A Comparative Analysis of Intasc and CEC Standards for Teachers

This report provides a comparative analysis of the Intasc and CEC standards, focusing on the key themes of student focus and teacher responsibility. It highlights how both sets of standards emphasize the importance of understanding student needs, including those of students with disabilities and gifted students, and the use of appropriate instructional strategies. The report also discusses the role of teachers in continuous professional development and collaboration with colleagues, parents, and the community. Furthermore, it underscores the significance of instructional strategies, such as social stories, in supporting the learning of exceptional students. The report draws on various research papers to support its arguments, including the importance of teachers' continuous professional development and the use of effective instructional strategies. Overall, the report provides a comprehensive overview of the similarities and differences between the Intasc and CEC standards and their implications for teacher education and practice.

Running head: INTASC STANDARDS AND THE CEC INITIAL PREPARATION
STANDARDS
INTASC STANDARDS AND THE CEC INITIAL PREPARATION STANDARDS
Name of the Student:
Name of the University:
Author note:

2INTASC STANDARDS AND THE CEC INITIAL PREPARATION STANDARDS
Compare the InTASC standards to the CEC standards to identify at least two common
themes.
It is to note that the profession of teaching requires certain sets of guidelines to
facilitate best teaching and learning experience for the students. The TASC and CEC
standards are the ones that help teachers in achieving the same. There are two common
themes that run throughout these two standards. The first is that of student focus and the
second, teacher responsibility. In both of these standards, teachers recognise the different
features present in the students at risks, students with disabilities and the gifted ones so as to
help them in proper intervention, intersection and identification process (Williams & King,
2015).
Teachers understand the content area along with the duty of instruction and
accordingly, they plan their time, knowledge of the content, skills and concepts. With the
same, they make use of instructional strategies according to the content. It is to mention that
teachers always play an active role in ensuring a continuous professional development and in
this regard, they collaborate with the other professionals for staying ahead. According to
Othman, Kieran and Anderson (2015), the teachers who fail to complete their further
education face the risk of using traditional learning methods.
Furthermore, in both the standards, teachers collaborative and communicate
effectively with the parents, colleagues and administration. They also tend to collaborate with
the local community to promote proper learning environment for the students (Dempsey &
Dally, 2014). Moreover, in terms of instructional strategies, the social stories shed light on
the needs of the exceptional students in the CEC standards. They make use of social stories in
presentation or video format for personal reference that would guide and support the students.
It is also common InTASC standard.

3INTASC STANDARDS AND THE CEC INITIAL PREPARATION STANDARDS
References:
Dempsey, I., & Dally, K. (2014). Professional standards for Australian special education
teachers. Australasian Journal of Special Education, 38(1), 1-13.
Othman, L. B., Kieran, L., & Anderson, C. J. (2015). Educators' Perspectives: Survey on the
2009 CEC Advanced Content Standards. Learning Assistance Review, 20(1), 31-46.
Williams, J. B., & King, L. H. (2015). INTEGRATION AND PERFORMANCE
OUTCOMES OF THE edTPA IN A SPECIAL EDUCATION TEACHER
PREPARATION PROGRAM. Celebrating Differences: Rural and Urban Schools At
the Crossroads of Change, 30, 51.