Professional Teaching Standards

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Professional Teaching Standards

Charneshera Gabriel Grand Canyon University SEC 502 Shawna Martino 09-15-21

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Objectives

Discuss two common themes that are present in both InTASC Standards and SPA standards for my future content area of Mathematics. Explain how these two themes are related to the knowledge, skills, and values of effective teacher. Discuss how the InTASC and SPA standards addresses professional collaboration and data-driven instructional decision-making. Address how teachers are expected to assume the responsibilities of improving practice and advancing the profession.

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What Does InTASC Mean?

InTASC stands for Interstate Teacher Assessment and Support Consortium “teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world” (Council of chief State School Officers, 2011, pg 3). ( Council of Chief State School Officers. (2011, April).)

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What Does SPA Mean?

SPA stands for Specialized Professional Association The SPA for my content area is National Council of Teachers of Mathematics. ( NCTM Standards. (2020). )

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Common Theme #1

Content Knowledge InTASC Standard #4 NCTM Standard #1 ( Council of Chief State School Officers. (2011, April).) (NCTM Standards. (2020). )

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How do They Relate?

Knowledge Teacher must understand major mathematics concepts. Teacher must also understand and recognize common misconceptions. Skills Teachers must be able to demonstrate and apply their knowledge and procedures within and among mathematical domains of number; Algebra and functions; calculus; statistics and probability; geometry, trigonometry, and measurement . ( Council of Chief State School Officers. (2011, April).) (NCTM Standards. (2020). )

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How do They Relate? (cont.)

Value Teachers must know how to integrate culturally relevant content to build on learner’s background knowledge. Teacher must recognize the potential of bias and seek to address problems of bias appropriately. ( Council of Chief State School Officers. (2011, April).) (NCTM Standards. (2020). )

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Common Theme #2

Learning Differences InTASC Standard #2 NCTM Standard #3 ( NCTM Standards. (2020). ) ( Council of Chief State School Officers. (2011, April). )

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How do they relate?

Knowledge Teacher understands and identifies differences in learning and performance. Teacher understands students with exceptional needs and know how to use strategies and resources to address students needs Skills Teacher can design instructions to build on learners’ prior knowledge and experiences. Teacher can identify students’ strengths to support meaningful participation and learning. ( Council of Chief State School Officers. (2011, April).) (NCTM Standards. (2020). )

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How do they relate?

Values Teacher should be able to identify individual students and groups differences for mathematic instructions. ( Council of Chief State School Officers. (2011, April).) (NCTM Standards. (2020). )

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Collaboration

Learning Difference addresses collaboration in InTASC standard 2 in several ways to name a few Work with professional colleagues to help with students development needs. To work with Specialized assistance and services Content Knowledge collaboration is to join other colleagues in subject area. ( NCTM Standards. (2020). ) ( Council of Chief State School Officers. (2011, April).)

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Data-Driven Instructional decision-making

Learning Difference and Content Knowledge both uses data driven and decision making through assessment. They also uses rate of growth and analysis. ( Council of Chief State School Officers. (2011, April).) (NCTM Standards. (2020). )

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what InTASC says about teacher expectations?

According to InTASC standards it states, “the teacher’s responsibility for the learning of all students and the expectation that they will see themselves as leaders from the beginning of their career.” ( Council Council of Chief State School Officers. (2011, April).)

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References

Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium ( InTASC ) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author. http://www.ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf NCTM Standards. (2020). Retrieved from National Council of Teachers of Mathematics: http://caepnet.org/~/media/Files/caep/program-review/nctm/nctm-standards-2020-secondary.pdf?la=en

Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium ( InTASC ) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author. http://www.ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf NCTM Standards. (2020). Retrieved from National Council of Teachers of Mathematics: http://caepnet.org/~/media/Files/caep/program-review/nctm/nctm-standards-2020-secondary.pdf?la=en