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Effective teachers analyse 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.
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.

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Sample Answer

Common Themes in the InTASC and CEC Standards

The InTASC and CEC standards share two common themes:

  • Knowledge of content and pedagogy: Both sets of standards emphasize the importance of teachers having a deep understanding of the content they teach and the ability to use that knowledge to design effective instruction.
  • Responsiveness to students: Both sets of standards emphasize the importance of teachers being responsive to the needs of their students, including their individual learning styles, interests, and cultural backgrounds.

How the Themes are Represented in Each Standard Set

The InTASC standards address the knowledge of content and pedagogy in Standards 1-6. These standards focus on teachers’ knowledge of the content they teach, their understanding of how students learn, and their ability to design effective instruction.

Full Answer Section

The CEC standards address the knowledge of content and pedagogy in Standards 1-5. These standards also focus on teachers’ knowledge of the content they teach, their understanding of how students learn, and their ability to design effective instruction. However, the CEC standards also include a standard on the use of technology in instruction (Standard 6).

The InTASC standards address the responsiveness to students in Standards 7-10. These standards focus on teachers’ ability to create a positive learning environment, to differentiate instruction, and to assess student learning.

The CEC standards address the responsiveness to students in Standards 7-9. These standards also focus on teachers’ ability to create a positive learning environment, to differentiate instruction, and to assess student learning. However, the CEC standards also include a standard on the use of assessment to inform instruction (Standard 10).

Professional Collaboration and Student-Driven, Data-Informed Instructional Decision-Making

Both the InTASC and CEC standards emphasize the importance of professional collaboration and student-driven, data-informed instructional decision-making.

The InTASC standards address professional collaboration in Standard 10. This standard focuses on teachers’ ability to collaborate with other professionals to improve student learning.

The CEC standards address professional collaboration in Standard 11. This standard also focuses on teachers’ ability to collaborate with other professionals to improve student learning. However, the CEC standards also include a standard on the use of data to inform instruction (Standard 10).

Improving Practice and Advancing the Profession

The InTASC standards expect teachers to assume the responsibilities of improving practice and advancing the profession in Standard 11. This standard focuses on teachers’ ability to reflect on their practice, to participate in professional development, and to contribute to the profession.

The CEC standards do not explicitly address the responsibilities of improving practice and advancing the profession. However, the standards do emphasize the importance of teachers being lifelong learners and of being involved in the profession.

Citations

  • Council for the Accreditation of Educator Preparation. (2013). InTASC Model Core Teaching Standards: A Resource for Teaching and Learning. Washington, DC: Author.
  • Council for Exceptional Children. (2015). Initial Preparation Standards for Special Education Teacher Licensure (CEC Initial Preparation Standards). Reston, VA: Author.

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