Professional Teaching Standards

Assessment Description
Effective teachers analyze professional teaching standards and utilize academic standards to inform their professional responsibilities and to design appropriate curriculum.
Review the InTASC standards and the CEC Initial Preparation Standards.
Address the following in a 250-500 word analysis:
Compare the InTASC standards to the CEC standards to identify at least two common themes. Explain how these themes are represented in each standard set and how they relate to the knowledge, skills, and values of effective teachers.
Describe how each set of standards addresses professional collaboration and student-driven, data-informed instructional decision-making.
According to the expectations of the profession expressed in the InTASC standards, describe how teachers are expected to assume the responsibilities of improving practice and advancing the profession.
Cite the CEC and InTASC standards in your analysis.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
The end of the paper details
Below is The paper that I submitted
InTASC/CEC Standards
InTASC and CEC standards are similar being that they include identifying individual learner developments, considering suitable learning environments, and learning differences. InTASC, the standard highlights the teacher’s understanding of how to design, implement and interpret results from a range of formative and summative assessments, developmentally oriented instruction, and the collaboration with families as representatives to address the needs of individuals with exceptionalities (CCSSO, 2013). It also specifies teachers’ guidance in learning settings, integration of family, and communication skills. In CEC, the standard highlights the principles of new special education experts to identify the individual differences that promote themes among the learners (CEC, n.d.). The role of an environment characterized by instructional interventions and collaboration between the different teaching stakeholders is highlighted. Administering these approaches in inTASC and CEC standards provide educators with relevant knowledge, skills, and develop values that allow them to prioritize individual needs.
Summary of Key Themes
The InTASC standards identify elements for developing the Instructional Planning segment of the standard. These segments are categorized by Performance, Essential Knowledge, and Critical Dispositions. These are discussed throughout the standard along with the importance of Professional Collaboration which is described as “a style of interaction between individuals engaged in shared decision-making as they work toward a common goal” (CCSSO, 2011). There is a focus on knowledge and application of skills throughout the teaching and the overall purpose “to describe a new vision of teaching to which we aspire as we work to transform our education system to meet the needs of today’s learners (CCSSO, 2011). The CEC standards focus on instructional planning and professional collaboration. Being discussed as individual concepts within the Initial Preparation Standards can assist educators within the classroom (CEC, 2015). These standards will allow educators to develop their classroom skills, use effective planning, and collaborate. The standards are used to help educators become knowledgeable and identify the needs of the learner.
Collaboration and Data-Driven Instructional Planning
InTASC and CEC standards use multiple methods of assessments to engage learners in their own growth, monitor learner progress, and guide the teacher’s and learner’s decision-making. The educator continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs (CCSSO, 2011). Collaboration for the standards requires appropriate leadership and opportunities to take responsibility for student learning and collaborate with learners, families, colleagues, other school district professionals, and community members to ensure learner growth, and to advance the profession. Special education professionals also collaborate with related service providers, individuals with exceptionalities, and personnel from community agencies to communicate the needs of individuals with exceptionalities across a range of learning experiences (CEC, 2015).
Professional Expectations
InTASC requires teachers to engage in professional development continuous opportunities to assist with being productive, knowledgeable, and successful in the classroom. To ensure effective learning most school districts have professional learning days embedded into the school calendar at the beginning of the academic school year.
Conclusion
The InTASC and CEC standards are to describe a new vision of teaching to which we aspire as we work to transform our education system to meet the needs of today’s learners (CCSSO, 2013). These standards create a common language and framework for teacher development and evaluation throughout states, and the consortium works to ensure that participating states have access to quality teacher preparation and professional development programs. The Interstate Teacher Assessment and Support Consortium offer novice and seasoned educators’ guidance. The CEC ethical principles focus on the importance of evidence-based practice in the IEP process, allowing professionals to make their decisions and recommendations.
References
Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) model core teaching standards: A resource for state dialogue. Retrieved from http://www(dot)ccsso(dot)org/documents/2011/intasc_model_core_teaching_standards_2011.pdf.
Council for Exceptional Children. (2015). What every special educator must know:
Professional ethic and standards. Arlington, VA: CEC.
InTASC/CEC Standards
InTASC and CEC standards are similar being that they include identifying individual
learner developments, considering suitable learning environments, and learning differences.
 Grammatical problem: Instructor  Potentially missing comma: 2023  2023,
A Summary of InTASC and CEC Standards
InTASC, the standard highlights the teacher’s understanding of how to design, implement and
interpret results from a range of formative and summative assessments, developmentally oriented
instruction, and the collaboration with families as representatives to address the needs of
individuals with exceptionalities (CCSSO, 2013). It also specifies teachers’ guidance in learning
settings, integration of family, and communication skills. In CEC, the standard highlights the
principles of new special education experts to identify the individual differences that promote
themes among the learners (CEC, n.d.). The role of an environment characterized by
instructional interventions and collaboration between the different teaching stakeholders is
highlighted. Administering these approaches in inTASC and CEC standards provide educators with relevant knowledge, skills, and develop values that allow them to prioritize individual
needs.
Summary of Key Themes
The InTASC standards identify elements for developing the Instructional Planning
segment of the standard. These segments are categorized by Performance, Essential Knowledge,
and Critical Dispositions. These are discussed throughout the standard along with the importance
of Professional Collaboration which is described as “a style of interaction between individuals
engaged in shared decision-making as they work toward a common goal” (CCSSO, 2011). There
is a focus on knowledge and application of skills throughout the teaching and the overall purpose
“to describe a new vision of teaching to which we aspire as we work to transform our education
system to meet the needs of today’s learners (CCSSO, 2011). The CEC standards focus on
instructional planning and professional collaboration. Being discussed as individual concepts within the Initial Preparation Standards can assist educators within the classroom (CEC, 2015).
These standards will allow educators to develop their classroom skills, use effective planning,
and collaborate. The standards are used to help educators become knowledgeable and identify
the needs of the learner.
Collaboration and Data-Driven Instructional Planning
InTASC and CEC standards use multiple methods of assessments to engage learners in
their own growth, monitor learner progress, and guide the teacher’s and learner’s decision- making. The educator continually seeks appropriate ways to employ technology to support
assessment practice both to engage learners more fully and to assess and address learner needs
(CCSSO, 2011). Collaboration for the standards requires appropriate leadership and
opportunities to take responsibility for student learning and collaborate with learners, families,
colleagues, other school district professionals, and community members to ensure learner
growth, and to advance the profession. Special education professionals also collaborate with
related service providers, individuals with exceptionalities, and personnel from community
agencies to communicate the needs of individuals with exceptionalities across a range of learning
experiences (CEC, 2015).
 Spelling mistake: summative  summation
 Spelling mistake: exceptionalities
 Spelling mistake: inTASC  intact
 Passive voice: segments are categorized b...  Student: Submitted to Grand Canyon University
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 assist, assistance (help): assist  help
 Student: Submitted to Grand Canyon University
 Web Content: https://hawaiiteacherstandardsboard(dot)org/co…ntent/teacher-performance-st Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University  Spelling mistake: exceptionalities  Spelling mistake: exceptionalities
Professional Expectations
InTASC requires teachers to engage in professional development continuous
opportunities to assist with being productive, knowledgeable, and successful in the classroom.
To ensure effective learning most school districts have professional learning days embedded into
the school calendar at the beginning of the academic school year.
Conclusion
The InTASC and CEC standards are to describe a new vision of teaching to which we
aspire as we work to transform our education system to meet the needs of today’s learners
(CCSSO, 2013). These standards create a common language and framework for teacher
development and evaluation throughout states, and the consortium works to ensure
that participating states have access to quality teacher preparation and professional development
programs. The Interstate Teacher Assessment and Support Consortium offer novice and seasoned
educators’ guidance. The CEC ethical principles focus on the importance of evidence-based
practice in the IEP process, allowing professionals to make their decisions and recommendations.
References
Council of Chief State School Officers. (2011). Interstate teacher assessment and
support consortium (InTASC) model core teaching standards: A resource for state
dialogue. Retrieved from
http://www(dot)ccsso(dot)org/documents/2011/intasc_model_core_teaching_standards_2011.pdf.
 assist, assistance (help): assist  help
 Web Content: https://ccsso(dot)org/sites/default/files/2017-11…/InTASC_Model_Core_Tea Student: Submitted to Grand Canyon University
Council for Exceptional Children. (2015). What every special educator must know: Professional ethic and standards. Arlington, VA: CEC.