BA.MUED - Music Education

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support  Consortium (InTASC), developed model core teaching standards that outline what teachers should know and be able to do to ensure that every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world. Our state (Iowa) accreditation depends on evidence that our Education students develop, over time, the knowledge, skills, and dispositions described by the InTASC standards. 

[The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials, who head departments of elementary and secondary education in the states, the District of  Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions.]  

2011 InTASC Standards: 

The LEARNER and LEARNING 

Standard #1: Learner Development 

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging  learning experiences. 

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 

Standard #3: Learning Environments

The teacher works with others to create environments that support  individual and collaborative learning, and that encourage positive social interaction, active engagement in  learning, and self-motivation. 

CONTENT 

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and  structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline  accessible and meaningful for learners to assure mastery of the content. 

Standard #5: Application of Content 

The teacher understands how to connect concepts and use differing  perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to  authentic local and global issues. 

INSTRUCTIONAL PRACTICE 

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. 

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 

PROFESSIONAL RESPONSIBILITY

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.