加载中…【转】美国INTASC标准核心原则（原文）
(2010-10-18 18:52:18)
标签：
intasc标准核心原则教育 |
分类： 知识管理与e-learning |
(INTASC)
CORE STANDARDS
Content
Pedagogy
1.10 Knowledge
1.11 The teacher understands major
concepts, assumptions, debates, processes of inquiry, and
ways of knowing that are central to
the discipline(s) s/he teaches.
1.12 The teacher understands how
students' conceptual frameworks and their misconceptions
for an area of knowledge can
influence their learning.
1.13 The teacher can relate his/her
disciplinary knowledge to other subject areas.
1.20 Dispositions
1.21 The teacher realizes that
subject matter knowledge is not a fixed body of facts but
is complex and ever-evolving. S/he seeks to keep
abreast of new ideas and understandings in the
field.
1.22 The teacher appreciates
multiple perspectives and conveys to learners how knowledge
is
developed from the vantage point of
the knower.
1.23 The teacher has enthusiasm for
the discipline(s) s/he teaches and sees connections to
everyday life.
1.24 The teacher is committed to
continuous learning and engages in professional discourse
about subject matter knowledge and
children's learning of the discipline.
1.30 Performances
1.31 The teacher effectively uses
multiple representations and explanations of
disciplinary concepts that capture key ideas and
link them to students' prior understandings.
1.32 The teacher can represent and
use differing viewpoints, theories, "ways of knowing"
and methods of inquiry in
his/her teaching of subject matter concepts.
1.33 The teacher can evaluate
teaching resources and curriculum materials for their
comprehensiveness, accuracy, and
usefulness for representing particular ideas and
concepts.
1.34 The teacher engages students in
generating knowledge and testing hypotheses according
to the methods of inquiry and
standards of evidence used in the discipline.
1.35 The teacher develops and uses
curricula that encourage students to see, question, and
interpret ideas from diverse
perspectives.
1.36 The teacher can create
interdisciplinary learning experiences that allow students to
integrate knowledge, skills, and
methods of inquiry from several subject areas.
2.10 Knowledge
2.11 The teacher understands how
learning occurs--how students construct knowledge,
acquire skills, and develop habits
of mind--and knows how to use
instructional strategies that promote student
learning.
2.12 The teacher understands that
students' physical, social, emotional, moral and cognitive
development influence learning and
knows how to address these factors when
making instructional
decisions.
2.13 The teacher is aware of
expected developmental progressions and ranges of individual
variation within each domain
(physical, social, emotional, moral and cognitive), can
identify levels of readiness in
learning, and understands how development in any one
domain may affect performance in
others.
2.20 Dispositions
2.21 The teacher appreciates
individual variation within each area of development, shows
respect for the diverse talents of
all learners, and is committed to help them
develop self-confidence and competence.
2.22 The teacher is disposed to use
students' strengths as a basis for growth, and their
errors as an opportunity for learning.
2.30 Performances
2.31 The teacher assesses individual
and group performance in order to design instruction
that meets learners' current needs
in each domain (cognitive, social, emotional,
moral, and physical) and that leads to the next
level of development.
2.32 The teacher stimulates student
reflection on prior knowledge and links new ideas to
already familiar ideas, making
connections to students' experiences,
providing opportunities for active engagement,
manipulation, and testing of ideas and
materials, and encouraging students to assume
responsibility for shaping their learning tasks.
2.33 The teacher accesses students'
thinking and experiences as a basis for instructional
activities by, for example,
encouraging discussion, listening and responding to
group interaction, and eliciting samples of
student thinking orally and in writing.
Diverse
Learners
3.10 Knowledge
3.11 The teacher understands and can
identify differences in approaches to learning
and performance, including different learning
styles, multiple intelligences,
and performance modes, and can
design instruction that helps use students' strengths as
the basis for growth.
3.12 The teacher knows about areas
of exceptionality in learning--including learning
disabilities, visual and perceptual
difficulties, and special physical or mental challenges.
3.13 The teacher knows about the
process of second language acquisition and about
strategies to support the learning
of students whose first language is not English.
3.14 The teacher understands how
students' learning is influenced by individual
experiences, talents, and prior
learning, as well as language, culture, family and community
values.
3.15 The teacher has a well-grounded
framework for understanding cultural and
community diversity and knows
how to learn about and incorporate students' experiences,
cultures, and community resources into
instruction.
3.20 Dispositions
3.21 The teacher believes that all
children can learn at high levels and persists in helping
all children achieve success.
3.22 The teacher appreciates and
values human diversity, shows respect for students'
varied talents and perspectives, and is committed
to the pursuit of "individually configured
excellence."
3.23 The teacher respects students
as individuals with differing personal and family
backgrounds and various skills,
talents, and interests.
3.24 The teacher is sensitive to
community and cultural norms.
3.25 The teacher makes students feel
valued for their potential as people, and helps
them learn to value each
other.
3.30 Performances
3.31 The teacher identifies and
designs instruction appropriate to students' stages of
development, learning styles,
strengths, and needs.
3.32 The teacher uses teaching
approaches that are sensitive to the multiple experiences
of learners and that address
different learning and performance modes.
3.33 The teacher makes appropriate
provisions (in terms of time and circumstances for
work, tasks assigned, communication, and response
modes) for individual students who have
particular learning differences or
needs.
3.34 The teacher can identify when
and how to access appropriate services or resources
to meet exceptional learning needs.
3.35 The teacher seeks to understand
students' families, cultures, and communities, and
uses this information as a basis for connecting
instruction to students' experiences (e.g.
drawing explicit connections between
subject matter and community matters,
making assignments that can be related to
students' experiences and cultures).
3.36 The teacher brings multiple
perspectives to the discussion of subject matter,
including attention to students' personal, family,
and community experiences and cultural norms.
3.37 The teacher creates a learning
community in which individual differences are respected.
4.10 Knowledge
4.11 The teacher understands the
cognitive processes associated with various kinds of
learning (e.g. critical and creative
thinking, problem structuring and problem
solving, invention, memorization and recall) and
how these processes can be stimulated.
4.12 The teacher understands
principles and techniques, along with advantages and
limitations, associated with various
instructional strategies (e.g. cooperative
learning, direct instruction, discovery learning,
whole group discussion, independent study,
interdisciplinary
instruction).
4.13 The teacher knows how to
enhance learning through the use of a wide variety of
materials as well as human and
technological resources (e.g. computers, audio-visual
technologies, videotapes and discs,
local experts, primary documents and
artifacts, texts, reference books, literature, and
other print resources).
4.20 Dispositions
4.21 The teacher values the
development of students' critical thinking, independent
problem solving, and performance
capabilities.
4.22 The teacher values flexibility
and reciprocity in the teaching process as necessary
for adapting instruction to
student responses, ideas, and needs.
4.30 Performances
4.31 The teacher carefully evaluates
how to achieve learning goals, choosing
alternative teaching strategies and materials to
achieve different instructional purposes and to
meet student needs (e.g.
developmental stages, prior knowledge, learning styles,
and interests).
4.32 The teacher uses multiple
teaching and learning strategies to engage students in
active learning opportunities that promote the
development of critical thinking, problem solving,
and performance capabilities and that help student assume
responsibility for identifying and using learning
resources.
4.33 The teacher
constantly monitors and adjusts strategies in response to learner
feedback.
4.34 The teacher
varies his or her role in the instructional process (e.g.
instructor, facilitator, coach, audience) in
relation to the content and purposes of instruction and the needs
of students.
4.35 The teacher develops a variety
of clear, accurate presentations and representations
of concepts, using alternative explanations to
assist students' understanding and
presenting diverse perspectives to encourage
critical thinking.
4.36 The teacher uses educational
technology to broaden student knowledge
about technology, to deliver instruction to
students at different levels and paces, and for
advanced levels of learning.
group motivation and behavior to
create a learning environment that encourages positive social
interaction, active engagement in
learning, and self-motivation.
5.10 Knowledge
5.11 The teacher can use knowledge
about human motivation and behavior drawn from the
foundational sciences of psychology,
anthropology, and sociology to develop
strategies for organizing and supporting
individual and group work.
5.12 The teacher understands how
social groups function and influence people, and how
people influence groups.
5.13 The teacher knows how to help
people work productively and cooperatively with each
other in complex social
settings.
5.14 The teacher understands the
principles of effective classroom management and can use a
range of strategies to promote
positive relationships, cooperation, and purposeful
learning in the classroom.
5.15 The teacher recognizes factors
and situations that are likely to promote or diminish
intrinsic motivation, and knows how
to help students become self-motivated.
5.20 Dispositions
5.21 The teacher takes
responsibility for establishing a positive climate in the classroom
and participates in maintaining
such a climate in the school as whole.
5.22 The teacher understands how
participation supports commitment, and is committed
to the expression and use of democratic values in
the classroom.
5.23 The teacher values the role of
students in promoting each other's learning and
recognizes the importance of peer
relationships in establishing a climate of learning.
5.24 The teacher recognizes the
value of intrinsic motivation to students' life-long growth
and learning.
5.25 The teacher is committed to the
continuous development of individual students'
abilities and considers how different motivational
strategies are likely to encourage this
development for each student.
5.30 Performances
5.31 The teacher creates a smoothly
functioning learning community in which students
assume responsibility for themselves
and one another, participate in decision making,
work collaboratively and
independently, and engage in purposeful learning activities.
5.32 The teacher engages students in
individual and cooperative learning activities that
help them develop the motivation to achieve, by,
for example, relating lessons to students'
personal interests, allowing
students to have choices in their learning, and
leading students to ask questions and pursue
problems that are meaningful to them.
5.33 The teacher organizes,
allocates, and manages the resources of time, space,
activities, and attention to provide active and
equitable engagement of students in productive tasks.
5.34 The teacher maximizes the
amount of class time spent in learning by creating
expectations and processes for
communication and behavior along with a
physical setting conducive to classroom
goals.
5.35 The teacher helps the group to
develop shared values and expectations for student
interactions, academic discussions,
and individual and group responsibility that create a
positive classroom climate of
openness, mutual respect, support, and inquiry.
5.36 The teacher analyzes the
classroom environment and makes decisions and adjustments
to enhance social relationships,
student motivation and engagement, and productive work.
5.37 The teacher organizes, prepares
students for, and monitors independent and group work
that allows for full and varied
participation of all individuals.
Communication &
Technology
nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
6.10 Knowledge
6.11 The teacher understands
communication theory, language development, and the role of
language in learning.
6.12 The teacher understands how
cultural and gender differences can affect communication
in the classroom.
6.13 The teacher recognizes the
importance of nonverbal as well as verbal communication.
6.14 The teacher knows about and can
use effective verbal, nonverbal, and media
communication techniques.
6.20 Dispositions
6.21 The teacher recognizes the
power of language for fostering self-expression, identity
development, and learning.
6.22 The teacher values many ways in
which people seek to communicate and encourages
many modes of communication in the
classroom.
6.23 The teacher is a thoughtful and
responsive listener.
6.24 The teacher appreciates the
cultural dimensions of communication, responds
appropriately, and seeks to foster
culturally sensitive communication by and among all
students in the class.
6.30 Performances
6.31 The teacher models effective
communication strategies in conveying ideas and
information and in asking questions
(e.g. monitoring the effects of messages, restating
ideas and drawing connections, using
visual, aural, and kinesthetic cues, being sensitive
to nonverbal cues given and
received).
6.32 The teacher supports and
expands learner expression in speaking, writing, and other
media.
6.33 The teacher knows how to ask
questions and stimulate discussion in different ways for
particular purposes, for example,
probing for learner understanding, helping students
articulate their ideas and thinking
processes, promoting risk-taking and problem-
solving, facilitating factual
recall, encouraging convergent and divergent thinking,
stimulating curiosity, helping
students to question.
6.34 The teacher communicates in
ways that demonstrate sensitivity to cultural and gender
differences (e.g. appropriate use of
eye contact, interpretation of body language and
verbal statements, acknowledgment of
and responsiveness to different modes of
communication and
participation).
6.35 The teacher knows how to use a
variety of media communication tools, including audio-
visual aids and computers, to enrich
learning opportunities.
students, the community, and
curriculum goals.
7.10 Knowledge
7.11 The teacher understands
learning theory, subject matter, curriculum development, and
student development and knows how to
use this knowledge in planning instruction to
meet curriculum goals.
7.12 The teacher knows how to take
contextual considerations (instructional materials,
individual student interests, needs,
and aptitudes, and community resources) into
account in planning instruction that
creates an effective bridge between curriculum
goals and students'
experiences.
7.13 The teacher knows when and how
to adjust plans based on student responses and other
contingencies.
7.20 Dispositions
7.21 The teacher values both long
term and short term planning.
7.22 The teacher believes that plans
must always be open to adjustment and revision based
on student needs and changing
circumstances.
7.23 The teacher values planning as
a collegial activity.
7.30 Performances
7.31 As an individual and a member
of a team, the teacher selects and creates learning
experiences that are appropriate for
curriculum goals, relevant to learners, and based
upon principles of effective
instruction (e.g. that activate students' prior knowledge,
anticipate preconceptions, encourage
exploration and problem-solving, and build new
skills on those previously
acquired).
7.32 The teacher plans for learning
opportunities that recognize and address variation in
learning styles and performance
modes.
7.33 The teacher creates lessons and
activities that operate at multiple levels to meet the
developmental and individual needs
of diverse learners and help each progress.
7.34 The teacher creates short-range
and long-term plans that are linked to student needs and
performance, and adapts the plans to
ensure and capitalize on student progress and motivation.
7.35 The teacher responds to
unanticipated sources of input, evaluates plans in relation
to
short- and long-range goals, and
systematically adjusts plans to meet student needs and
enhance learning.
Assessment
strategies to evaluate and ensure
the continuous intellectual, social and physical development of the
learner.
8.10 Knowledge
8.11 The teacher understands the
characteristics, uses, advantages, and limitations of
different types of assessments (e.g.
criterion-referenced and norm-referenced
instruments, traditional
standardized and performance-based tests, observation
systems,
and assessments of student work) for
evaluating how students learn, what they know
and are able to do, and what kinds
of experiences will support their further growth and
development.
8.12 The teacher knows how to
select, construct, and use assessment strategies and
instruments appropriate to the
learning outcomes being evaluated and to other
diagnostic purposes.
8.13 The teacher understands
measurement theory and assessment-related issues, such as
validity, reliability, bias, and
scoring concerns.
8.20 Dispositions
8.21 The teacher values ongoing
assessment as essential to the instructional process and
recognizes that many different
assessment strategies, accurately and systematically
used, are necessary for monitoring
and promoting student learning.
8.22 The teacher is committed to
using assessment to identify student strengths and promote
student growth rather than to deny
students access to learning opportunities.
8.30 Performances
8.31 The teacher appropriately uses
a variety of formal and informal assessment techniques
(e.g. observation, portfolios of
student work, teacher-made tests, performance tasks,
projects, student self-assessments,
peer assessment, and standardized tests) to enhance
her or his knowledge of learners,
evaluate students' progress and performances, and
modify teaching and learning
strategies.
8.32 The teacher solicits and uses
information about students' experiences, learning behavior,
needs, and progress from parents,
other colleagues, and the students themselves.
8.33 The teacher uses assessment
strategies to involve learners in self-assessment activities,
to help them become aware of their
strengths and needs, and to encourage them to set
personal goals for learning.
8.34 The teacher evaluates the
effect of class activities on both individuals and the class as
a
whole, collecting information
through observation of classroom interactions,
questioning, and analysis of student
work.
8.35 The teacher monitors his or her
own teaching strategies and behavior in relation to
student success, modifying plans and
instructional approaches accordingly.
8.36 The teacher maintains useful
records of student work and performance and can
communicate student progress
knowledgeably and responsibly, based on appropriate
indicators, to students, parents,
and other colleagues.
Reflective Practice: Professional Growth -
Principle #9: The teacher is a reflective practitioner who
continually evaluates the effects of his/her choices and actions on
others (students, parents, and other professionals in the learning
community) and who actively seeks out
opportunities to grow professionally.
9.10 Knowledge
9.11 The teacher understands the
historical and philosophical foundations of education
9.12 The teacher understands methods
of inquiry that provide him/her with a variety of self-
assessment and problem-solving
strategies for reflecting on his/her practice, its
influences on students' growth and
learning, and the complex interactions between them.
9.13 The teacher is aware of major
areas of research on teaching and of resources available
for professional learning (e.g.
professional literature, colleagues, professional
associations, professional
development activities).
9.20 Dispositions
9.21 The teacher values critical
thinking and self-directed learning as habits of mind.
9.22 The teacher is committed to
reflection, assessment, and learning as an ongoing process.
9.23 The teacher is willing to give
and receive help.
9.24 The teacher is committed to
seeking out, developing, and continually refining practices
that address the individual needs of
students.
9.25 The teacher recognizes his/her
professional responsibility for engaging in and
supporting appropriate professional
practices for self and colleagues.
9.30 Performances
9.31 The teacher uses classroom
observation, information about students, and research as
sources for evaluating the outcomes
of teaching and learning and as a basis for
experimenting with, reflecting on,
and revising practice.
9.32 The teacher seeks out
professional literature, colleagues, and other resources to
support
his/her own development as a learner
and a teacher.
9.33 The teacher draws upon
professional colleagues within the school and other
professional
arenas as supports for reflection,
problem-solving and new ideas, actively sharing
experiences and seeking and giving
feedback.
colleagues, parents, and agencies in
the larger community to support students' learning and
well-being.
10.10 Knowledge
10.11 The teacher understands
schools as organizations within the larger community context
and understands the operations of
the relevant aspects of the system(s) within which s/he
works.
10.12 The teacher understands how
factors in the students' environment outside of school
(e.g. family circumstances,
community environments, health and economic conditions)
may influence students' life and
learning.
10.13 The teacher understands and
implements laws related to students' rights and teacher
responsibilities (e.g. for equal
education, appropriate education for handicapped
students, confidentiality, privacy,
appropriate treatment of students, reporting in
situations related to possible child
abuse).
10.20 Dispositions
10.21 The teacher values and
appreciates the importance of all aspects of a child's
experience.
10.22 The teacher is concerned about
all aspects of a child's well-being (cognitive, emotional,
social, and physical), and is alert
to signs of difficulties.
10.23 The teacher is willing to
consult with other adults regarding the education and well-
being of his/her students.
10.24 The teacher respects the
privacy of students and confidentiality of information.
10.25 The teacher is willing to work
with other professionals to improve the overall learning
environment for students.
10.30 Performances
10.31 The teacher participates in
collegial activities designed to make the entire school a
productive learning
environment.
10.32 The teacher makes links with
the learners' other environments on behalf of students, by
consulting with parents, counselors,
teachers of other classes and activities within the
schools, and professionals in other
community agencies.
10.33 The teacher can identify and
use community resources to foster student learning.
10.34 The teacher establishes
respectful and productive relationships with parents and
guardians from diverse home and
community situations, and seeks to develop
cooperative partnerships in support
of student learning and well being.
10.35 The teacher talks with and
listens to the student, is sensitive and responsive to clues
of
distress, investigates situations,
and seeks outside help as needed and appropriate to
remedy problems.
10.36 The teacher acts as an
advocate for students.
Council of Chief State School
Officers
One Massachusetts Avenue, NW · Suite
700 · Washington, DC 20001-1431
voice: 202.408.5505 · fax:
202.408.8072
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