INTASC Model Standards for Beginning Teacher Licensing,

Assessment, and Development

Developed by the Council of Chief State School Officers, the INTASC (Interstate New
Teacher Assessment and Support Consortium) Standards reflect a broad consensus
among many state education officials and teacher education faculty about what preservice
teachers need to learn when preparing to become teachers. The standards, which were
developed beginning in 1992, are designed to outline the knowledge, dispositions, and
performances deemed essential for all teachers regardless of the subject or grade level
being taught. The ten standards represent the core areas that should be covered at some
time during your teacher preparation program. Your school’s program is probably
evaluated on how well these core areas are addressed.

The belief behind the standards is that in order to improve K–12 education, all teachers
must be proficient in all areas in order to receive a license to teach, and thus they must
receive the appropriate training. The INTASC Standards identify what many in authority
have agreed are the areas that preparation must cover.

TEACH is designed to get you launched on your preparation to teach. You’ll notice that
all of the core areas are addressed throughout TEACH, including the specific topics cited
below. You will pursue all of the topics in more detail in future courses. However, by the
time you have finished reading this book and participating in this course, you should be
well on your way.

In April 2013 the Council of Chief State School Officers revised the standards and also
published a comprehensive report on the standards, the goals they are meant to achieve,
and the ongoing efforts to improve teacher preparation. It is worth reading. To download
the report, go to:

http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teac
hers.pdf

Principle #1 Defining Curriculum, Ch. 6

The teacher The Goals of Curriculum, Ch. 6
understands the Different Approaches to Curriculum, Ch. 6
central concepts, The Standards Movement, Ch. 6 and 11
tools of inquiry, and Project-Based Learning, Ch. 6196
structures of the Motivating Students, Ch. 7
discipline(s) he or
she teaches and Merging Test Prep with the Curriculum, Ch. 7
creates learning
experiences that
make these aspects

©Taylor & Francis 2016

of subject matter
meaningful for
students.
Principle #2 How Children Learn, Ch. 5
The teacher Philosophies about Human Learning, Ch. 5
understands how Psychological Theories and Current Research about Human
children learn and Learning, Ch. 5
develop, and can
provide learning Brain Research and School Practice, Ch. 5
opportunities that Motivatign Students, Ch. 7
support their
intellectual, social,
and personal
development.
Principle #3 Student Diversity, Ch. 3
The teacher Race and Ethnicity, Ch. 3
understands how Gender and Sexuality, Ch. 4
students differ in Sexual Orientation, Ch. 4
their approaches to Religious Diversities, Ch. 4
learning and creates Seeing Diversities, Ch. 3 and 4
instructional Including Everyone, Ch. 3 and 4
opportunities that are Multicultural Education, Ch. 6
adapted to diverse Gender Fairness, Ch. 4
learners. Bilingual Education, Ch. 4

Special Needs Education, Ch. 4

Gifted Students, Ch. 4
Making Classrooms Fair, Ch. 10
Tracking and Ability Grouping, Ch. 10

Principle #4 Teachers Need to Understand How to Teach and Why It is

The teacher Important, Ch. 2
understands and uses Project-Based Learning and Other Instructional Strategies, Ch.
a variety of 6
instructional Motivating Students, Ch. 7
strategies to Bloom’s Taxonomy, Ch. 7
encourage students’ Merging Test Prep with the Curriculum, Ch. 7
development of Using Technology to Improve Teaching, Ch. 8
critical thinking,
problem solving, and
performance skills.
Principle #5 Motivating Students, Ch. 7
The teacher uses an Classroom Management, Ch. 7, p. 221
understanding of The Jigsaw, Ch. 7, p. 222
individual and group Establishing Expectations, Ch. 7
motivation and Teacher Behaviors in the Classroom, Ch. 7

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behavior to create a Equal Expectations, Ch. 7
learning environment School-to-Prison Pipeline, Ch. 7
that encourages Restorative Justice, Ch. 7
positive social Creating a Democratic Classroom, Ch. 12, p. 400
interaction, active
engagement in
learning, and self-
motivation.
Principle #6 Motivating Students, Ch. 7
The teacher uses Technology and Schools, Ch. 8
knowledge of Using Technology to Improve Teaching, Ch. 8
effective verbal,
nonverbal, and
media
communication
techniques to foster
active inquiry,
collaboration, and
supportive
interaction in the
classroom.
Principle #7 Teachers Need to Know Their Subject, Ch. 2
The teacher plans Involving Parents and the Community, Ch. 2
instruction based The Goals of Curriculum, Ch. 6
upon knowledge of Multicultural Education, Ch. 6
subject matter, The Hidden Curriculum, Ch. 6, p. 184
students, the
community, and The Standards Movement, Ch. 6 and 11
curriculum goals.
Principle #8 Psychological Theories about Human Learning, Ch. 5
The teacher Classroom-level Assessment, Ch. 7
understands and uses Bloom’s Taxonomy, Ch. 7
formal and informal High-stakes Assessment, Ch. 7
assessment strategies Authentic Assessment, Ch. 7
to evaluate and
ensure the
continuous
intellectual, social,
and physical
development of the
learner.
Principle #9 Mentoring for New Teachers, Ch. 1
The teacher is a Teachers Need an Ethical Commitment to Their Work, Ch. 2
reflective and 10
practitioner who Understanding Diversities in the Classroom, Ch. 3 and 4
continually evaluates A Teacher’s Ethical Responsibilities, Ch. 10

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the effects of his/her Democracy in the Classroom and School Policy, Ch. 12
choices and actions Developing a Personal Philosophy of Education, Ch. 13
on others (students, Professional Issues, Ch. 9
parents, and other Teacher Unions, Ch. 9
professionals in the Professional Development, Ch. 9
learning community) Ethical Practices, Ch. 10
and who actively Discrimination and Sexual Harassment, Ch. 10
seeks out Making Political Decisions in the Classroom, Ch. 11
opportunities to grow Creating Responsible Citizens, Ch. 12
professionally. Creating a Democratic Classroom, Ch. 12
Developing a Plan and Personal Philosophy, Ch. 13
Surviving as a New Teacher, Ch. 13

Principle #10 Involving Parents and the Community, Ch. 2

The teacher fosters It Takes a Community, Ch. 2, p. 51
relationships with Building Relationships with Fellow Teachers, Ch. 9
school colleagues, Finding Support, Ch. 9
parents, and agencies Administrators, Ch. 9, p. 298
in the larger Staying, Surviving, Thriving, Contributing, Ch. 13
community to
support students’
learning and well-
being.

Source: Council of Chief State School Officers

©Taylor & Francis 2016