EDU-525: Exploring InTASC Model Core Teaching Standards

This assignment analyzes the InTASC Model Core Teaching Standards, focusing on the themes of content knowledge, application of content, and the learner and learning, specifically learner development. The student identifies learner development as a key standard, emphasizing its relation to understanding student growth patterns and skills. The assignment highlights the importance of collaborative teaching among educators to improve teaching practices, including decision-making, lesson planning, and student assessment. It emphasizes the need for teachers to actively participate in group decisions and create a supportive classroom culture. The paper also references key literature supporting these concepts, such as the works of Pape et al. (2015) and Zhou, Kim & Kerekes (2017), to strengthen the arguments made on the importance of teaching standards.

Running head: TEACHING STANDARDS
Teaching Standards
Name of Student:
Name of the University:
Author note:

1TEACHING STANDARDS
It is important for teachers to have a deep and flexible understanding of the content
that they are teaching, and their ability to draw from the content that they are teaching. The
first theme that has been identified is ‘content knowledge’, because the teachers work with
students, learners, so that these student are able to take the knowledge they’ve been taught
and then have access to the relevant information and also be able to apply the taught
knowledge in the real world (Pape et al., 2015). The other theme is “application of content”,
where the teacher is required to know how the concepts that are being taught can be
expressed in different perspectives so that learners can be engaged to efficiently perform
critical thinking and creativity.
The theme I have selected is “the learner and learning” and the standard chosen is
“learner development”. This standard is related to the growth that the student experiences,
and is able to pinpoint what patterns and ideas contribute to the skills that a student inherently
has. The standard states that the current system of teaching isolates teaching as a private act.
Collaborations among teachers will improve the entirety of the practice of teaching, because
while doing this they are able to have effective engagement related to decision making,
lesson plan designing and in the examining of a student’s work (Zhou, Kim & Kerekes,
2017). For teachers to participate in collaborative teaching, they need to be able to participate
actively in group decisions when making plans about the decision making processes to be
used, and formulating a vision that is shared among all the teachers. This is help create a
supportive culture in the classrooms where the students are able to identify the common
lesson goals so that the judgement of the students can be done objectively.

2TEACHING STANDARDS
References:
Pape, S. J., Prosser, S. K., Griffin, C. C., Dana, N. F., Algina, J., & Bae, J. (2015). Prime
online: Developing grades 3-5 teachers’ content knowledge for teaching mathematics
in an online professional development program. Contemporary issues in technology
and teacher education, 15(1), 14-43.
Zhou, G., Kim, J., & Kerekes, J. (2017). Collaborative teaching of an integrated methods
course. International Electronic Journal of Elementary Education, 3(2), 123-138.