Someone please help me edit this!!
Please don't kill me for the long paper. I really need help; I am too bias to do it myself. Btw, the arrows are indentation since lj doesn't like indentation.
Title: INTASC Standards for the Beginning Teacher
--->The ninth Interstate New Teacher Assessment and Support Consortium (INTASC) standard focuses on reflective practice and professional development; “The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally” (Interstate New Teacher Assessment and Support Consortium, 1992). To utilize this principle, teachers must have the knowledge, dispositions and performances necessary. In order to be a reflective practitioner, the teacher must understand methods of inquiry that “provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice” (1992). In order to grow professionally, “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, and professional development activities)” (1992). Two main dispositions are valued by the teacher as “habits of mind”: critical thinking and self-directed learning (1992). Additionally, the teacher must be “committed to reflection, assessment, and learning as an ongoing process” (1992). They do so by both giving and receiving help; which reflects that he/she recognizes his/her “professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues” (1992). Therefore, the teacher must also be “committed to seeking out, developing, and continually refining practices that address the individual needs of students” (1992). There are several performances both within the classroom and outside of it that characterize a teacher committed to this standard. First, 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” (1992). Second, by seeking out literature, colleagues, and other resources, the teacher also supports his/her development as both a learner and a teacher (1992). Lastly - by drawing upon professional colleagues within the school and other professional arenas - the teacher gains “supports for reflection, problem-solving and new ideas” (1992). This allows the teachers to actively share experiences, seek, and give feedback with others (1992).
-----> The standard embodies key points of the mission of INTASC. It was developed to assist states in enhancing the professional development of teachers as part of the “model “core” standards for what all beginning teachers should know, be like, and be able to do in order to practice responsibly, regardless of the subject matter or grade level being taught” (Council of Chief State School Officers, 2007). In order to help states “develop capacity to implement” these standards, INTASC hosts an annual professional development academy (2007). The standards were developed to “consider the best thinking of education practitioners and researchers” (2007). “The standards were developed in response to the five major propositions that guide the National Board’s standard-setting and assessment work” (Interstate New Teacher Assessment and Support Consortium, 1992). The major propositions embodied by the ninth standard are: “Teachers think systematically about their practice and learn from experience”; and “Teachers are members of learning communities” (1992). INTASC believes that, “to eventually become an expert practitioner, beginning teachers must have, at the least, an awareness of the kinds of knowledge and understandings needed - as well as resources available - to develop these skills” (1992). Within the Preamble, INTASC outlines two points that are directly related to the ninth standard. The first point essentially states that standards and learning opportunities must be available to “enable teachers to develop and use professional knowledge, skills, and dispositions on behalf of students” (1992). The second point, in summary, states that “professional teachers are responsible for planning and pursuing their ongoing learning, for reflecting with colleagues on their practice, and for contributing to the profession’s knowledge base” (1992).
----->Reflective thinking is described as “the magic that bridges the heart and the head” (Danielson, 2008). It “is an important component in teacher’s professional expertise, and aptness for integrating it into professional practice can be nurtured in most teachers” (2008). Danielson describes Dewey’s theory of reflection, stating that it “begins with one’s perplexity about a topic and the willingness to adopt an attitude of suspended conclusion while studying the issue, gathering information, and gaining new knowledge” (2008). Schon’s three-stage cycle of reflective practice further details this process. The stages are: reflection-for-action (“the planning stage of instruction”), reflection-in-action (“teacher adjusts… responses to the situation at hand”), and reflection-on-action (“analysis of what happened in the lesson”) (2008). Some questions that characterize the third stage include: “What worked?”, “What did not?”, “How does the teacher know what was successful and what was not?” and “What does it suggest about the next lesson?” (2008). Therefore, “plans for the next lesson are based on students’ responses to the lesson just analyzed.” The four modes of thinking that are “useful in understanding the nature of reflective decision making and determining teachers’ aptness for and efficacy in applying reflection in their practice” involve: technological, situational, deliberate and dialectical thinking (2008). Technological thinking “uses knowledge from an external source” and is “based on routines that require both efficiency and effectiveness” (2008). In situational thinking “problem posing and problem solving occur within the confines of the immediate situation, and observable behaviors provide the only source of information needed” (2008). “The teacher goes beyond what he or she already knows and seeks additional information” with deliberate thinking; it is described as a “data-gathering stage” (2008). Lastly, dialectical thinking occurs “when deliberate thinking not only informs our practice, but actually transforms it”; it is described a “flexible thinking” (2008). According to Danielson, “The four modes of thinking provide a means by which novice and veteran teachers can conceptualize reflection within practical classroom applications” (2008).
----->Collaborative problem solving can also be implemented using the modes of thinking. When using collaborative problem solving “teachers work together with other school professionals, parents, and members of the larger community to resolve issues in the classroom” (Memory, David; Yoder, Carol; and Williams, Robert, 2003). The emphasis is the “shared responsibility… is essential in the real world of teaching” (2003). By taking part in collaborative problem-solving activities in the classroom, education students can learn “the skills and knowledge related to problem-centered instruction, collaboration, and problem solving” (2003). Subsequently, education students are able to “respond to common challenges” using professional literature to “develop… thoughts about how to respond” (2003).
----->A great deal of practices can be used to provide evidence of a teacher’s commitment to the ninth INTASC principle. These include: professional meetings, workshops, professional journal articles, and personal journals (“Portfolio…”). The most accessible resource for professional growth faculty/professional development meetings held at the school in which the teacher works. These are typically regularly scheduled meetings usually before or after the scheduled school day. Workshops are also a useful resource and usually provide staff development agendas (“Portfolio...”). Teachers can also read professional journal articles and implement ideas/techniques within the classroom (“Portfolio…”). By implementing ideas, teachers are able to reflect upon new knowledge obtained from professional sources. Lastly, it may be useful for teachers to keep personal journals to allow them to reflect upon teaching experiences (“Portfolio…”). This will also provide them with notes to look back upon when planning a new lesson.
Title: INTASC Standards for the Beginning Teacher
--->The ninth Interstate New Teacher Assessment and Support Consortium (INTASC) standard focuses on reflective practice and professional development; “The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally” (Interstate New Teacher Assessment and Support Consortium, 1992). To utilize this principle, teachers must have the knowledge, dispositions and performances necessary. In order to be a reflective practitioner, the teacher must understand methods of inquiry that “provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice” (1992). In order to grow professionally, “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, and professional development activities)” (1992). Two main dispositions are valued by the teacher as “habits of mind”: critical thinking and self-directed learning (1992). Additionally, the teacher must be “committed to reflection, assessment, and learning as an ongoing process” (1992). They do so by both giving and receiving help; which reflects that he/she recognizes his/her “professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues” (1992). Therefore, the teacher must also be “committed to seeking out, developing, and continually refining practices that address the individual needs of students” (1992). There are several performances both within the classroom and outside of it that characterize a teacher committed to this standard. First, 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” (1992). Second, by seeking out literature, colleagues, and other resources, the teacher also supports his/her development as both a learner and a teacher (1992). Lastly - by drawing upon professional colleagues within the school and other professional arenas - the teacher gains “supports for reflection, problem-solving and new ideas” (1992). This allows the teachers to actively share experiences, seek, and give feedback with others (1992).
-----> The standard embodies key points of the mission of INTASC. It was developed to assist states in enhancing the professional development of teachers as part of the “model “core” standards for what all beginning teachers should know, be like, and be able to do in order to practice responsibly, regardless of the subject matter or grade level being taught” (Council of Chief State School Officers, 2007). In order to help states “develop capacity to implement” these standards, INTASC hosts an annual professional development academy (2007). The standards were developed to “consider the best thinking of education practitioners and researchers” (2007). “The standards were developed in response to the five major propositions that guide the National Board’s standard-setting and assessment work” (Interstate New Teacher Assessment and Support Consortium, 1992). The major propositions embodied by the ninth standard are: “Teachers think systematically about their practice and learn from experience”; and “Teachers are members of learning communities” (1992). INTASC believes that, “to eventually become an expert practitioner, beginning teachers must have, at the least, an awareness of the kinds of knowledge and understandings needed - as well as resources available - to develop these skills” (1992). Within the Preamble, INTASC outlines two points that are directly related to the ninth standard. The first point essentially states that standards and learning opportunities must be available to “enable teachers to develop and use professional knowledge, skills, and dispositions on behalf of students” (1992). The second point, in summary, states that “professional teachers are responsible for planning and pursuing their ongoing learning, for reflecting with colleagues on their practice, and for contributing to the profession’s knowledge base” (1992).
----->Reflective thinking is described as “the magic that bridges the heart and the head” (Danielson, 2008). It “is an important component in teacher’s professional expertise, and aptness for integrating it into professional practice can be nurtured in most teachers” (2008). Danielson describes Dewey’s theory of reflection, stating that it “begins with one’s perplexity about a topic and the willingness to adopt an attitude of suspended conclusion while studying the issue, gathering information, and gaining new knowledge” (2008). Schon’s three-stage cycle of reflective practice further details this process. The stages are: reflection-for-action (“the planning stage of instruction”), reflection-in-action (“teacher adjusts… responses to the situation at hand”), and reflection-on-action (“analysis of what happened in the lesson”) (2008). Some questions that characterize the third stage include: “What worked?”, “What did not?”, “How does the teacher know what was successful and what was not?” and “What does it suggest about the next lesson?” (2008). Therefore, “plans for the next lesson are based on students’ responses to the lesson just analyzed.” The four modes of thinking that are “useful in understanding the nature of reflective decision making and determining teachers’ aptness for and efficacy in applying reflection in their practice” involve: technological, situational, deliberate and dialectical thinking (2008). Technological thinking “uses knowledge from an external source” and is “based on routines that require both efficiency and effectiveness” (2008). In situational thinking “problem posing and problem solving occur within the confines of the immediate situation, and observable behaviors provide the only source of information needed” (2008). “The teacher goes beyond what he or she already knows and seeks additional information” with deliberate thinking; it is described as a “data-gathering stage” (2008). Lastly, dialectical thinking occurs “when deliberate thinking not only informs our practice, but actually transforms it”; it is described a “flexible thinking” (2008). According to Danielson, “The four modes of thinking provide a means by which novice and veteran teachers can conceptualize reflection within practical classroom applications” (2008).
----->Collaborative problem solving can also be implemented using the modes of thinking. When using collaborative problem solving “teachers work together with other school professionals, parents, and members of the larger community to resolve issues in the classroom” (Memory, David; Yoder, Carol; and Williams, Robert, 2003). The emphasis is the “shared responsibility… is essential in the real world of teaching” (2003). By taking part in collaborative problem-solving activities in the classroom, education students can learn “the skills and knowledge related to problem-centered instruction, collaboration, and problem solving” (2003). Subsequently, education students are able to “respond to common challenges” using professional literature to “develop… thoughts about how to respond” (2003).
----->A great deal of practices can be used to provide evidence of a teacher’s commitment to the ninth INTASC principle. These include: professional meetings, workshops, professional journal articles, and personal journals (“Portfolio…”). The most accessible resource for professional growth faculty/professional development meetings held at the school in which the teacher works. These are typically regularly scheduled meetings usually before or after the scheduled school day. Workshops are also a useful resource and usually provide staff development agendas (“Portfolio...”). Teachers can also read professional journal articles and implement ideas/techniques within the classroom (“Portfolio…”). By implementing ideas, teachers are able to reflect upon new knowledge obtained from professional sources. Lastly, it may be useful for teachers to keep personal journals to allow them to reflect upon teaching experiences (“Portfolio…”). This will also provide them with notes to look back upon when planning a new lesson.