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Minnesota Standards of Effective Practice and INTASC Standards

Effective date.  The requirements in this part for licensure are effective on September 1, 2010, and thereafter.

 Revised: T. Shannon 4/2010

MN Standards of Effective Practice INTASC Standards

Standard 1, subject matter. A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.  The teacher must: 

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.
1A.  understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught; 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.

1B.  understand how students' conceptual frameworks and misconceptions for an area of knowledge can influence the students' learning;

1.12 The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.

1C.  connect disciplinary knowledge to other subject areas and to everyday life;

1.13  The teacher can relate his/her disciplinary knowledge to other subject areas.

1D.  understand that subject matter knowledge is not a fixed body of facts but is complex and ever developing; Disposition 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.
  Disposition 1.22  The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower.
 

Disposition 1.23 The teacher has enthusiasm for the discipline(s) she teaches and sees connections to everyday life.

 

Disposition 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.

1E.  use multiple representations and explanations of subject matter concepts to capture key ideas and link them to students' prior understandings;

1.31  The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.
1F.  use varied viewpoints, theories, ways of knowing, and methods of inquiry in teaching subject matter concepts;

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.

1G.  evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness for presenting particular ideas and concepts;

1.33  The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.

MN Standards of Effective Practice

INTASC Standards

1H.  engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline;

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.

1I.  develop and use curricula that encourage students to understand, analyze, interpret, and apply ideas from varied perspectives; and

1.35  The teacher develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.

1J.  design interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

1.36  The teacher can create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.

Standard 2, student learning.  A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.  The teacher must: 

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.

2A.  understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning;

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.

2B.  understand that a student's physical, social, emotional, moral, & cognitive development influence learning & know how to address these factors when making instructional decisions;

2.12  The teacher understands that students’ physical, social, emotional, moral & cognitive develop-ment influence learning & knows how to address these factors when making instructional decisions.

2C.  understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others;

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.

 

Dispositions 2.21 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.

2D.  use a student's strengths as a basis for growth, and a student's errors as opportunities for learning;

Disposition 2.22 The teacher is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.

2E.  assess both individual and group performance and design developmentally appropriate instruction that meets the student's current needs in the cognitive, social, emotional, moral, and physical domains;

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.

MN Standards of Effective Practice

INTASC Standards

2F.  link new ideas to familiar ideas; make connections to a student's experiences; provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks; and

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.

2G.  use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking; and

2.33 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.

2H.  demonstrate knowledge and understanding of concepts related to technology and student learning.

 

Standard 3, diverse learners.  A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.  The teacher must:

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.

3A.  understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student’s strengths as the basis for continued learning;

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 student’s strengths as the basis for growth.

3B.  know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents;

3.12 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.

3C.  know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English;

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.

3D.  understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;

 

3E.  understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values;

3.14 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.

MN Standards of Effective Practice

INTASC Standards

3F.  understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society;

 

3G.  understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture;

 

3H.  understand cultural and community diversity; and know how to learn about and incorporate a student’s experiences, cultures, and community resources into instruction;

3.15 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.

3I.  understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success;

Disposition 3.21 The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
  Disposition 3.22 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.”
  Disposition 3.23 The teacher respects students as individuals with differing personal and family backgrounds & various skills, talents, & interest.

3J.  know about community and cultural norms;

Disposition 3.24 The teacher is sensitive to community and cultural norms.
 

Disposition 3.25 The teacher makes students feel valued for their potential as people, and helps them learn to value each other.

3K.  identify and design instruction appropriate to a student’s stages of development, learning styles, strengths, and needs;

3.31 The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, & needs.

3L.  use teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes;

3.32 The teacher uses teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes.

3M.  accommodate a student’s learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes;

3.33 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.

3N.  identify when and how to access appropriate services or resources to meet exceptional learning needs;

3.34 The teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs.

MN Standards of Effective Practice

INTASC Standards

3O.  use information about students’ families, cultures, and communities as the basis for connecting instruction to students’ experiences;

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.

3P.  bring multiple perspectives to the discussion of subject matter, including attention to a student's personal, family, and community experiences and cultural norms; and

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.

3Q.  develop a learning community in which individual differences are respected.

3.37 The teacher creates a learning community in which individual differences are respected.

3R.  identify and apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

 

Standard 4, instructional strategies.  A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.  The teacher must:

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.

4A.  understand Minnesota's graduation standards and how to implement them;

 

4B.  understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;

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.

4C.  understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;

4.12 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).

4D.  enhance learning through the use of a wide variety of materials and human and technological resources;

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).

MN Standards of Effective Practice

INTASC Standards

4E.  nurture the development of student critical thinking, independent problem solving, and performance capabilities;

Disposition 4.21 The teacher values the development of students' critical thinking, independent problem solving, & performance capabilities.

4F.  demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;

Disposition 4.22 The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas and needs.

 

Disposition 4.23 The teacher values the use of educational technology in the teaching and learning process.

4G.  design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests;

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).

4H.  use 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 students assume responsibility for identifying and using learning resources;

4.32 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 resources.

4I.  monitor and adjust strategies in response to learner feedback;

4.33 The teacher constantly monitors & adjusts strategies in response to learner feedback.

4J.  vary the instructional process to address the content and purposes of instruction and the needs of students;

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 & the needs of students.

4K.  develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and present varied perspectives to encourage critical thinking; and

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 perspective to encourage critical thinking.

4L.  use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, & to stimulate advanced levels of learning.

4.36 The teacher uses educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels & paces, & for advanced levels of learning.

Standard 5, learning environment.  A teacher must be able to use an understanding of individual & group motivation & behavior to create learning environments that encourage positive social interaction, active engagement in learning, & self-motivation. The teacher must:

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.

MN Standards of Effective Practice

INTASC Standards

5A.  understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;

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.

5B.  understand how social groups function and influence people, and how people influence groups;

5.12 The teacher understands how social groups function and influence people, and how people influence groups.

5C.  know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;

 

5D.  know how to help people work productively and cooperatively with each other in complex social settings;

5.13 The teacher knows how to help people work productively and cooperatively with each other in complex social settings.

5E.  understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom;

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.

5F.  know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated;

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.

5G.  understand how participation supports commitment;

Disposition 5.22 The teacher understands how participation supports commitment, and is committed to the expression and use of democratic values in the classroom.

5H.  establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole;

Disposition 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 a whole.

5I.  establish peer relationships to promote learning;

Disposition 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.

5J.  recognize the relationship of intrinsic motivation to student lifelong growth and learning;

Disposition 5.24 The teacher recognizes the values of intrinsic motivation to students' life-long growth and learning.

5K.  use different motivational strategies that are likely to encourage continuous development of individual learner abilities;

Disposition 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.

MN Standards of Effective Practice

INTASC Standards

5L.  design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities;

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.

5M.  engage students in individual and group learning activities that help them develop the motivation to achieve, by 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 and the learning;

5.32 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.

5N.  organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks;

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.

5O.  maximize 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;

5.34 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.

5P.  develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning;

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.

5Q.  analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work; and

5.36 The teacher analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.

5R.  organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals.

5.37 The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.

Standard 6, communication.  A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.  The teacher must:   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.

6A.  understand communication theory, language development, and the role of language in learning;

6.11 The teacher understands communication theory, language development, and the role of language in learning.

MN Standards of Effective Practice

INTASC Standards

6B.  understand how cultural and gender differences can affect communication in the classroom;

6.12 The teacher understands how cultural and gender differences can affect communication in the classroom.

6C.  understand the importance of nonverbal as well as verbal communication;

6.13 The teacher recognizes the importance of nonverbal as well as verbal communication.

6D.  know effective verbal, nonverbal, and media communication techniques;

6.14 The teacher knows about and can use effective verbal, nonverbal, and media communication techniques.

6E.  understand the power of language for fostering self-expression, identity development, and learning;

Disposition 6.21 The teacher recognizes the power of language for fostering self-expression, identity development, and learning.

 

Disposition 6.22 The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom.

6F.  use effective listening techniques;

Disposition 6.23 The teacher is a thoughtful and responsive listener.

6G.  foster sensitive communication by and among all students in the class;

Disposition 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.

6H.  use effective communication strategies in conveying ideas and information and in asking questions;

6.31 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 and received).

6I.  support and expand learner expression in speaking, writing, and other media;

6.32 The teacher supports and expands learner expression in speaking, writing, and other media.

6J.  know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question; and

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 stimulate students to question.

 

6.34 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).

MN Standards of Effective Practice

INTASC Standards

6K.  use a variety of media and educational technology to enrich learning opportunities.

6.35 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.

Standard 7, planning instruction.  A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.  The teacher must:    Standard 7, Planning Instruction. The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

7A.  understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;

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.

7B.  plan instruction using contextual considerations that bridge curriculum and student experiences;

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.

7C.  plan instructional programs that accommodate individual student learning styles and performance modes;

7.32 The teacher plans for learning oppor-tunities that recognize and address variation in learning styles and performance modes.

7D.  create short-range and long-range plans that are linked to student needs and performance;

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.

 

Disposition 7.21 The teacher values both long term and short term planning.

 

Disposition 7.22 The teacher believes that plans must always be open to adjustment & revision based on student needs & changing circumstances.

 

Disposition 7.23 The teacher values planning as a collegial activity.

7E.  design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;

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.  

MN Standards of Effective Practice

INTASC Standards

7F.  implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired;

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).

7G.  evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning; and

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.

7H.  plan for the management of technology resources within the context of learning activities and develop strategies to manage student learning in a technology-integrated environment.

 

Standard 8, assessment.  A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.  The teacher must:

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.

8A.  be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501;

 

8B.  understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work;

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 and technology will support their further growth and development.

8C.  understand the purpose of and differences between assessment and evaluation;

 

8D.  understand measurement theory and assessment-related issues, including validity, reliability, bias, and scoring concerns;

8.13 The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.

8E.  select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes;

8.12 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.

MN Standards of Effective Practice

INTASC Standards

 

Disposition 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.

8F.  use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities;

Disposition 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.

8G.  use varied and appropriate formal and informal assessment techniques including observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests;

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 student's progress and performances, and modify teaching and learning strategies.

8H.  use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, 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.

8I.  implement students' self-assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning;

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.

8J.  evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of student work;

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.

8K.  monitor teaching strategies and behaviors in relation to student success to modify plans and instructional approaches to achieve student goals;

8.35 The teacher monitors her/his own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.

8L.  establish and maintain student records of work and performance; and

8.36 The teacher maintains useful records of student work & performance & can commun-icate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents/guardians, & colleagues.

MN Standards of Effective Practice

INTASC Standards

8M.  responsibly communicate student progress based on appropriate indicators to students, parents or guardians, and other colleagues; and

(Included in 8.36 above)

8N.  use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

 

Standard 9, reflection and professional development.  A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on the learning community, and who actively seeks out opportunities for professional growth.  The teacher must:

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.

9A.  understand the historical and philosophical foundations of education;

9.11 The teacher understands the historical and philosophical foundations of education.

9B.  understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment;

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.

9C.  understand the influences of the teacher's behavior on student growth and learning;

 

9D.  know major areas of research on teaching and of resources available for professional development;

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).

9E.  understand the role of reflection and self-assessment on continual learning;

Disposition 9.22  The teacher is committed to reflection, assessment, and learning as an ongoing process.

9F.  understand the value of critical thinking and self-directed learning;

Disposition 9.21  The teacher values critical thinking & self-directed learning as habits of mind.

  Disposition 9.23  The teacher is willing to give and receive help.  
  Disposition 9.24  The teacher is committed to seeking out, developing, and continually refining practices that address the individual needs of students.

9G.  understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues;

9.25  The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

MN Standards of Effective Practice

INTASC Standards

9H.  use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice;

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.

9I.  use professional literature, colleagues, and other resources to support development as both a student and a teacher;

9.32 The teacher seeks out professional literature, colleagues, and other resources to support her/his own development as a learner and a teacher.

9J.  collaboratively use 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;

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.

9K.  understand standards of professional conduct in the Code of Ethics for Minnesota Teachers in part 8700.7500; and

 

9L.  understand the responsibility for obtaining and maintaining licensure, the role of the teacher as a public employee, and the purpose & contributions of educational organizations; and

 

9M.  understand the role of continuous development in technology knowledge and skills representative of technology applications for education.

 

Standard 10, collaboration, ethics, and relationships.  A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.  The teacher must:

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 well-being.
10A.  understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the systems within which the teacher works; 10.11 The teacher understands schools as organi-zations within the larger community context & understands the operations of the relevant aspects of the system(s) within s/he works.

10B.  understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;

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.

10C.  understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect;

10.13 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).

MN Standards of Effective Practice

INTASC Standards

 

Disposition 10.21 The teacher values and appreciates the importance of all aspects of a child's experience.

10D.  understand the concept of addressing the needs of the whole learner;

Disposition 10.22 The teacher is concerned about all aspects of child's well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties.

10E.  understand the influence of use and misuse of tobacco, alcohol, drugs, and other chemicals on student life and learning;

 
10F.  understand data practices;

Disposition 10.23 The teacher respects the privacy of students and confidentiality of information.

 

Disposition 10.24 The teacher is willing to consult with other adults regarding the education and well-being of her/his students.

10G.  collaborate with other professionals to improve the overall learning environment for students;

Disposition 10.25 The teacher is willing to work with other professionals to improve the overall learning environment for students.

10H.  collaborate in activities designed to make the entire school a productive learning environment;

10.31 The teacher participates in collegial activities designed to make the entire school a productive learning environment.

10I.  consult with parents, counselors, teachers of other classes and activities within the school, and professionals in other community agencies to link student environments;

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.

10J.  identify and use community resources to foster student learning;

10.33 The teacher can identify and use community resources to foster student learning.

10K.  establish productive relationships with parents and guardians in support of student learning and well-being; and

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.

10L.  understand mandatory reporting laws and rules; and

 

10M.  understand the social, ethical, legal, and human issues surrounding the use of information and technology in prekindergarten through grade 12 schools and apply that understanding in practice.

 

MN Standards of Effective Practice

INTASC Standards

 

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.

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