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This document includes the InTASC Model Core Teaching Standards: A Resource for State Dialogue, which were released in April 2011, and the new InTASC Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development (2013). Together they describe the new vision of teaching needed for today's learners, how teaching practice that is aligned to the new vision develops over time, and what strategies teachers can employ to improve their practice both individually and collectively.
Book Synopsis InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1. 0 by : Council of Chief State School Officers
Download or read book InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1. 0 written by Council of Chief State School Officers and published by . This book was released on 2013-03-14 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document includes the InTASC Model Core Teaching Standards: A Resource for State Dialogue, which were released in April 2011, and the new InTASC Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development (2013). Together they describe the new vision of teaching needed for today's learners, how teaching practice that is aligned to the new vision develops over time, and what strategies teachers can employ to improve their practice both individually and collectively.
These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
Book Synopsis InTASC Model Core Teaching Standards by : The Council of Chief State School Officers
Download or read book InTASC Model Core Teaching Standards written by The Council of Chief State School Officers and published by . This book was released on 2011-05-31 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
Book Synopsis Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards by : Interstate New Teacher Assessment and Support Consortium
Download or read book Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards written by Interstate New Teacher Assessment and Support Consortium and published by . This book was released on 2011 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Revised and updated guide for prospective teachers with increased detail about the realities of teaching in a changing demographic society, post-pandemic life, societal changes brought about by technology, and the current political moment in education. Real challenges. Real choices. And very real consequences. That’s what today’s classrooms are about. That’s why Marleen Pugach’s Because Teaching Matters, Third Edition depicts today’s classrooms as they truly are, while highlighting the enormous impact teachers have on students’ lives. The book is organized around five professional commitments— learning from multiple sources of knowledge, using the curriculum responsibly, practicing equity-minded teaching, meeting the needs of individual students in the context of the classroom and school community, and contributing actively to the profession. The third edition focuses on: The current landscape and challenges of supporting multi-racial, multi-ethnic, multi-lingual and multi-ability classrooms across socio-economic levels, and the relationships among students, families, communities, and educators The latest academic approaches for teaching students who have disabilities, leveraging modern classroom technology, the role of legislation and funding, and updates on the current context of teaching and teacher preparation New post-pandemic societal and educational contexts Classroom and school reflections on practice, written by current teachers and teacher leaders in real classrooms and real schools, showing authentic best practices in action. Ideal for Foundations of Education and Introduction to Teaching courses designed to provide preservice teachers with an overview of the profession, Because Teaching Matters, Third Edition tells the story of today’s complex classrooms. It also drives home that, though the decision to teach is a serious one, it is one that can be extremely rewarding.
Book Synopsis Because Teaching Matters by : Marleen C. Pugach
Download or read book Because Teaching Matters written by Marleen C. Pugach and published by John Wiley & Sons. This book was released on 2023-12-12 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt: Revised and updated guide for prospective teachers with increased detail about the realities of teaching in a changing demographic society, post-pandemic life, societal changes brought about by technology, and the current political moment in education. Real challenges. Real choices. And very real consequences. That’s what today’s classrooms are about. That’s why Marleen Pugach’s Because Teaching Matters, Third Edition depicts today’s classrooms as they truly are, while highlighting the enormous impact teachers have on students’ lives. The book is organized around five professional commitments— learning from multiple sources of knowledge, using the curriculum responsibly, practicing equity-minded teaching, meeting the needs of individual students in the context of the classroom and school community, and contributing actively to the profession. The third edition focuses on: The current landscape and challenges of supporting multi-racial, multi-ethnic, multi-lingual and multi-ability classrooms across socio-economic levels, and the relationships among students, families, communities, and educators The latest academic approaches for teaching students who have disabilities, leveraging modern classroom technology, the role of legislation and funding, and updates on the current context of teaching and teacher preparation New post-pandemic societal and educational contexts Classroom and school reflections on practice, written by current teachers and teacher leaders in real classrooms and real schools, showing authentic best practices in action. Ideal for Foundations of Education and Introduction to Teaching courses designed to provide preservice teachers with an overview of the profession, Because Teaching Matters, Third Edition tells the story of today’s complex classrooms. It also drives home that, though the decision to teach is a serious one, it is one that can be extremely rewarding.
With this document, the Council of Chief State School Officers (CCSSO) offers for public dialogue and comment a set of model core teaching standards that outline what teachers should know and be able to do to help all students reach the goal of being college- and career-ready in today's world. These standards are an update of the 1992 Interstate New Teacher Assessment and Support Consortium (INTASC) model standards for licensing new teachers. The goal of those standards was to articulate a common core of teaching knowledge and skills that all new teachers should have and that would be compatible with the standards for accomplished teaching set by National Board for Professional Teaching Standards. This "common core" outlined the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teachers share. The standards were cutting edge at the time in that they were performance-based, focused on describing outcomes versus inputs, and learner-centered. They proved successful in terms of achieving the goal of creating a shared definition of effective teaching: the 1992 standards currently serve as the basis for licensing standards in 38 states, they have been adopted by the National Council for Accreditation of Teacher Education (NCATE) for teacher preparation accreditation, they have been cited in numerous textbooks used for preparing teacher candidates, and they have been widely used to develop professional development materials. The updated standards provided here differ from the original standards in several respects: (1) The language of the standards as well as their content (knowledge and skills) have been updated to reflect the current teaching and learning context; (2) Unlike the original standards that were designed for "beginning" teachers, these are intended as professional practice standards, setting one standard for performance that will look different at different developmental stages of the teacher's career; (3) The document still has 10 standards but they have been reordered and two have significantly changed; and (4) The committee maintained the delineation of knowledge, dispositions, and performances as a way to probe the complexity of the teacher's practice. The purpose of this document is to serve as a resource for states, districts, professional organizations, teacher education programs, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today's teachers.
Book Synopsis Model Core Teaching Standards by : Council of Chief State School Officers (CCSSO)
Download or read book Model Core Teaching Standards written by Council of Chief State School Officers (CCSSO) and published by . This book was released on 2010 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: With this document, the Council of Chief State School Officers (CCSSO) offers for public dialogue and comment a set of model core teaching standards that outline what teachers should know and be able to do to help all students reach the goal of being college- and career-ready in today's world. These standards are an update of the 1992 Interstate New Teacher Assessment and Support Consortium (INTASC) model standards for licensing new teachers. The goal of those standards was to articulate a common core of teaching knowledge and skills that all new teachers should have and that would be compatible with the standards for accomplished teaching set by National Board for Professional Teaching Standards. This "common core" outlined the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teachers share. The standards were cutting edge at the time in that they were performance-based, focused on describing outcomes versus inputs, and learner-centered. They proved successful in terms of achieving the goal of creating a shared definition of effective teaching: the 1992 standards currently serve as the basis for licensing standards in 38 states, they have been adopted by the National Council for Accreditation of Teacher Education (NCATE) for teacher preparation accreditation, they have been cited in numerous textbooks used for preparing teacher candidates, and they have been widely used to develop professional development materials. The updated standards provided here differ from the original standards in several respects: (1) The language of the standards as well as their content (knowledge and skills) have been updated to reflect the current teaching and learning context; (2) Unlike the original standards that were designed for "beginning" teachers, these are intended as professional practice standards, setting one standard for performance that will look different at different developmental stages of the teacher's career; (3) The document still has 10 standards but they have been reordered and two have significantly changed; and (4) The committee maintained the delineation of knowledge, dispositions, and performances as a way to probe the complexity of the teacher's practice. The purpose of this document is to serve as a resource for states, districts, professional organizations, teacher education programs, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today's teachers.
Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.
Book Synopsis Testing Teacher Candidates by : National Research Council
Download or read book Testing Teacher Candidates written by National Research Council and published by National Academies Press. This book was released on 2001-10-19 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.
"Of all school-related factors that influence student learning, only classroom instruction has greater impact than leadership. And leaders have the greatest impact when they set direction, citing that the goals and purpose they provide serves to strengthen and solidify the faculty. The ten competencies for school leaders described in this book are based on a few factors. First, standards-driven reform has created new knowledge requirements and responsibilities for school leaders. In today's systems, sorting students along a bell curve and artificially creating winners and losers has been replaced by a mission that all students must learn well. Instead of a curriculum focused on what a teacher should teach, the curriculum identifies what students must know and be able to do. These standards are public, and communicate what a state or district values when it comes to student learning. Assessing the standards day to day, not through large-scale accountability tests or even local short-cycle or common assessments, is a requirement for effective standards-based reform. Second is the reward of improved student learning brought about by the use of classroom assessment for learning. Assessment for learning has implications not just for school leaders but also for broader educational practice: The research is conclusive, and improved learning lies within the grasp of anyone wishing to apply it. What does it look like when school leaders demonstrate mastery of the Ten Assessment Competencies? Included in the book are examples, learning activities, and opportunities for practice as well as success indicators for each competency as leaders work toward mastery"--
Book Synopsis Ten Assessment Literacy Goals for School Leaders by : Steve Chappuis
Download or read book Ten Assessment Literacy Goals for School Leaders written by Steve Chappuis and published by Corwin Press. This book was released on 2021-04-21 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Of all school-related factors that influence student learning, only classroom instruction has greater impact than leadership. And leaders have the greatest impact when they set direction, citing that the goals and purpose they provide serves to strengthen and solidify the faculty. The ten competencies for school leaders described in this book are based on a few factors. First, standards-driven reform has created new knowledge requirements and responsibilities for school leaders. In today's systems, sorting students along a bell curve and artificially creating winners and losers has been replaced by a mission that all students must learn well. Instead of a curriculum focused on what a teacher should teach, the curriculum identifies what students must know and be able to do. These standards are public, and communicate what a state or district values when it comes to student learning. Assessing the standards day to day, not through large-scale accountability tests or even local short-cycle or common assessments, is a requirement for effective standards-based reform. Second is the reward of improved student learning brought about by the use of classroom assessment for learning. Assessment for learning has implications not just for school leaders but also for broader educational practice: The research is conclusive, and improved learning lies within the grasp of anyone wishing to apply it. What does it look like when school leaders demonstrate mastery of the Ten Assessment Competencies? Included in the book are examples, learning activities, and opportunities for practice as well as success indicators for each competency as leaders work toward mastery"--
Diverse learners with particular needs require a specialized curriculum that will help them develop socially and intellectually. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Instructional Strategies in General Education and Putting the Individuals with Disabilities Act (IDEA) into Practice is a pivotal reference source for the latest teaching strategies for educators with special needs students. Featuring extensive coverage on relevant areas such as instructional adaptions, locomotor apparatus diseases, and intellectual disabilities, this publication is an ideal resource for school administrators, general and special education classroom teachers, and graduate-level students seeking current research on instructional strategies for educating students with disabilities.
Book Synopsis Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice by : Epler, Pam L.
Download or read book Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice written by Epler, Pam L. and published by IGI Global. This book was released on 2017-11-30 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diverse learners with particular needs require a specialized curriculum that will help them develop socially and intellectually. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Instructional Strategies in General Education and Putting the Individuals with Disabilities Act (IDEA) into Practice is a pivotal reference source for the latest teaching strategies for educators with special needs students. Featuring extensive coverage on relevant areas such as instructional adaptions, locomotor apparatus diseases, and intellectual disabilities, this publication is an ideal resource for school administrators, general and special education classroom teachers, and graduate-level students seeking current research on instructional strategies for educating students with disabilities.
Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
Book Synopsis Performance-Based Assessment in 21st Century Teacher Education by : Winter, Kim K.
Download or read book Performance-Based Assessment in 21st Century Teacher Education written by Winter, Kim K. and published by IGI Global. This book was released on 2019-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
Discover the power of collaborative inquiry! This unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes US and international case studies, powerful metaphors, application exercises, a leader’s guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support schoolwide, inquiry-based improvement! “A true inspiration for educators who want to improve both their own craft and the methods of the profession.” Jim Stigler & James Hiebert, Authors of The Teaching Gap
Book Synopsis Teaching Better by : Bradley A. Ermeling
Download or read book Teaching Better written by Bradley A. Ermeling and published by Corwin Press. This book was released on 2016-03-03 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discover the power of collaborative inquiry! This unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes US and international case studies, powerful metaphors, application exercises, a leader’s guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support schoolwide, inquiry-based improvement! “A true inspiration for educators who want to improve both their own craft and the methods of the profession.” Jim Stigler & James Hiebert, Authors of The Teaching Gap
