EdSe 3204 ITASC Standards and MN Standards of Effective Practice

Standard Level
Work Sample Evidence

1. Subject Matter

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for students. The teacher is able to:

1.10 Knowledge

  • 1.13 can relate disciplinary knowledge to other subject areas (MN: and to everyday life).

1.20 Dispositions

  • 1.23 show enthusiasm for the discipline(s) s/he teachers and sees connections to everyday life.
  • 1.24 demonstrate commitment to continuous learning and engage in professional discourse about subject matter knowledge and children's learning of the discipline.

1.30 Performance

  • 1.32 use differing viewpoints, theories, ways of knowing and methods to inquiry in teaching subject matter concepts.
  • 1.33 evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
  • 1.34 engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.
  • 1.35 develop and use curricula that encourage students to see, question, and interpret ideas from diverse perspectives. (MN: understand, analyze, interpret and apply ideas from varied perspectives)
  • 1.36 design interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

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 is able to:

2.10 Knowledge

  • 2.11 understand how students construct knowledge, acquire skills, and develop habits of mind- and knows how to use instructional strategies that promote student learning. (MN-develop thinking behaviors)
  • 2.12 understand that students' physical, social, emotional, moral and cognitive development influence learning and know how to address these factors when making instructional decisions.
  • 2.13 understand developmental progressions of learners & ranges of individual variation in physical, social, emotional, moral & cognitive domains, can identify levels of readiness in learning, & understand how dev. in one domain may affect performances in others.

2.20 Dispositions

  • 2.21 appreciate 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 use a student's strengths as a basis for growth, and a student's errors as opportunities for learning.

2.30 Performance

  • 2.31 assess individual & group performance & design instruction that meets learners' current needs in cognitive, social,emotional,moral & physical domains & that leads to the next level of dev.(MN - developmentally appropriate)
  • 2.32 stimulate student reflection on prior knowledge & links new ideas to familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, & testing of ideas & materials, & encouraging students to assume responsibility for shaping their learning tasks.
  • 2.33 use a student's thinking & experiences as a basis for instructional activities by encouraging discussion, listening and responding to group interaction,& eliciting samples of student thinking .

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 is able to:

3.10 Knowledge

  • 3.11 understand & identify differences in approaches to learning & performance, including learning styles, multiple intelligences, & performance modes, & can design instruction to use student's strengths as a basis for growth.
  • 3.12 know about areas of exceptionality in learning - including learning disabilities, perceptual difficulties, special physical or mental challenges, gifts and talents.
  • 3.13 know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.
  • 3.14 understand how student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values.
  • 3.15 understand cultural and community diversity and knows how to learn about and incorporate student's experiences, cultures, and community resources into instruction.
  • MN-SEP understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism

3.20 Dispositions

  • 3.21 understand that all children can and should learn at high levels and persist in helping all students achieve success.
  • 3.22 appreciate and values human diversity, show respect for student's varied talents and perspectives, and demonstrate commitment to the pursuit of individuality configured excellence.
  • 3.23 respect students as individuals with differing personal and family backgrounds and various skills, talents, and needs.
  • 3.24 be sensitive to community and cultural norms.
  • 3.25 make students feel valued for their potential as people, and helps them learn to value each other.

3.30 Performance Indicators

  • 3.31 identify and design instruction appropriate to a student's stages of development, learning styles, strengths, and needs.
  • 3.32 use teaching approaches that are sensitive to the varied experiences of learners and that address different learning and performance modes.
  • 3.33 make 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 identify when and how to access appropriate services or resources to meet exceptional learning needs.
  • 3.35 use information about students' families, cultures, and communities as a basis for connecting instruction to students' experiences (e.g. drawing explicit connections between subject matter & community matters, making assignments related to students' experiences & cultures.)
  • 3.36 bring multiple perspectives to the discussion of subject matter, including attention to students' personal, family and community experiences and cultural norms.
  • 3.37 develop a learning community in which individual differences are respected.

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 is able to:

4.10 Knowledge

  • MN -SEP understand Minnesota's standards and how to implement them
  • 4.11 understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated.
  • 4.12 understand principles,techniques,advantages & limitations associated with various instructional strategies (e.g. coop. learning, direct instruction, discovery lrng, whole group discussion, independent study, interdisciplinary instruction).
  • 4.13 enhance learning through use of a wide variety of materials & human & technological resources (e.g. computers, AV tech, videotapes,discs, local experts, primary documents, artifacts, texts, references, literature, & other print resources).

4.20 Dispositions

  • 4.21 nurture the development of students' critical thinking, independent problem solving, and performance capabilities.
  • 4.22 demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas and needs.
  • 4.23 value the use of educational technology in the teaching and learning process.

4.30 Performances

  • 4.31 design 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 use multiple tchg and lrng strategies to engage students in active lrng opportunities that promote dev. of critical thinking, problem solving, & performance capabilities & that help student assume responsibility for identifying & using lrng resources.
  • 4.33 monitor and adjust strategies in response to learner feedback.
  • 4.34 vary the instructional process (e.g. instructor, facilitator, coach, audience) to address the content and purpose of instruction and the needs of students.
  • 4.35 develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and present diverse perspectives to encourage critical thinking.
  • 4.36 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.

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 is able to:

5.10 Knowledge

  • 5.11 understand human motivation and behavior drawn from foundational sciences of psychology, anthropology, & sociology to develop strategies for organizing & supporting individual & group work.
  • MN-SEP know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations
  • 5.13 know how to help people work productively and cooperatively with each other in complex social settings.
  • 5.14 understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
  • 5.15 know factors & situations that are likely to promote or diminish intrinsic motivation, and how to help students become self-motivated.

5.20 Dispositions

  • 5.21 establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole.
  • 5.22 understand how participation supports commitment, and is committed to the expression and use of democratic values in the classroom. (MN omitted second part)
  • 5.23 establish peer relationships to promote learning.
  • 5.24 recognize the relationship of intrinsic motivation to students' lifelong growth and learning.
  • 5.25 use different motivational strategies that are likely to encourage continuous development of individual learner abilities

5.30 Performances

  • 5.33 organize, allocate, and manage the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks.
  • 5.34 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.
  • 5.35 develop expectations for student interactions, academic discussions, & individual & group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry & learning.
  • 5.36 analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.
  • 5.37 organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals.

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 is able to:

6.10 Knowledge

  • 6.12 understand how cultural and gender differences can affect communication in the classroom.
  • 6.13 understand the importance of nonverbal as well as verbal communication.
  • 6.14 know effective verbal, nonverbal, and media communication techniques.

6.20 Dispositions

  • 6.21 understand the power of language for fostering self-expression, identity development, and learning
  • 6.22 value many ways in which people seek to communicate and encourage many modes of communication in the classroom.

6.30 Performance

  • 6.33 know 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 questions.
  • 6.34 communicate in ways that demonstrate sensitivity to cultural & gender differences (e.g. appropriate use of eye contact, interpretation of body language & verbal statements, acknowledgement of & responsiveness to different modes of communication & participation).
  • 6.35 use a variety of media communication tools, including audio-visual aids and computers, including educational technology, to enrich learning opportunities.

7. Planning Instruction.

The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher is able to:

7.10 Knowledge

  • 7.11 understand learning theory, subject matter, curriculum development, and student development, and know how to use this knowledge in planning instruction to meet curriculum goals.
  • 7.12 plan instruction using contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) that bridge curriculum 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 value both long term and short term planning.
  • 7.23 value planning as a collegial activity.

7.30 Performances

  • 7.31 implement lrng 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 & problem-solving, & build new skills on those previously acquired.)
  • 7.32 plan for learning opportunities (MN: instructional programs) that accommodate individual student learning styles and performance modes.
  • 7.33 design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students (MN: diverse learners) and help all progress.
  • 7.34 create 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.

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 is able to:

8.10 Knowledge

  • MN-SEP assess student performance toward achievement of the Minnesota standards
  • MN-SEP understand the purpose of and differences between assessment and evaluation
  • 8.11 understand characteristics,uses,advantages,limitations of different types of assessments (e.g. criterion- & norm-referenced instruments, traditional standardized & performance-based tests, observation systems, & assessments of student work) for evaluating how students learn, what they know/are able to do, & what experiences & technology will support their further growth & development
  • 8.12 select, construct & use assessment strategies, technology and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

8.20 Dispositions

  • 8.21 value ongoing assessments as essential to the instructional process & recognize that many diff. assessment strategies, accurately & systematically used, are necessary to monitor & promote student lrng.
  • 8.22 use assessment to identify student strengths & promote student growth rather than to deny students access to lrng opportunities (MN omitted last part & added " & to maximize student access to lrng opportunities).

8.30 Performance

  • 8.31 use varied & appropriate formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, (MN added 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 use assessment data & other information about students' experiences, lrng behavior, needs, & progress to increase knowledge of students, evaluate student progress & perf. & modify tchg & lrng strategies
  • 8.33 implement students' self-assessment activities, to help them identify their strengths and needs, and to encourage them to set personal goals for learning.
  • 8.34 evaluate the effect of class activities on both individuals & the class as a whole, collecting information through observation of classroom interactions, questioning, & analysis of student work.
  • 8.35 monitor teaching strategies and behaviors in relation to student success, modifying plans and instructional approaches to achieve student goals
  • 8.36 establish & maintain records of student work & performance & responsibly communicate student progress based on appropriate indicators to students, parents/guardians, & other colleagues

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 is able to:

9.10 Knowledge

  • 9.12 understand methods of inquiry, self-assessment & problem-solving strategies for reflecting on his/her practice, its influences on students' growth/learning & complex interactions between them (MN made new item (C))
  • MN-SEP understand the influences of the teacher's behavior on student growth and learning
  • 9.13 know major areas of research on teaching and of resources available for professional development (e.g. professional literature, colleagues, professional assoc., professional dev. activities).

9.20 Dispositions

  • 9.21 understand the value of critical thinking and self-directed learning as habits of mind.
  • 9.22 understand the role of reflection, assessment, and learning as an ongoing process.

lesson reflection 1

lesson reflection 2

lesson reflection 3

  • 9.23 show willingness to give and receive help.
  • 9.24 be committed to seeking out, developing, and continually refining practices that address the individual needs of students.

9.30 Performance

  • 9.31 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.
  • 9.32 use professional literature, colleagues, and other resources to support development as a learner and a teacher.

10. Collaborations, Ethics and Relationships

The teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support students' learning and well being. The teacher is able to:

10.10 Knowledge

  • 10.13 understand students' 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.)

10.20 Dispositions

  • 10.21 value and appreciate the importance of all aspects of a child's experience.
  • 10.22 be concerned about all aspects of child's well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties. (MN: addressing the needs of the whole learner)
  • 10.23 respect the privacy of students and confidentiality of information (MN: understand data practices)
  • MN-SEP 10J Identify and use community resources to foster student learning