A COMPARISON OF MCREL S CUES TEACHER EVALUATION COMPONENTS AND THE INTASC MODEL CORE TEACHING STANDARDS

Transcription

1 A COMPARISON OF MCREL S CUES TEACHER EVALUATION COMPONENTS AND THE INTASC MODEL CORE TEACHING STANDARDS John Kendall, M.A. A. M. Alpert, Ph.D. Christine Jones, M.A. Mid-continent Research for Education and Learning 4601 DTC Blvd., Ste. 500 Denver, CO November 2012

2 Contents Introduction... 1 How the CUES components and InTASC standards documents were compared... 1 Findings... 3 InTASC content found in the CUES components... 3 CUES content found in the InTASC standards... 6 Notable differences between the CUES components and InTASC standards... 8 Summary Appendix A: InTASC Model Core Teaching and corresponding CUES components Appendix B: CUES Teacher Evaluation Components and corresponding InTASC standards References... 87

3 INTRODUCTION In April of 2011, the Council of Chief State School Officers (CCSSO through its Interstate Teacher Assessment and Support Consortium (InTASC), published the Model Core Teaching : A Resource for State Dialogue. This work, an update of InTASC s 1992 standards, is a set of model core teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today s world (CCSSO, p. 3). The stated purpose of the model standards is to serve as a resource for states and others as they develop policies and programs to prepare, license, support, evaluate, and reward teachers. Addressing the recent legislation calling for the need to improve teacher quality, McREL has designed a teacher evaluation instrument that uses the most current research on effective instruction (Dean, Stone, Pitler & Hubbell, 2011) and is reflective of the literature and standards addressed by InTASC (CCSSO, 2011). The primary purpose of McREL s CUES Framework Teacher Evaluation System is to support teacher performance through the use of analytic rubrics. Secondly, to determine and differentiate teacher performance based on the summary judgments by teacher supervisors. The CUES Framework Teacher Evaluation System is based on McREL research of effective planning and the intentional and strategic use of the 9 categories of instructional practices. CUES is an acronym for McREL s instructional framework, which guides teachers in including the appropriate Content in instructional design and planning, using research-based instructional and assessment strategies that help students develop Understanding, creating a classroom Environment that fosters learning for all students, and complying with and advocating for policies and practices that Support student learning. The purpose of the CUES instructional framework is to ensure high-quality instruction in every classroom in a district. As the basis of McREL s teacher evaluation system, CUES provides a mechanism for the continuous improvement of instruction. The purpose of this study was to determine and report whether and to what degree the knowledge and skills described as important for teachers in the InTASC standards are present in the CUES components, and vice versa. By learning what content is present in the InTASC standards but absent from the CUES components, stakeholders may determine whether any such content is sufficiently critical that it warrants evaluation and potentially revisions to this evaluation instrument as it is expected to be used in the evaluation of teachers. HOW THE CUES AND INTASC DOCUMENTS WERE COMPARED 1

4 McREL analysts compared the InTASC standards and the CUES components from two directions or perspectives. In the first case, analysts used the InTASC standards as the organizing framework to ask whether the CUES components address all the same content and, if so, to what degree. In other words, this analysis identified whether and to what degree the CUES components hold the same expectations for teachers as do the InTASC standards. In the second case, analysts used the CUES components as the starting point from which to ask whether the InTASC standards, the target of the comparison, addressed all the content found in the CUES components. This analysis served to identify whether the InTASC standards expect the same from teachers as do the CUES components and if the CUES components expect additional content. To conduct each comparison, analysts first identified clear and specific statements of the knowledge and skills teachers should acquire. They then examined the target document to determine if one or several statements could be identified that, taken together, described the same or very similar expectations. The nature of the content match between the two documents they then characterized in one of the following ways: Strong, Satisfactory, or Weak (see sidebar). Instances when no content match existed across the two documents were identified as having No Alignment. Each document comparison (CUES to InTASC; InTASC to CUES) was conducted independently by two content analysts, who collectively hold six years experience in standards analysis and more than two decades Strong: A match is identified as strongly aligned if all aspects of the organizing document standard the scope and detail are addressed in the target document against which it was compared. The language described the same content or denoted the same basic meaning, with only slight differences in phrasing or emphasis. Satisfactory: A match is identified as satisfactory if most, but not all, characteristics of a strong match are found. The nature of the difference, that is, the aspect of the content that keeps it from being a strong match, is identified with the match label. A match marked Satisfactory (emphasis/phrasing), means that, although the target document addresses similar content, there is a notable difference in emphasis and phrasing. Satisfactory (implied) means that the content of the standard in the organizing document is implied, but not explicitly addressed, in the target document. Satisfactory (scope) means that not every topic related to content in the organizing document is addressed. Finally, a match marked as Satisfactory (specificity) indicates that a level of detail in the organizing document is not found in the target document. Weak: A match is identified as weak if content in the organizing document is loosely related to content found in the target document; the content in the organizing document is significantly more detailed, covers a much broader scope or places a significantly different emphasis on the content. teaching experience. At the outset of the study, analysts were instructed on the methodology for the work and had an opportunity to discuss the categories to be applied for matching. 2

5 Working systematically through the organizing document, each analyst independently identified standards in the target document that, singly or taken together with other content in the target document, addressed the content in the organizing document. When such content was found, the analyst excerpted relevant text from the target document, assigned one of the available labels to characterize the type of match found, and provided rationale and commentary about the match, where appropriate. At key points during the process, analysts met to compare findings and, with the study lead who served as moderator, resolved any differences between them regarding the content that was found to be a match and how the match was characterized. Meetings to discuss and resolve such differences occurred more frequently at the beginning of the process to help clarify understanding about the characteristics of each type of match and what constituted evidence for a match. All differences were resolved in discussion with the moderator by reference to the textual evidence, the characteristics of each type of match, and what commentary would best make clear the rationale behind the match. FINDINGS As a result of this bi-directional analysis, analysts determined that the majority of content described in the InTASC Model Core Teaching is present in CUES Teacher Evaluation System components to some degree. Of the 174 indicators in the InTASC standards, 4 (2%) are not addressed in the CUES components. Of the indicators for which some corresponding content is present in the standards, 49 (28%) were identified as a strong match, 106 (61%) were judged a satisfactory match, and 15 (9%) were considered a weak match. Conversely, all the content of the CUES Teacher Evaluation System components is addressed to some extent in the InTASC standards. Of the 17 elements in the CUES components, eight (47%) were found to have a strong match in the InTASC standards, and nine (53%) were a satisfactory match. Detailed findings are provided below, with illustrative graphs. The comparisons from the InTASC Model Core Teaching to the CUES components can be found in Appendix A; from the CUES Teacher Evaluation System components to the InTASC standards are in Appendix B. INTASC CONTENT FOUND IN THE CUES COMPONENTS The InTASC content is organized into ten standards, each of which is divided into Performances, Essential Knowledge, and Critical Dispositions. A total of 174 indicators, 3

6 the most specific level of content description in the InTASC document, are distributed across all standards. Not all standards include the same number of indicators. Of the indicators for which corresponding content could be found in the CUES components, 49 (28%) were found to have a strong match and 106 (61%) were judged to have a satisfactory match. Among the matches marked as satisfactory, 60 (57%) were considered not a strong match based on emphasis and phrasing; 9 (8%) based on implied, rather than explicit, content; 8 (8%) were considered not a strong match based upon scope; and 29 (27%) based on specificity. Fifteen (9%) of the indicators were considered to have a weak match and 4 (2%) were found with no alignment in the CUES components (see Figures 1 3). (Some percentages reflect rounding; for complete results, see Appendix A.) Figure 1. Distribution of Ratings by Major Categories when Comparing McREL's CUES Components to InTASC Strong Satisfactory Weak No alignment Figure 2. Distribution of all ratings when comparing McREL's CUES Components to InTASC 4

7 Strong Satisfactory (emphasis and phrasing) Satisfactory (implied) Satisfactory (scope) Satisfactory (specificity) Weak No alignment Figure 3. Percentage of Ratings when Comparing McREL's CUES Components to InTASC No alignment Weak 2% 9% Implied 8% Strong 28% Satisfactory 61% Emphasis and phrasing 57% Specificity 27% Scope 8% The 2% of the InTASC indicators not aligned with the CUES components are identified in Table 1. 5

8 Table 1. InTASC Content Not Aligned with the CUES components InTASC Content standard # and letter code 4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias. 9(i) 9(j) 9(m) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others. The teacher understands laws related to learners rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse). The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. As the table shows, 3 out of the 4 non-aligned indicators were found in Standard 9, Professional Learning and Ethical Practice. In summary, analysts found that the majority of the InTASC indicators (155, or 89%), were found to have either a strong or satisfactory match in the CUES components; 15 indicators (9%) were judged to have a weak alignment, and 4 (2%) were found to have no alignments in the CUES components. CUES CONTENT FOUND IN THE INTASC STANDARDS The CUES content is organized into four components. The four components comprise 17 elements that describe desired teacher knowledge and skill. These elements are distributed across all components. Not all components contain an equal number of elements. The CUES Teacher Evaluation System components are designed to be directly used for teacher evaluation. This is indicated by the fact that each element is followed by a rubric divided into four columns of increasing proficiency, from developing to distinguished (plus a fifth column for not demonstrated ). Each column contains a checklist of descriptors corresponding to the content of the component and serves to address how well the teacher applies the component element s content. In order to specify behaviors for each level of proficiency, sometimes the checklist contains phrasing or items that are not found in an element. For example, all but three of the element descriptors refer to involvement with colleagues (at the distinguished level), although that behavior is only mentioned in those elements where the content directly concerns involvement with colleagues. In the analysis and resulting report, descriptors are 6

9 referenced when they were found to address the InTASC content more directly than does the wording of the element. Analysis determined that all the elements within the CUES components are addressed within the InTASC standards. Of the 17 elements in the CUES components, 8 (47%) were found to have a strong match in the InTASC standards and 9 (53%) were a satisfactory match (see Figures 4 and 5). Among matches identified as satisfactory, 4 (44%) were not a strong match based on emphasis or phrasing and 5 (56%) based on specificity (For complete results, see Appendix B.) Figure 4. Distribution of all Ratings when Comparing InTASC Model Core Learning to the McREL (includes all possible ratings) Strong Satisfactory (emphasis) Satisfactory (specificity) Figure 5. Percentage of Ratings by Category when Comparing InTASC Model Core Learning to McREL 7

10 Strong 47% Satisfactory Emphasis 53% 44% Specificity 56% All of the CUES components correspond either strongly or satisfactorily to InTASC indicators. No CUES content was considered to be either weakly addressed or not aligned in the InTASC standards. NOTABLE DIFFERENCES BETWEEN THE CUES COMPONENTS AND INTASC STANDARDS It should be noted that the two documents examined in this study differ both in structure and purpose. The InTASC standards, developed through the CCSSO, are provided as model standards designed to be used as a resource for states. As mentioned above, the CUES Teacher Evaluation System components are designed to be directly used for teacher evaluation. This is indicated by the fact that each element is followed by a rubric divided into four columns of increasing proficiency, from developing to distinguished (plus a fifth column for not demonstrated ). Structurally, the InTASC standards, through 174 indicators, often address very similar content with just slight variations both within and across standards. An example is provided in Table 2. Although this makes the document useful for providing multiple lenses by which to view a topic, it may prove challenging for those who seek to distinguish and evaluate such differences through instruction and assessment. By contrast, the CUES components address each topic once and avoid repetition. One benefit to this approach is that instruction and assessment may be clearly associated with 8

11 just one item within the standards, not several. In addition, by virtue of the relative economy in style, the user which in many cases would be the teacher will find search for content straightforward, due to the relatively small number of clearly differentiated components and elements. Table 2. Examples of Similar Content Found in InTASC (emphasis added) Topic: individual learner growth/development, needs, strengths Code Statement 1(a) 1(b) 1(d) 1(e) 1(i) 1(j) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development. The teacher creates developmentally appropriate instruction that takes into account individual learners strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning. The teacher understands how learning occurs-how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning. The teacher understands that each learner s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners strengths and needs. The teacher is committed to using learners strengths as a basis for growth, and their misconceptions as opportunities for learning. The teacher takes responsibility for promoting learners growth and development. The difference in design and purpose between these documents may account in part for the findings, namely, that while none of the content of the CUES components is found to be either missing or weakly addressed in the InTASC standards, a number of the InTASC standards were weakly or not fully addressed in the CUES components. Also, commonly an InTASC indicator was found to be addressed by a small number of CUES elements, while a CUES element required a greater number of InTASC indicators to address it. This finding was due to the considerable repetition of similar content in the InTASC standards and the limiting of each topic to just one or two elements in the CUES components. This difference is illustrated in Tables 3 and 4. Table 3 shows how, when the InTASC was the framing document, one to four CUES elements sufficed to address it, with 39% of the cases requiring only two CUES elements to address a single InTASC topic. This compares to Table 4, which illustrates that when the CUES was the framing document, three to seven InTASC indicators were required to address a CUES element, with 35% of the cases requiring five InTASC indicators to address a single CUES topic. Table 3. Example: McREL Compared to Each InTASC Standard. For every InTASC standard, there are on average two McREL standards aligned Example: CUES Component Compared to Each InTASC Standard. Standard 2(k) The teacher knows how to access information about the values of diverse cultures and c. Teachers plan instruction appropriate for their students.. Teachers also incorporate their knowledge of how students learn; and the influences that affect individual student learning (development, 9

12 communities and how to incorporate learners experiences, cultures, and community resources into instruction. culture, language proficiency, etc.) in instructional planning. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Component 4: Support a. Teachers work collaboratively with families and significant adults in the lives of their students.. They promote collaboration between the school and the home and community in order to foster trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students. Table 4. Example: InTASC Compared to Each McREL Standard. For every McREL standard, there are on average four InTASC standards aligned. Example: InTASC Compared to a CUES Component. Component 2.a. Standard: Teachers use a variety of research-based instructional strategies to create the environment for learning. Teachers know and use instructional strategies (setting objectives & providing feedback, reinforcing effort & providing recognition, and cooperative learning) that motivate and focus student learning, provide feedback to students on their progress with learning, encourage students to actively engage in and own their learning, and provide opportunities for students to share and discuss their ideas, develop collaboration skills, and learn how to reflect on and monitor their learning. 3(b) The teacher develops learning experiences that engage learners in collaborative learning 3(e) The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners 3(i) The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning. 6(d) The teacher provides them with effective descriptive feedback to guide their progress toward that work. 6(f) The teacher models and structures processes that guide learners in examining their own thinking and learning.... Appendix A shows all matches when InTASC is the organizing document. Appendix B shows the McREL standards as the organizing document. SUMMARY McREL analysts compared the InTASC Model Core Teaching and the CUES Teacher Evaluation System components to identify how much and to what degree the content in each document is also identified in the other. Four (2%) of the indicators in the InTASC standards were not addressed in the CUES components. Of the indicators for which some corresponding content could be found in the CUES elements, 49 (28%) were found to be a strong match, 106 (61%) were judged a satisfactory match, and 15 (9%) were considered a weak match. All of the CUES elements are addressed in the 10

13 InTASC standards. Of these matches, 8 (47%) were a strong match and 9 (53%) were a satisfactory match. 11

14 APPENDIX A: INTASC MODEL CORE TEACHING STANDARDS AND CORRESPONDING MCREL STANDARDS InTASC Model Core Teaching Alignment Rating with Learner Development Standard 1: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Performances 1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development. Strong c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of how students learn; the appropriate levels of intellectual, physical, social, and emotional development of their students. e. Teachers assess what each student has learned. Teachers use assessments, to evaluate student progress and growth. 1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning. Satisfactory (Specificity): InTASC specifies learners strengths and interests that enable them to advance and accelerate. f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction and use tiered interventions, inclusion, and other models of effective practice to meet student needs c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of how students learn f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction to meet student needs. 12

15 InTASC Model Core Teaching Alignment Rating with 1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. Strong f. Teachers adapt their teaching to meet the needs of all students.... Teachers collaborate with the range of support specialists Component 4: Support a. Teachers work collaboratively with families and significant adults in the lives of their students. Teachers communicate with parents/guardians and help them understand how they can encourage and support students learning. They promote collaboration between the school and the home and community Essential Knowledge 1(d) 1(e) 1(f) 1(g) The teacher understands how learning occurshow learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning. The teacher understands that each learner s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners strengths and needs. The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others. The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging. b. Teachers use a variety of research-based instructional strategies to help students understand new knowledge. Teachers know and use instructional strategies that acknowledge that students come to the classroom with prior knowledge help students construct meaning for new information and then organize and store it in their memories. They also help them construct models for the steps of a process or skill, develop a conceptual understanding of the process Strong c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of how students learn; the appropriate levels of intellectual, physical, social, and emotional development of their students Satisfactory (Scope): InTASC includes readiness for learning and its effect on student performance. c. Teachers plan instruction appropriate for their students.... Teachers also incorporate their knowledge of how students learn the influences that affect individual student learning (development,... Strong c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of the influences that affect individual student learning (development, culture, language 13

16 InTASC Model Core Teaching Alignment Rating with Critical Dispositions 1(h) 1(i) The teacher respects learners differing strengths and needs and is committed to using this information to further each learner s development. The teacher is committed to using learners strengths as a basis for growth, and their misconceptions as opportunities for learning. Satisfactory (implied): CUES implies content related to learners differing strengths. Satisfactory (implied): CUES implies content related to student strengths and misconceptions as opportunities for learning. proficiency, etc.) in instructional planning f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction to meet student needs c. Teachers plan instruction appropriate for their students... Teachers also incorporate their knowledge of... the intellectual, physical, social, and emotional development of their students;....they develop lessons that counteract stereotypes.... 1(j) 1(k) The teacher takes responsibility for promoting learners growth and development. The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner s development. d. Teachers know the content appropriate to their teaching specialty... [Proficient: Uses knowledge of student misconceptions about the subject area to guide student learning] Component 4: Support d. Teachers take on leadership roles at various levels in the education system. Teachers advocate for students support of learners They share responsibility and accountability for student learning. Strong f. Teachers adapt their teaching to meet the needs of all students.... Teachers collaborate with the range of support specialists Component 4: Support a. Teachers work collaboratively with families and significant adults in the lives of their students. they can encourage and support students learning. They promote collaboration between the school and the home and community Learning Differences b. Teachers work collaboratively with school personnel to create a purposeful community. Teachers promote professional growth for all educators and collaborate with their colleagues 14

17 InTASC Model Core Teaching Alignment Rating with Standard 2: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Performances 2(a) The teacher designs, adapts, and delivers instruction to address each student s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways. Strong Component 1 c. Teachers plan instruction appropriate for their students.... Teachers also incorporate their knowledge of... the appropriate levels of... development of their students; and the influences that affect individual student learning... in instructional planning b. Teachers use a variety of research-based instructional strategies to help students understand new knowledge. Teachers... acknowledge that students come to the classroom with prior knowledge and must integrate new learning with what they already know. These strategies help students construct meaning for new information.... a. Teachers use a variety of research-based instructional strategies to create the environment for learning. encourage students to actively engage in and own their learning, and provide opportunities for students to share and discuss their ideas, develop collaboration skills, and learn how to reflect on and monitor their learning. 2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular Satisfactory (specificity): InTASC specifies timely provisions. f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction and use tiered interventions effective practice to meet student needs c. Teachers use a variety of research-based instructional strategies to help students extend and apply knowledge. Teachers know and use instructional strategies that help students develop an expanded understanding and use of 15

18 InTASC Model Core Teaching Alignment Rating with learning differences or needs. concepts and skill 2(c) 2(d) The teacher designs instruction to build on learners prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings. The teacher brings multiple perspectives to the discussion of content, including attention to learners personal, family, and community experiences and cultural norms. f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction and use tiered interventions effective practice to meet student needs help meet the needs of students with special needs. Strong b. Teachers use a variety of research-based instructional strategies to help students understand new knowledge. know and use instructional strategies that acknowledge that students come to the classroom with prior knowledge and must integrate new learning with what they already know. help them construct models for the steps of a process or skill, develop a conceptual understanding of the process, and use the process or skill fluently or without much conscious thought. c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of how students learn and the influences that affect individual student learning (development, culture, Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers treat students as individuals and appreciate the differences and value the contributions of each student in the learning environment. Component 4: Support a. Teachers work collaboratively with families and significant adults in the lives of their students. Teachers communicate with parents/guardians and help them understand how they can encourage and support students learning. They promote collaboration between the school and the home and community 16

19 InTASC Model Core Teaching Alignment Rating with 2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency. Satisfactory (specificity): InTASC specifies tools of language development into planning and instruction. c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of how students learn; and the influences that affect individual student learning ( language proficiency, etc.) in instructional planning 2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs. Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier Strong f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction and use tiered interventions, inclusion, and other models of effective practice to meet student needs. Teachers collaborate with the range of support specialists to help meet the needs of students with special needs. Essential Knowledge 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner s strengths to promote growth. Satisfactory (specificity): InTASC specifies differences in approaches to learning and performance and each learner s strengths. c. Teachers use a variety of research-based instructional strategies to help students extend and apply knowledge. Teachers know and use instructional strategies (identifying similarities and differences, generating and testing hypotheses) that help students develop an expanded understanding and use of concepts and skill in real-world contexts f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction and use tiered interventions, inclusion, and other models of effective practice to meet student needs 17

20 InTASC Model Core Teaching Alignment Rating with 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs. Strong f. Teachers adapt their teaching to meet the needs of all students. Teachers differentiate instruction and use tiered interventions, inclusion, and other models of effective practice to meet student needs. Teachers collaborate with the range of support specialists to help meet the needs of students with special needs. 2(i) The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition. Component 3 a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.... Teachers are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively. 2(j) The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values. c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of how students learn; and the influences that affect individual student learning ( language proficiency, etc.) in instructional planning c. Teachers plan instruction appropriate for their students. Teachers also incorporate their knowledge of how students learn; the appropriate levels of intellectual, physical, social, and emotional development of their students; and the influences that affect individual student learning (development, culture, language proficiency, etc.) in instructional planning. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers treat students as individuals and appreciate the differences and value the contributions of each student in the learning 18

21 InTASC Model Core Teaching Alignment Rating with environment. 2(k) The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners experiences, cultures, and community resources into instruction. b. Teachers foster engaging learning environments. They use cooperative learning to strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds Strong c. Teachers plan instruction appropriate for their students.. Teachers also incorporate their knowledge of how students learn; and the influences that affect individual student learning (development, culture, language proficiency, etc.) in instructional planning. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Component 4: Support a. Teachers work collaboratively with families and significant adults in the lives of their students.. They promote collaboration between the school and the home and community in order to foster trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students. Critical Dispositions 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential. a. Teachers use a variety of research-based instructional strategies to create the environment for learning. Teachers.. use instructional strategies that motivate student learning [and] encourage students to actively engage in and own their learning Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship 19

22 InTASC Model Core Teaching Alignment Rating with 2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. Satisfactory (specificity): InTASC specifies skills, abilities, perspectives, talents, and interests. with caring adults. Teachers maintain high expectations for students of all backgrounds Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers treat students as individuals and appreciate the differences and value the contributions of each student in the learning environment 2(n) The teacher makes learners feel valued and helps them learn to value each other. Strong Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers treat students as individuals and appreciate the differences and value the contributions of each student in the learning environment b. Teachers foster engaging learning environments. Teachers create an environment that is orderly, inviting, respectful, supportive, inclusive, and flexible.... They use cooperative learning to strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities. 2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning. Satisfactory (specificity): InTASC specifies integrating diverse languages and dialects into instruction. a. Teachers use a variety of research-based instructional strategies to create the environment for learning. Teachers.. use instructional strategies that motivate [and] encourage students to actively engage in their learning Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers treat students as individuals and appreciate the differences and value the contributions of each student in the learning environment. Teachers are able to communicate with students in a variety of ways even 20

23 InTASC Model Core Teaching Alignment Rating with Learning Environments when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively. Standard 3: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Performances 3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. Strong Component 3: Environment b. Teachers foster engaging learning environments. Teachers create an environment that is respectful, supportive, inclusive... Teachers teach the importance of cooperation and collaboration. They use cooperative learning to strengthen social ties, improve collaborative skills Component 4: Support a. Teachers work collaboratively with families and significant adults in the lives of their students. Teachers communicate with parents/guardians and help them understand how they can encourage and support students learning. They promote collaboration between the school and the home and community in order to foster trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students. 3(b) The teacher develops learning experiences that engage learners in collaborative and selfdirected learning and that extend learner interaction with ideas and people locally and globally. Satisfactory (implied): CUES implies local and global ideas. d. Teachers know the content appropriate to their teaching specialty. [Accomplished: involve students in solving real-world problems related to local, national, or global issues.] a. Teachers use a variety of research-based 21

24 InTASC Model Core Teaching Alignment Rating with instructional strategies to create the environment for learning. Teachers know and use instructional strategies (setting objectives & providing feedback, reinforcing effort & providing recognition, and cooperative learning) encourage students to actively engage in and own their learning, and provide opportunities for students to share and discuss their ideas, develop collaboration skills Component 3: Environment b. Teachers foster engaging learning environments. Teachers teach the importance of cooperation and collaboration. They use cooperative improve communication and collaborative skills, interact with people from different cultures and backgrounds 3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. Component 4: Support b. Teachers work collaboratively with school personnel to create a purposeful community. Teachers collaborate with their colleagues to improve the profession. d. Teachers take on leadership roles at various levels in the education system. They work collaboratively with colleagues to enact system change in support of learners. Teachers work collaboratively to They work with colleagues to build a shared vision and supportive culture and share responsibility and accountability for student learning. 3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners attention. Weak (scope): Content is related with significant differences in emphasis on allocation and coordinating resources of time, space, and learner s attention. Component 3: Environment b. Teachers foster engaging learning environments. Teachers create an environment that is orderly, inviting, respectful, supportive, inclusive, and flexible 3(e) The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments. a. Teachers use a variety of research-based instructional strategies to create the environment for learning. Teachers know and use 22

25 InTASC Model Core Teaching Alignment Rating with instructional strategies that motivate and focus student learning, provide feedback to students on their progress with learning, encourage students to actively engage in and own their learning Component 3: Environment c. Teachers promote positive student attitudes about learning and productive habits of mind. Teachers use a variety of strategies that foster positive perceptions about the classroom and learning.... Teachers use their depth of knowledge of the subjects they teach to direct students natural curiosity into an interest in learning. Teachers encourage students to develop productive habits of mind by making... self-regulated thinking visible and valued in the classroom. 3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment. c. Teachers plan instruction appropriate for their students. Teachers... incorporate... the influences that affect individual student learning (development, culture, language proficiency, etc.) in instructional planning. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. b. Teachers use a variety of research-based instructional strategies to help students understand new knowledge. Teachers know and use instructional strategies (cues, question... nonlinguistic representation.... Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers treat students as individuals and appreciate the differences and value the contributions of each student in the learning environment Teachers are perceptive listeners and are able to communicate with students in a 23

26 InTASC Model Core Teaching Alignment Rating with variety of ways even when language is a barrier b. Teachers foster engaging learning environments. They use cooperative learning to strengthen social ties, improve communication skills, interact with people from different cultures and backgrounds 3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally. Satisfactory (specificity): InTASC specifies interactive technologies used to extend the possibilities for learning locally and globally and responsible learner use. d. Teachers know the content appropriate to their teaching specialty... [Accomplished: involve students in solving real-world problems related to local, national, or global issues.] d. Teachers integrate and use technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn 3(h) The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills. a. Teachers use a variety of research-based instructional strategies to create the environment for learning. Teachers... provide opportunities for students to share and discuss their ideas, develop collaboration skills, and learn how to reflect on and monitor their learning. d. Teachers integrate and use technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate. Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers are able to communicate with students in a variety of ways. Teachers help students articulate thoughts and 24

27 InTASC Model Core Teaching Alignment Rating with ideas clearly and effectively. 3(i) The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning. a. Teachers use a variety of research-based instructional strategies to create the environment for learning. Teachers know and use instructional strategies that motivate student learning encourage students to actively engage in and own their learning 3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals. a. Teachers use a variety of research-based instructional strategies to create the environment for learning. Teachers know and use instructional strategies (setting objectives and cooperative learning) provide opportunities for students to share and discuss their ideas Component 3: Environment b. Teachers foster engaging learning environments. Teachers teach the importance of cooperation and collaboration. They use cooperative learning to strengthen social ties, improve collaborative skills c. Teachers promote positive student attitudes about learning and productive habits of mind. Teachers encourage students to develop productive habits of mind 3(k) The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures. Satisfactory (scope): InTASC includes content related to establishing and monitoring elements of a safe learning environment. Component 3: Environment a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults Teachers maintain high expectations b. Teachers foster engaging learning environments. Teachers create an environment that is orderly They use cooperative learning to strengthen social ties, improve collaborative skills 25