Interstate New Teacher Assessment and Support Consortium
Standard 1, Subject Matter
The teacher understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and can create learning experiences
that make these aspects of subject matter meaningful for students.
The teacher understands major concepts, assumptions, debates, processes
of inquiry, and ways of knowing that are central to the discipline(s)
The teacher understands how students' conceptual frameworks and their
misconceptions for an area of knowledge can influence their learning.
The teacher can relate his/her disciplinary knowledge to other subject
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.
The teacher appreciates multiple perspectives and conveys to learners
how knowledge is developed from the vantage point of the knower.
The teacher has enthusiasm for the discipline(s) s/he teaches and sees
connections to everyday life.
The teacher is committed to continuous learning and engages in professional
discourse about subject matter knowledge and children's learning of
The teacher effectively uses multiple representations and explanations
of disciplinary concepts that capture key ideas and link them to students'
The teacher can represent and use differing viewpoints, theories, "ways
of knowing" and methods of inquiry in his/her teaching of subject
The teacher can evaluate teaching resources and curriculum materials
for their comprehensiveness, accuracy, and usefulness for representing
particular ideas and concepts.
The teacher engages students in generating knowledge and testing hypotheses
according to the methods of inquiry and standards of evidence used in
The teacher develops and uses curricula that encourage students to see,
question, and interpret ideas from diverse perspectives.
The teacher can create interdisciplinary learning experiences that allow
students to integrate knowledge, skills, and methods of inquiry from
several subject areas.
↑ Top ↑
Standard 2, Student Learning
The teacher understands how children and youth learn and develop, and
can provide learning opportunities that support their intellectual, social
and personal development.
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.
The teacher understands that student's physical, social, emotional,
moral and cognitive development influence learning and knows how to
address these factors when making instructional decisions.
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
The teacher appreciates individual variation within each area of developments,
shows respect for the diverse talents of all learners, and is committed
to help them develop self-confidence and competence.
The teacher is disposed to use students' strengths as a basis for growth,
and their errors as an opportunity for learning.
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
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.
The teacher accesses student's 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.
↑ Top ↑
Standard 3, Diverse Learners
The teacher understands how students differ in their approaches to learning
and creates instructional opportunities that are adapted to learners from
diverse cultural backgrounds and with exceptionalities.
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 student's strengths as the basis for growth.
The teacher knows about areas of exceptionality in learning--including
learning disabilities, visual and perceptual difficulties, special physical
or mental challenges and gifted and talented.
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.
The teacher understands how student's learning is influenced by individual
experiences, talents, and prior learning, as well as language, culture,
family and community values.
The teacher has a well--grounded framework for understanding cultural
and community diversity and knows how to learn about and incorporate
student's experiences, cultures, and community resources into instruction.
The teacher believes that all children can learn at high levels and
persists in helping all children achieve success.
The teacher appreciates and values human diversity, shows respect for
student's varied talents and perspectives, and is committed to the pursuit
of "individually configured excellence."
The teacher respects students as individuals with differing personal
and family backgrounds and various skills, talents, and interest.
The teacher is sensitive to community and cultural norms.
The teacher makes students feel valued for the potential as people,
and helps them learn to value each other.
3.30 Performance Indicators
The teacher identifies and designs instruction appropriate to students'
stages of development, learning styles, strengths, and needs.
The teacher uses teaching approaches that are sensitive to the multiple
experiences of learners and that address different learning and performance
The teacher makes appropriate provision (in terms of time and circumstances
for work, tasks assigned, communication and response modes) for individual
students who have particular learning differences or needs.
The teacher can identify when and how to access appropriate services
or resources to meet exceptional learning needs.
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.
The teacher brings multiple perspectives to the discussion of subject
matter, including attention to students' personal, family, and community
experiences and cultural norms.
The teacher creates a learning community in which individual differences
↑ Top ↑
Standard 4, Instructional Strategies
The teacher understands and uses a variety of instructional strategies
to encourage students' development of critical thinking, problem solving,
and performance skills.
The teacher understand 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.
The teacher understands the 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).
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).
The teacher values the development of students' critical thinking, independent
problem solving, and performance capabilities.
The teacher values flexibility and reciprocity in the teaching process
as necessary for adapting instruction to student responses, ideas and
The teacher values the use of educational technology in the teaching
and learning process.
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).
The teacher uses multiples teaching and learning strategies to engage
students in active learning opportunities that promote the development
of critical thinking, problem solving, and performance capabilities
that help students assume responsibility for identifying and using learning
The teacher constantly monitors and adjusts strategies in response to
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.
The teacher develops a variety of clear, accurate presentations and
representations of concepts, using alternative explanations to assist
students' understanding and presenting diverse perspective to encourage
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.
↑ Top ↑
Standard 5, Learning Environment
The teacher uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
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
The teacher understands how social groups function and influence people,
and how people influence groups.
The teacher knows how to help people work productively and cooperatively
with each other in complex social settings.
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.
The teacher recognizes factors and situations that are likely to promote
or diminish intrinsic motivation, and knows how to help students become
The teacher takes responsibility for establishing a positive climate
in the classroom and participates in maintaining such a climate in the
school as a whole.
The teacher understands how participation supports commitment, and is
committed to the expression and use of democratic values in the classroom.
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.
The teacher recognizes the values of intrinsic motivation to students'
life-long growth and learning.
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.
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.
The teacher engages students in individual and group 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.
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.
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.
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.
The teacher analyzes the classroom environment and makes decisions and
adjustments to enhance social relationships, student motivation and
engagement, and productive work.
The teacher organizes, prepares students for, and monitors independent
and group work that allows for full and varied participation of all
↑ Top ↑
Standard 6, Communication
The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
The teacher understands communication theory, language development,
and the role of language in learning.
The teacher understands how cultural and gender differences can affect
communication in the classroom.
The teacher recognizes the importance of nonverbal as well as verbal
The teacher knows about and can use effective verbal, nonverbal, and
media communication techniques.
The teacher recognizes the power of language for fostering self-expression,
identity development, and learning.
The teacher values many ways in which people seek to communicate and
encourages many modes of communication in the classroom.
The teacher is a thoughtful and responsive listener.
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.
The teacher models effective communications 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
The teacher supports and expands learner expression in speaking, writing,
and other media.
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 stimulate
students to question.
The teacher communicates in ways that demonstrate a 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).
The teacher knows how to use a variety of media communication tools,
including audio-visual aids and computers, including educational technology,
to enrich learning opportunities.
↑ Top ↑
Standard 7, Planning Instruction
The teacher plans and manages instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
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.
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.
The teacher knows when and how to adjust plans based on student responses
and other contingencies.
The teacher values both long term and short term planning.
The teacher believes that plans must always be open to adjustment and
revision based on student needs and changing circumstances.
The teacher values planning as a collegial activity.
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
The teacher plans for learning opportunities that recognize and address
variation in learning styles and performance modes.
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.
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.
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.
↑ Top ↑
Standard 8, Assessment
The teacher understands and uses formal and informal assessment strategies
to evaluate and ensure the continuous intellectual, social and physical
development of the learner.
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
and technology will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies,
technology and instruments appropriate to the learning outcomes being
evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues,
such as validity, reliability, bias, and scoring concerns.
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
The teacher is committed to using assessment to identify student strengths
and promote student growth rather than to deny students access to learning
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 student's progress and performances, and modify teaching and
The teacher solicits and uses information about students' experiences,
learning behavior, needs, and progress from parents, other colleagues,
and the students themselves.
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.
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.
The teacher monitors her/his own teaching strategies and behavior in
relation to student success, modifying plans and instructional approaches
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/guardians, and
↑ Top ↑
Standard 9, Reflection and Professional Development
The teacher is a reflective practitioner who continually evaluates the
effects of her/his choices and actions on others (students, parents, and
other professionals in the learning community) and who actively seeks
out opportunities to grow professionally.
The teacher understands the historical and philosophical foundations
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.
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).
The teacher values critical thinking and self-directed learning as habits
The teacher is committed to reflection, assessment, and learning as
an ongoing process.
The teacher is willing to give and receive help.
The teacher is committed to seeking out, developing, and continually
refining practices that address the individual needs of students.
The teacher recognizes her/his professional responsibility for engaging
in and supporting appropriate professional practices for self and colleagues.
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
The teacher seeks out professional literature, colleagues, and other
resources to support her/his own development as a learner and a teacher.
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.
↑ Top ↑
Standard 10, Collaboration, Ethics, and Relationships
The teacher communicates and interacts with parents/guardians, families,
school colleagues, and the community to support students' learning and
The teacher understands schools as organizations within the larger community
context and understands the operations of the relevant aspects of the
system(s) within s/he works.
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.
The teacher understands and implements laws related to student's rights
and teacher responsibilities (e.g. for equal education, appropriate
education for students with disabilities, confidentiality, privacy,
appropriate treatment of students, reporting in situations related to
possible child abuse).
The teacher values and appreciates the importance of all aspects of
a child's experience.
The teacher is concerned about all aspects of child's well-being (cognitive,
emotional, social, and physical), and is alert to signs of difficulties.
The teacher respects the privacy of students and confidentiality of
The teacher is willing to consult with other adults regarding the education
and well-being of her/his students.
The teacher is willing to work with other professionals to improve the
overall learning environment for students.
The teacher participates in collegial activities designed to make the
entire school a productive learning environment.
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
The teacher can identify and use community resources to foster student
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.
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.
The teacher acts as an advocate for students.
↑ Top ↑