InTASC Model Core Teaching Standards: A Resource for State Dialogue

1. InTASC Model Core Teaching Standards: A Resource for State Dialogue Common Core Standards Symposium Illinois ASCD Meeting October 25, 2010

2. Panelist Kathleen Paliokas Program Director Interstate Teacher Assessment and Support Consortium (InTASC) Education Workforce Council of Chief State School Officers kathleenp@ccsso.org 202-336-7058

17. InTASC Model Core Teaching Standards Update Process • Original standards released in 1992 • Revision conducted by expert panel that included: • Practicing teachers • Higher education faculty who prepare educators • State education agency staff • Funding contributed by ETS, NEA, Evaluation Systems of Pearson • Policy issues

18. Key Changes to Standards • Developmental continuum: Standards no longer just for beginning teachers but ALL teachers. • INTASC becomes InTASC (Interstate Teacher Assessment and Support) • A Focus on 21st Century Knowledge and Skills: Problem solving, curiosity, creativity, innovation, communication, interpersonal skills, the ability to synthesize across disciplines, global literacy, ethics, and technological expertise. • Personalized Learning for Diverse Learners: Teachers need knowledge and skills to customize learning for learners with a range of individual differences.

19. Key Changes to Standards (continued) A Collaborative Professional Culture: Teaching is not a private act. Increased Emphasis on Assessment Literacy: Teachers need to have greater knowledge and skill around how to develop a range of assessments and how to use assessment data to improve instruction and support learner success. New Leadership Roles for Teachers and Administrators: A shift in leadership from teachers working autonomously in their classrooms to administrators, teachers, and others sharing leadership roles and responsibilities for student learning.

20. Groupings of Standards The Learner and Learning Principle #1: Learner Development Principle #2: Learning Differences Principle #3: Learning Environments Content Knowledge Principle #4: Content Knowledge Principle #5: Innovative Applications of Content

21. Groupings of Standards Instructional Practice Principle #6: Assessment Principle #7: Planning for Instruction Principle #8: Instructional Strategies Professional Responsibility Principle #9: Reflection and Continuous Growth Principle #10: Collaboration

24. Policy Implications • Taking the standards to the next level of grain size – what does that look like? • Reform in Preparation • Program approval/accreditation as leverage • Clinical practice • Developmental Continuum • Assessment at key transition points • End of Pre-service – TPAC as one example • NBPTS – accomplished teaching • What does tier 2 or professional license assessment look like? • Collaborative Culture – embedded professional learning as a goal • Data-informed decisionmaking • Teacher Evaluation • Student growth and multiple measures

25. State Consortium on Educator Effectiveness (SCEE) • Chiefs met on Sept 15 in Chicago (30 states) and via webinar on Sept 29 (22 states) to brainstorm SCEE and identify • Topical priority areas within Education Workforce • Expected outcomes and deliverables of consortium • Structural design of consortium • Three areas of focus • Standards for Learning, Teaching and Leading • Professional Growth and Support for Teaching and Leading • Evaluating Teaching and Leading

26. State Consortium on Educator Effectiveness (SCEE) • Incorporates InTASC and SCEL within larger umbrella • 25 states have signed on so far • National Summit in April 2011 with intensive monthly webinars beginning in November • Goal is not to duplicate but leverage all the work going on