drive continuous improvement of technology systems and to support technology replacement cycles.

V. ASSESSMENT AND EVALUATION.

Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders:

A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.

B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.

C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions.

D. use technology to assess, evaluate, and manage administrative and operational systems.

VI. SOCIAL, LEGAL, AND ETHICAL ISSUES.

Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues. Educational leaders:

A. ensure equity of access to technology resources that enable and empower all learners and educators.

B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology.

C. promote and enforce privacy, security, and online safety related to the use of technology.

D. promote and enforce environmentally safe and healthy practices in the use of technology.

E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources.

Source:



The National Standards for School Counseling Programs

Why School Counseling Programs?

The purpose of a counseling program in a school setting is to promote and enhance the learning process. The program’s goal is to enable all students to achieve success in school and to develop into contributing members of our society. A school counseling program based on national standards provides all the necessary elements for students to achieve success in school. This programmatic approach helps school counselors continuously

assess their students’ needs, identify barriers and obstacles that may be hindering student success and advocate programmatic efforts to eliminate these barriers.

What Are the National Standards?

The National Standards for School Counseling Programs facilitate student development in three broad areas. Within each area are three standards, which provide guidance and a framework for states, school systems and individual schools to develop effective school counseling programs. The nine standards are followed by a list of student competencies or desired student learning outcomes, which define the specific knowledge, attitudes and skills students should obtain or demonstrate as a result of participating in a school counseling program. These competencies form a foundation on which to construct measurable indicators of student performance.

National Standards

• Help school systems identify what students will know and be able to do as a result of participating in a school counseling program

• Establish similar goals, expectations, support systems and experiences for all students

• Serve as an organizational tool to identify and prioritize the elements of an effective school counseling program

• Provide an opportunity to discuss the role of counseling programs in school to enhance student learning.

The American School Counselor Association’s National Standards for School Counseling Programs help school counselors, school and district administrators, faculty and staff, parents, counselor educators, state associations, businesses, communities and policy-makers to provide effective school counseling programs for all students.

Academic Development – The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning.

Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school across the life span.

Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.

Standard C: Students will understand the relationship of academics to the world of work and to life at home in the community.

Career Development – Program standards for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work.

Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Standard B: Students will employ strategies to achieve future career success and satisfaction.

Standard C: Students will understand the relationship between personal qualities, education and training and the world of work.

Personal/Social Development – Program standards for personal/social development serve as a guide for the school counseling program to provide the foundation for personal and social growth, which contributes to academic and career success.

Standard A: Students will acquire the attitudes, knowledge and interpersonal skills to help them under-stand and respect self and others.

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

Standard C: Students will understand safety and survival skills.

Sources:



Campbell, C., & Dahir, C. (1997). Sharing the vision: The National School Counseling Standards. Alexandria, VA: American School Counseling Association Press.

The National Board for Professional Teaching Standards Certification

Information on standards and National Board Certification is extensive, and listing all of the standards and information for each specialty area is beyond the scope of this book. Rather than edit and exclude any of the information, we are providing a link to their web site. From this site all the standards are linked to PDF documents and are available for download.



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