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Teacher Education Program (TEP) Handbook 2017-2018
Education Studies ProgramBerea College
Berea, KY 40404859-985-3072
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FORWARD
This Teacher Education Programs Handbook contains information about the policies, procedures, requirements associated with preparing students for certification to teach. The purpose of this handbook is to serve as a guide for students interested in teaching. Students are responsible for reading the entire handbook. The information enclosed is accurate at the time of printing. However, polices are subject to change based on state guidelines.
Questions or comments concerning in this handbook should be directed to Lisa Rosenbarker [email protected].
August 2017
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EDUCATION STUDIES PROGRAM CONTACT INFORMATION
Faculty
Dr. Yoli Carter, Robert Billings Chairextension 3177, room 103A
Dr. Maggie Robillard, Assistant Professorextension 3623, room 104E
Dr. Jon Saderholm, Associate Professorextension 3101, room [email protected]
Dr. Althea Webb, Associate Professorextension 3111, room 103C
Dr. Penelope Wong, Associate Professorextension 3107, room [email protected]
Staff
Lisa Rosenbarker, EDS Coordinator of Student and Faculty Servicesextension 3072, room [email protected]
Jacob Stoebel, Assessment and Technology Systems Specialistextension 3388, room [email protected]
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ContentsCERTIFICATION AREAS.................................................................................................................................5
TEACHER EDUCATION PROGRAM (TEP) REQUIRMENTS AND APPLICATION PROCESS................................6
Required Submission Pieces....................................................................................................................6
Additional Requirements for Admission into the Teacher Education Program.......................................7
Application Review Process.....................................................................................................................7
TEP Policy for late submissions..............................................................................................................21
Appeal Process......................................................................................................................................22
Core Academic Skills for Educators Exam Policy....................................................................................22
Retention in the Teacher Education Program........................................................................................24
Additional Resources.............................................................................................................................24
TEACHING DISPOSITIONS..........................................................................................................................21
Professional Growth Plan......................................................................................................................22
CLINICAL FIELD EXPERIENCE PROGRAM....................................................................................................23
KFETS Policy...........................................................................................................................................23
Travel Reimbursement..........................................................................................................................24
APPLICATION TO STUDENT TEACHING......................................................................................................25
Overview of required application to student teaching portfolio written components..........................25
Additional Requirements for Admission to the Student Teaching Term...............................................25
CODE OF ETHICS EDUCATION PROFESSIONAL STANDARDS BOARD, 2006................................................26
THE INTASC MODEL CORE TEACHING STANDARDS...................................................................................27
Education Studies Learning Goals and Outcomes......................................................................................29
If you want to gain certification to teach, then you can choose from many certification areas at Berea. Each certification program typically takes nine semesters to complete, ending in a term of student teaching. Each available certification area is listed below.
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Elementary education for grades P-5Middle grades mathematics for grades 5-9Middle grades science for grades 5-9
For the following certification areas, you must double major in the content area and in Teaching and Curriculum with Certification.
Biology for grades 8-12Chemistry for grades 8-12Engineering and Technology for grades 5-12 (you must major in Technology and Applied Design: Engineering and Technology Education concentration)English for grades 8-12 (you must major in English with a concentration in literature)Mathematics for grades 8-12Music for grades P-12
Instrumental (you must major in Music Education Instrumental Emphasis with P-12 Teaching Certification)Vocal (you must major in Music Education Vocal Emphasis with P-12 Teaching Certification)
Physical education for grades P-12(you must major in Health and Human Performance Education with P-12 Certification)Physical education for grades P-12 and Health (you must major in Health and Human Performance Education with P-12 Certification and minor in Health Teaching)Physics for grades 8-12Social Studies for grades 8-12 (you must major in History)
All students pursuing an initial teaching certificate must be admitted to the Teacher Education Program. This application process can begin as early as the 3 rd term, but must be accomplished by the end of the 5th term. Prior to submission, students will be expected to meet with their advisor in order to review the application to TEP process and to sign their curriculum contract in which includes agreement to uphold the EPSB Code of Ethics. Certification Area curriculum contracts can be found at the following links:
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5-9 Mathematics 5-9 Science Biology Chemistry Elementary, P-5Engineering and TechnologyEnglish Health Mathematics Music, InstrumentalMusic, Vocal Physical Education Physics Social Studies
Required Submission Pieces
1. Why I Want To Teach Essay2. Resume
A Moodle site is created each term for the purpose of essay and resume submissions. The due dates for these pieces are September 1st, 2017 or the Monday that follows if the 1st falls on a weekend, for the fall semester and February 1st, 2018 or the Monday that follows if the 1st fall on a weekend, for the spring semester. Each rubric section of the essay must receive at least a score of 2 and each bold element of the resume must be present in order to be successful. A student can’t be admitted to the Teacher Education Program otherwise.
The directions and scoring rubric can be found at the following link TEP Application Directions and Rubric
Additional Requirements for Admission into the Teacher Education Program1. Possess a cumulative grade point average of at least a 2.75 or 3.00 in the past 30 credit
hours (equals approximately seven and a half full credit classes from Berea College) and earn at least a “C” in EDS 150 and B- or higher in one other course within your field of study (preferably EDS 227, EDS 228, MUS 118B or HHP 125).
2. Successfully complete all sections of the Core Academic Skills for Educators delivered by the Educational Testing Service (ETS) in the areas of mathematics, reading, and writing.
3. Submit a Character and Fitness Form.4. Submit a signed Student Curriculum Contract.
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5. Submit a Signed Kentucky Code of Ethics Commitment Form and demonstrate no evidence of willful failure to maintain that commitment.
6. Sign 3 waivers allowing the unit to check academic, labor, and student life for clearance of infractions.
7. Exhibit proficiency in communication in all areas essential to teaching as displayed in classes, course work, written statements, and interviews. Candidates must also exhibit proficiency in the areas of critical thinking, communication, creativity and collaboration.
8. Receive a favorable recommendation from the Education Studies Department which includes a consideration for candidate disposition.
9. Receive favorable recommendations from two faculty members outside of the Education Studies Department.
10. Complete a group interview with TEC members in order to assess dispositions. This is to inform the Professional Growth Plan and does not require a minimum score on rubric elements.
You must be admitted to the TEP before you are allowed to take any of the following classes;
EDS 338, EDS 339, EDS 435, EDS 440, EDS 479, EDS 484, MAT 202, MUS 326, MUS 342, MUS 335, MUS 328, MUS 329, MUS 336, MUS 337, HHP 315, HHP 345, HHP 350, HHP 362, & HHP 492
Application Review Process1. There are two randomly selected EDS faculty readers that assess the essay and resume.
One is considered the first reader and the other reader serves as the second reader. Using the rubric for the TEP essay a resume, both readers will score the candidate on each indicator. Each indicator must receive at least a score of two (2) in order for the essay to be satisfactory and each bold element of the resume must be present.
2. Scores and comments will be made available to the student by way of Moodle.3. The EDS program will consider each candidate based on all the criteria and then make a
recommendation for admission to the TEP. 4. All submission materials, along with a summary of requirements will be presented to a
Teacher Education Committee (TEC) Review Team for final review and recommendation.
5. The TEC will meet each semester to consider candidates to the TEP. The Committee notifies candidates by letter regarding its decision.
a. If the candidate is accepted, s/he is permitted to enroll in education courses to which admission to TEP is prerequisite and to work toward admission to Student Teaching.
b. If the candidate is not accepted, s/he receives a letter indicating the reasons for the decision and should seek advice from his/her advisor concerning options for continued education.
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TEP Policy for late submissionsPart of a successful Application for Admission to the Teacher Education Program (TEP) is ensuring that you submit all the required work on time. Each applicant is notified well in advance of when the application is due and is expected to contact his/her adviser with any questions concerning completion. The adviser is available to read drafts and check on progress of the TEP in a timely manner. An extension may be granted if there are extenuating circumstances.
As soon as a candidate realizes s/he will not be able to meet the deadline, s/he must immediately notify his/her adviser and chair of the EDS program. The adviser and the candidate will discuss the next steps. If a candidate chooses to formally request an extension, it must be in writing and should explain the following points with sufficient detail. Email is an acceptable form of communication.
The reason(s) why an extension is being requested A brief summary that explains 1) when you were notified about the application, 2) how
you approached the TEP, 3) when you began it, 4) how often you worked on the draft, 5) and when you realized you wouldn’t be able to complete it.
Attach all drafts and completed work to this point Briefly describe any communication with adviser or other EDS staff regarding the TEP Estimate how much time you will need to compete this application to the best of your
ability
After reviewing the letter, the chair of the EDS unit will contact the candidate with the decision.
If the candidate is denied admission, s/he may be asked to delay resubmission until the following semester. Please note that only candidates admitted to the TEP may continue to take certification classes.
Appeal Process Candidates not accepted to the Teacher Education Program may appeal the decision to the Teacher Education Committee (TEC) within five (5) days from the date of notification. The appeal should include pertinent data not available to the Committee at the time of its original action. It should be addressed to the chairperson of the TEC. The candidate is notified of the time and place of the appeal meeting. If the candidate wishes, s/he may appear before the Teacher Education Committee (TEC) in person. Legal or local counsel may not be involved in the appeal hearing but could become involved should additional appeals be sought. The chair of the TEC informs the candidate of the committee’s decision. In the event that the candidate wishes to pursue additional appeals, s/he should consult the Academic Vice President and Dean of Faculty regarding further hearings.
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Core Academic Skills for Educators Exam PolicyStudents must pass all three sections of the Core Academic Skills for Educators exam (Praxis I) in order to be admitted to the Teacher Education Program. All students may qualify for funding to take their exam by meeting the following requirements.
While enrolled in EDS 150: Introduction to Education: Thinking about Learning, Teaching and Schooling (the following must be completed in the same semester as EDS 150).
o Student completes a fee waiver request form and submits it to the Assessment and Technology Systems Specialist.
o Student completes a practice exam and sends the results to the Assessment and Technology Systems Specialist. The student’s advisor will be notified of non-passing scores.
o Student completes preparation in the areas recommended by the Assessment and Technology Systems Specialist (the CTL for reading and writing, the designated math preparation specialist for math).
o The student schedules her/his exam according to the following deadlines.
If EDS 150 is taken in…
Student takes Praxis exam by…
Fall End of May (the following calendar year)Spring End of August (the same calendar year)
If the student completes all of the requirements listed above and does not receive funding from Educational Testing Service (ETS), the Education Studies Program will cover the full test fee.
If a student receives a fee waiver from ETS, he or she must use that waiver before its expiration date. Failure to use a fee waiver voucher may result in a student not receiving test funding from Berea College.
If a student misses any of the above deadlines, he or she may still qualify for test funding by writing a letter to the Education Studies Programs Chair. In this letter, the student must outline why they missed the deadline and describe in detail how they will be sure to not miss important deadlines in the future. In these cases, decisions on funding will be determined by fund availability and the Chair’s discretion.
If, while remediating on the Praxis exam, a student’s tutor feels that he or she is not ready to take the exam, the tutor may recommend to Education Studies that the student wait to take the exam in order to have more time for preparation. In these cases, the student’s deadline to take the exam will be extended. Extensions will be granted by a tutor’s recommendation and considered upon an advisor’s recommendation. Tutors do not typically make these recommendations until they have worked with a student several times to assess readiness.
If a student has a compelling reason for not being able to meet the above requirements, she/he may request an extension. To do so, the student would write a brief letter to the
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Education Studies Programs Chair stating the reasons for needing an extension. Extensions will be granted at the discretion of the Chair.
Retesting
If a student needs to retest any part of her/his exam, he or she may apply for funding for a retest. To do so, the student must write a letter to the Education Studies Programs Chair and the student’s Education Studies advisor detailing why she/he did not pass and how she/he plans to improve. Successful letters will include a thoughtful, specific study plan to achieve a passing score. All decisions on funding are based on the Chair's discretion and availability of funds.
Transportation Costs
For any test where EDS is paying for the exam or the student has received a fee waiver, EDS will also pay for transportation. Students have the following options for transportation to the testing center.
Use a personal vehicle. EDS will reimburse students according to the college rate for mileage. See the EDS Coordinator of Student and Faculty Services for more details on mileage reimbursement.
Use of a motor pool vehicle provided that at least three test takers go on the trip. Students are responsible for finding at least three test takers to go and for finding an approved driver. See the EDS Coordinator of Student and Faculty Services for help with reserving a vehicle
In all cases students are required to arrange for their own transportation.
Registering for the Exam:
Students are strongly encouraged to register for the Praxis exam with the help of EDS staff. Failure to do so may result in improper registration and possible additional fees from ETS. Students would be responsible for paying these fees.
Exams should not be scheduled during class time. If a student wishes to reschedule their exam date they must pay the required fee to do so
(see http://www.ets.org/praxis/register/changes/). If a student has an extremely compelling need to reschedule his or her test date, she/he may request funding to cover the reschedule fee by writing a letter to the Education Studies Programs Chair outlining their rationale for the date change. In these cases decisions on funding will be determined by fund availability and the Chair’s discretion.
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Retention in the Teacher Education ProgramRetention in the program requires that the students continue to meet all criteria set for admission to the TEP. Education advisors or faculty who think that a candidate is not performing adequately should first discuss their concerns with the candidate. If the situation is deemed to warrant further action, the Candidate Support Policy will be utilized in order to support the candidate’s growth in needed areas and to set fair and specific expectations.
Additional ResourcesThe EPSB admission to the Teacher Education Program regulation can be found at the following link 16 KAR 5:020
The EDS Learning Goals and Outcomes can be found at the following link- EDS Learning Goals and Outcomes
We take the foundation of our understanding of teacher dispositions from Dewey’s (1922) discourse on Habits. We believe the kind of teachers our students become is dependent on the kind of people they are first. Dispositions undergird and direct our acts as human beings. There is no one “right” set that assures teaching success, however, teaching is first and foremost a relationship between teacher and student.
We seek evidence in all prospective candidates’ professional dispositions that demonstrate: 1) Effective communication; 2) Equity and social justice; and, 3) Professional Responsibility.
Because dispositions are so vitally important in development of excellent teachers and because they can be strengthened and built through careful consideration and on-going reflection, careful examination of dispositions is an on-going feature of all aspects of Berea’s Teacher Preparation Programs. The emphasis on dispositional assessment and goal setting helps to create a habit of mind that supports candidates’ becoming critical thinkers, life-long learners, and self-directed managers of their professional development.
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The program’s philosophical framework is the community of inquiry which encompasses the ideas of community and inquiry in relationship. At the heart of that relationship are the means by which human beings convey and create meaning together. Words are a primary means of communication, but other artistic media find their way into communities comprised of diverse individuals working together to create and share meaning.
Common to all means of expression is the necessity of careful thinking, vision, and personal integrity. Teacher Education Programs at Berea College seek to prepare teachers who will manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students.
We believe that it is teachers' values and commitments which direct their work with students in the classroom. The development of professional dispositions is a joint effort between the candidate and the Education Studies faculty and clinical faculty.
Candidates are expected to behave in ways that demonstrate an understanding and commitment to effective communication, a belief in equity and social justice for all, and acceptance of professional responsibility of teachers. Candidates may be evaluated on class or clinical field behaviors.
For a full listing of the Berea College Education Studies Department Professional Dispositions and rubric evaluation, please see Dispositions Repository.
Professional Growth Plan When you are accepted into the Teacher Education Program, you will then be expected to start your Professional Growth Plan (PGP)
Becoming a teacher is a joint responsibility between the Education Studies Program and you as a pre-service teacher candidate. To help you take full responsibility for your professional practice and become intentional about growing and learning beyond the confines of our program, we are asking you to begin this life-long journey now, by creating your first Professional Growth Plan.
The purpose of this task is to help you become intentional and take on the shared responsibility for your personal growth and professional preparation for becoming a teaching. The PGP honors your individual talents and interests while engaging you in a process that will become a foundational aspect of your professional practice. But if your plan is going to be effective however, it should be focused. Therefore you should select no more than one goal for improvement in no more than two or three domains (above).
In the future, when you prepare for Admission to Student Teaching and as you exit from the program, you will be asked to evaluate and reflect upon your progress toward accomplishing these goals.
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For more information about beginning your first PGP, please see Professional Growth Plan I
The Berea College Clinical Field Experience Program is designed to provide candidates with various school experiences intended to give them the opportunity to learn about schools and connect educational theory with practice. These experiences are designed to connect the skills necessary to become a successful teacher of P-12 students with the Berea College Education Studies Program philosophy.
The Educational Professional Standards Board’s (EPSB) 16 KAR 5:040 Admission, Placement, and Supervision in Student Teaching regulation requires students to obtain 200 hours in clinical field experiences prior to student teaching. The variety of experiences expected is listed below.
1. Students from a minimum of two (2) different ethnic or cultural groups of which the candidate would not be considered a member
2. Students from different socioeconomic groups3. English language learners4. Students with disabilities5. Students from across elementary, middle school, and secondary grade levels6. Observation in Family Resource Centers; or Youth Service Centers;7. Student tutoring;8. Interaction with families of students;9. Attendance at school board and school-based council meetings:10. Participation in a school-based professional learning community; and11. Opportunities to assist teachers or other school professionals.
For a listing of clinical field experience expectations in each required class, please refer to Field Experience Expections By Program. For more information about the field experience stages, see Field Experience Stages.
The Kentucky Field Experience Tracking System (KFETS) is an online program provided by EPSB for tracking candidate’s clinical field experiences. All clinical field experiences need to be entered into this system. For directions on how to use this system, students can refer to the following KFETS Instructions. Another resource for KFETS is a power point from EPSB- KFETS Training for Candidates. For any questions regarding KFETS, please see Jacob Stoebel ([email protected]).
KFETS PolicyAll clinical field experience hours must be entered into KFETS by midnight on the official last day of the semester. However, professors may optionally make this deadline earlier or later in which case the professor will inform their students and the Assessment and Technology Systems Specialist. Professors may also specify additional deadlines for entry of hours (for example, a professor may require that hours be entered monthly).
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After the deadline, the course will be closed and no additional hours may be entered. Candidates wishing to earn hours for a course after the end of a semester must 1) receive approval from their professor to do so and 2) receive an incomplete in the course with a final grade to be posted once all hours are completed.
Following the deadline for entry of hours, candidate hours will be reviewed and approved by professors. Any hours found to be incorrect will be removed from the system and not counted towards the candidates total field hours. Final grades will be determined in part based on entry of these hours in accordance with the course syllabus.
For courses happening prior to Spring 2015, students were permitted to enter hours into KFETS up to midnight on May 4th, 2015. For all courses happening after Spring 2015, hours must be entered into KFETS according to the policy above.
All field work requirements in accordance with section 3 of 16 KAR 5:040 must be satisfied before the student is officially admitted to student teaching
Travel ReimbursementStudents are reimbursed for travel at the rate of .30 per mile when using your own vehicle. Clinical field experiences at Berea Community School are not covered. See Lisa Rosenbarker for travel reimbursement instructions.
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APPLICATION TO STUDENT TEACHING
Overview of required application to student teaching portfolio written componentsA. Two Contiguous Lesson Plans – These lesson plans must be connected and may be part of a previously developed unit plan. Both lessons must have been taught. Note that in addition to the detailed lesson plans, one lesson must have been observed and one lesson must include student assessment data and an evaluation of the assessment data.
B. Professional Growth Plan II – The Professional Growth Plan (PGP) reflects the applicant’s teaching philosophy, self-identified strengths and areas for growth, and a plan which includes goals and strategies for addressing future growth.
Each rubric component must receive at least a two in order for the For complete guidelines and rubrics, please see Application to Student Teaching Porfolio Guidelines. This portfolio should be submitted by October 15th, 2017 or the Monday that follows if the 15th falls on a weekend, when student teaching in the following spring and March 15th, 2018 or the Monday that follows if the 15th falls on a weekend, when student teaching in the following fall.
Stage I: For admission to Student Teaching at Berea, students must meet the following criteria:
1. Possess a cumulative grade point average of 2.75 and a minimum 2.50 in major, collateral, specialization, and Education Studies courses.
2. Demonstration of moral, social, and ethical behavior consistent with the values and commitments of Berea’s Teacher Education Programs and with the Kentucky Education Professional Standard Board’s Code of Ethics
3. Receive a favorable recommendation from the classroom teacher with whom candidate worked during pre-professional placement. (To be placed in Student Teaching Portfolio.)
4. Receive a favorable recommendations from the Education Studies Department and from the content area department.
5. Satisfactory improvement on the Professional Growth Plan.
Stage II: Must be received by the Education Studies Office prior to the start of Student Teaching:
1. Grade of B- or higher in each EDS course taken in the pre-professional term.2. Completion of all certification classes.3. Completion and documentation a minimum of 200 hours of field experiences in a variety
of P-12 school settings in accordance with 16 KAR 5:040 Section 3.4. Evidence that the Praxis Content test(s) and Principles of Learning and Teaching
(PLT) test have been taken no later than the end of June, if student teaching the following fall and by the end of October, if student teaching the following spring. A passing score on the appropriate Praxis content test(s) and the Principles of Learning and Teaching (PLT) test is required for certification.
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5. Kentucky Department of Education Positive Behavior Training verification of completion.
6. Criminal Background Check clearance (national and state checks initiated by mid-May, if student teaching the following fall or by the beginning of December, if student teaching the following spring).
Student Teaching Handbook.
EDUCATION PROFESSIONAL STANDARDS BOARD, 2006
Section I. Certified personnel in the Commonwealth:
(1) Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship, and safeguard the freedom to learn and to teach;(2) Shall believe in the worth and dignity of each human being and in educational opportunities for all;(3) Shall strive to uphold the responsibilities of the education profession, including the following obligations to students, to parents, and to the education profession:
To STUDENTS:1. Shall provide students with professional education services in a nondiscriminatory manner and in consonance with accepted best practice known to the educator;2. Shall respect the constitutional rights of all students;3. Shall take reasonable measures to protect the health, safety, and emotional well-being of students;4. Shall not use professional relationships or authority with students for personal advantage;5. Shall keep in confidence information about students which has been obtained in the course of professional service, unless disclosure serves professional purposes or is required by law;6. Shall not knowingly make false or malicious statements about students or colleagues;7. Shall refrain from subjecting students to embarrassment or disparagement; and 8. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape; threats of physical harm; and sexual assault.
To PARENTS:1. Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student;2. Shall endeavor to understand community cultures and diverse home environments of students;3. Shall not knowingly distort or misrepresent facts concerning educational issues;4. Shall distinguish between personal views and the views of the employing educational agency;5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others;6. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan political activities; and 7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not offer any of these to obtain special advantage.
To the EDUCATION PROFESSION:1. Shall exemplify behaviors which maintain the dignity and integrity of the profession;2. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities;
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3. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves professional purposes or is required by law;4. Shall not use coercive means or give special treatment in order to influence professional decisions;5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation and legal qualifications; and6. Shall not knowingly falsify or misrepresent records of facts relating to the educator's own qualifications or those of other professionals.
THE INTASC MODEL CORE TEACHING STANDARDS
The Learner and Learning
Standard #1: Learner DevelopmentThe 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.
Standard #2: Learning DifferencesThe teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning EnvironmentsThe 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.
Content Knowledge
Standard #4: Content KnowledgeThe teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of ContentThe teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
Standard #6: Assessment
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The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for InstructionThe teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional StrategiesThe teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
Standard #9: Professional Learning and Ethical PracticeThe teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and CollaborationThe teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
InTASC Standards
Learning Goal 1: Effective teacher candidates and/or other educational professionals have high expectations for all learners and implement developmentally appropriate, challenging learning experiences by differentiating instruction to meet student needs.
Learning Outcome 1.1: Teacher candidates and/or other educational professionals demonstrate professional knowledge of human development (i.e. cognitive, linguistic, social, emotional, and physical development) to understand how learning occurs and implement appropriate instructional practices.
Learning Outcome 1.2: Teacher candidates and/or other educational professionals demonstrate in planning and implementation that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests.
Learning Goal 2: Effective teacher candidates and/or other educational professionals have a deep and flexible understanding of their content areas and are able to draw upon content
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knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content.
Learning Outcome 2.1: Teacher candidates and/or other educational professionals demonstrate the ability to make content knowledge accessible to learners by using multiple instructional strategies and techniques including cross-disciplinary skills (e.g., content area literacy) and varied means of communication (e.g., reading, writing, speaking and listening).
Learning Outcome 2.2: Teacher candidates and/or other educational professionals demonstrate the ability to make content knowledge relevant (democratic practices and multiple perspectives) to learners by connecting it to local, state, national, and global issues.
Learning Goal 3: Effective teacher candidates and/or other educational professionals understand how to integrate planning, instructional strategies, and assessment to address diverse ways of learning, as well as incorporate new technologies to individualize instruction
Learning Outcome 3.1: Effective teacher candidates and/or other educational professionals demonstrate the ability to plan, implement and modify instruction, which includes creating and implementing a range of formative and summative assessments.
Learning Outcome 3.2: Effective teacher candidates and/or other educational professionals demonstrate the ability to interpret assessment data to provide immediate feedback for student learning, modify instruction, and differentiate instruction accordingly.
Learning Outcome 3.3: Effective teacher candidates and/or other educational professionals have a working knowledge of existing and emerging technologies which are incorporated in instruction for student use to support learning.
Learning Goal 4: Effective teacher candidates and/or other educational professionals engage in a cycle of continuous self-improvement through meaningful and intensive professional learning and self-renewal by regularly examining practice.
Learning Outcome 4.1: Effective teacher candidates and/or other educational professionals are reflective practitioners (e.g. reading professional literature, collaborating with colleagues, self-study, and developing new skills) who also use and engage in meaningful research on educational issues and policies.
Learning Goal 5: Effective teacher candidates and/or other educational professionals demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice and advancing their profession.
Learning Outcome 5.1: Effective teacher candidates and/or other educational professionals demonstrate a deep knowledge of ethical behavior (Kentucky Code of
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Ethics) as an education professional and model responsible professional behaviors (e.g. honoring commitments, working with integrity, timely and effective communication).
Learning Outcome 5.2: Effective teacher candidates and/or other educational professionals are stewards of their profession by sharing their experience, knowledge and research and demonstrating leadership through participation in governance and advocacy.
Adapted from InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0 Developed by CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC), April 2013. Revised on July 28, 2017.
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