The version in the word document below contains edits recommended by the small group at our InTasc standards "retreat" as well as some edits that are suggested by Fred.
InTASC text: Learning Facilitation Practice Effective learning facilitation today requires that educators understand and integrate assessment, planning, and facilitation strategies in coordinated and engaging ways. Beginning with their end or goal, educators first identify student learning objectives and align assessments to those objectives. They understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into learning facilitation so that educators have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on personalizing learning for each student by using a variety of appropriate and targeted instructional strategies to address unique and diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow students to take charge of their own learning and do it in creative ways. Standard #6: Assessment. The educator understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the educator’s ongoing planning and instruction. PERFORMANCE (a) The educator designs formative assessments that match learning objectives with assessment formats to engage learners in demonstrating knowledge and skills. (b) The educator works independently and collaboratively to examine test and other performance data to understand students’ progress and to guide planning. (c) The educator engages students in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work. (d) The educator models and structures processes that guide students in examining their own thinking and learning as well as the performance of others. (e) The educator effectively uses multiple and appropriate types of assessment data to identify student learning needs and to develop differentiated learning experiences. (f) The educator prepares all students for the demands of particular assessment formats and appropriately modifies assessments or testing conditions for English language learners, students with disabilities, and students who are above grade level. (g) The educator continually seeks innovative ways to employ technology to support assessment practice both to engage students more fully and to assess and address student needs. ESSENTIAL KNOWLEDGE (h) The educator understands the range of types and multiple purposes of assessment and how to design, adapt or select appropriate assessments to address specific learning goals and individual differences. (i) The educator knows how to analyze and interpret various kinds of student data to guide planning and instruction and to provide meaningful feedback to each learner. (j) The educator understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback. (k) The educator understands how examining one’s own thinking deepens learning, and knows how to engage students in this metacognitive process. (l) The educator understands how to prepare students for assessments and how to modify assessments and testing conditions for students with exceptionalities and English language learner needs. CRITICAL DISPOSITIONS (m) The educator is committed to engaging students actively in assessment processes and in reviewing their own progress and learning. (n) The educator takes professional responsibility for aligning learning goals with facilitation and assessment. (o) The educator is committed to providing timely and effective descriptive feedback to students on their progress. (p) The educator is committed to using multiple types of assessment processes to support and document learning. (q) The educator is committed to modifying assessments and testing conditions for English language learners and students with exceptional learning needs. (r) The educator is committed to the ethical use of various assessments and assessment data to identify student strengths and needs to promote student growth. Standard #7: Planning for Learning Facilitation. The educator draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every student in meeting rigorous learning goals. PERFORMANCES (a) As an individual and as a member of a learning community, the educator selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction. (b) The educator plans how to achieve student learning goals, choosing appropriate strategies, resources and materials to differentiate learning experiences for individuals and groups of students; developing appropriate sequencing of learning experiences; and allowing multiple ways to demonstrate knowledge and skill. (c) The educator evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s needs and enhance learning. ESSENTIAL KNOWLEDGE (d) The educator understands content and content standards and how these are organized in the curriculum. (e) The educator understands how cross-disciplinary skills engage students purposefully in applying content knowledge. (f) The educator understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning. (g) The educator understands the strengths and needs of individual students and how to plan instruction that is responsive to these strengths and needs. (h) The educator knows a range of evidence-based learning facilitation strategies, resources, and technological tools and how to use them effectively to plan learning experiences that meets diverse learning needs. (i) The educator knows when and how to adjust plans based on student responses and other contingencies. (j) The educator knows when and how to access and integrate resources to support student learning (e.g., field and educational experts, exceptional education specialists, language learner specialists, community organizations). CRITICAL DISPOSITIONS (k) The educator respects students’ diverse strengths and needs and is committed to using this information to plan effective learning facilitation. (l) The educator values curriculum planning as a collegial activity that takes into consideration the input of students, colleagues, families, and the larger community. (m) The educator takes professional responsibility to use long and short-term planning as a means of assuring student learning. (n) The educator believes that plans must always be open to adjustment and revision based on student needs and changing circumstances. Standard #8: Learning Facilitation Strategies. The educator understands and uses a variety of facilitation strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information. PERFORMANCES (a) The educator carefully evaluates how to achieve student learning goals and uses appropriate strategies and resources to adapt to the needs of individuals and groups of students (e.g., prior knowledge, interests and developmental differences in how students learn). (b) The educator continuously monitors student learning, engages students in assessing their progress, and adjusts instruction in response to student learning needs. (c) The educator collaborates with students to implement active learning experiences that draw upon family and community resources. (d) The educator varies his or her role in the instructional process (e.g., facilitator, coach, audience) in relation to the content and purposes of learning experiences and the needs of students. (e) The educator provides multiple models and representations of concepts and skills with opportunities for students to demonstrate their knowledge with a variety of products and performances. (f) The educator engages all students in developing higher order questioning skills and metacognitive processes. (g) The educator engages students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information. (h) The educator models effective communication strategies in conveying ideas and information in a variety of forms and contexts. (i) The educator listens effectively to decipher meaning, including knowledge, values, attitudes and intentions and responds appropriately. (j) The educator uses a variety of facilitation strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other media. (k) The educator asks questions to stimulate discussion that serves different purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question. ESSENTIAL KNOWLEDGE (l) The educator understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated. (m) The educator understands the principles, techniques, advantages and limitations of a range of developmentally, culturally, and linguistically appropriate instructional strategies, and knows how to target these to learning goals. (n) The educator knows when and how to use appropriate strategies to differentiate instruction and engage all students in complex thinking and meaningful tasks. (o) The educator understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships. (p) The educator knows how to use of a wide variety of resources, including human and technological, to engage students in learning. (q) The educator understands how content and skill development can be supported by multiple media and technology and knows how to evaluate these resources for quality, accuracy and effectiveness. CRITICAL DISPOSITIONS (r) The educator values the development of students’ critical thinking, independent problem solving, research, and performance capabilities. (s) The educator values collaboration with learners, colleagues, families, and the larger community in the design and implementation of learning experiences that are linked to instructional goals. (t) The educator is committed to deepening awareness and understanding of diverse learners when planning and adjusting learning experiences. (u) The educator values the variety of ways people communicate and encourages students to develop and use multiple forms of communication. (v) The educator is committed to exploring how the use of new and emerging technologies can support and promote student learning. (w) The educator values flexibility and reciprocity in the teaching process as necessary for adapting learning facilitation to student responses, ideas, and needs.
BELOW ARE THE EDITED STANDARDS FROM THE 610s MEETING:
Standard #6: Assessment The educator understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide ongoing planning for personalized learning and inform facilitation of students’ learning.
Standard #7: Planning to Facilitate Learning
The educator draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, available resources, and pedagogy to collaboratively plan learning experiences that support every student in meeting rigorous and personalized learning goals.
Add a “performance” D: The educator works closely with students, their family, the community and colleagues to develop curricular plans.
Add performance E: The educator proactively assesses for and develops instructional strategies to maximize equitable student access to essential learning resources.
Standard #8: Strategies to Facilitate Learning The educator understands and engages students in a variety of learning strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply and communicate ideas and information.
Learning Facilitation Practice
Effective learning facilitation today requires that educators understand and integrate assessment, planning, and facilitation strategies in coordinated and engaging ways. Beginning with their end or goal, educators first identify student learning objectives and align assessments to those objectives. They understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into learning facilitation so that educators have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on personalizing learning for each student by using a variety of appropriate and targeted instructional strategies to address unique and diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow students to take charge of their own learning and do it in creative ways.
Standard #6: Assessment. The educator understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the educator’s ongoing planning and instruction.
PERFORMANCE
(a) The educator designs formative assessments that match learning objectives with assessment formats to engage learners in demonstrating knowledge and skills.
(b) The educator works independently and collaboratively to examine test and other performance data to understand students’ progress and to guide planning.
(c) The educator engages students in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
(d) The educator models and structures processes that guide students in examining their own thinking and learning as well as the performance of others.
(e) The educator effectively uses multiple and appropriate types of assessment data to identify student learning needs and to develop differentiated learning experiences.
(f) The educator prepares all students for the demands of particular assessment formats and appropriately modifies assessments or testing conditions for English language learners, students with disabilities, and students who are above grade level.
(g) The educator continually seeks innovative ways to employ technology to support assessment practice both to engage students more fully and to assess and address student needs.
ESSENTIAL KNOWLEDGE
(h) The educator understands the range of types and multiple purposes of assessment and how to design, adapt or select appropriate assessments to address specific learning goals and individual differences.
(i) The educator knows how to analyze and interpret various kinds of student data to guide planning and instruction and to provide meaningful feedback to each learner.
(j) The educator understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
(k) The educator understands how examining one’s own thinking deepens learning, and knows how to engage students in this metacognitive process.
(l) The educator understands how to prepare students for assessments and how to modify assessments and testing conditions for students with exceptionalities and English language learner needs.
CRITICAL DISPOSITIONS
(m) The educator is committed to engaging students actively in assessment processes and in reviewing their own progress and learning.
(n) The educator takes professional responsibility for aligning learning goals with facilitation and assessment.
(o) The educator is committed to providing timely and effective descriptive feedback to students on their progress.
(p) The educator is committed to using multiple types of assessment processes to support and document learning.
(q) The educator is committed to modifying assessments and testing conditions for English language learners and students with exceptional learning needs.
(r) The educator is committed to the ethical use of various assessments and assessment data to identify student strengths and needs to promote student growth.
Standard #7: Planning for Learning Facilitation. The educator draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every student in meeting rigorous learning goals.
PERFORMANCES
(a) As an individual and as a member of a learning community, the educator selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction.
(b) The educator plans how to achieve student learning goals, choosing appropriate strategies, resources and materials to differentiate learning experiences for individuals and groups of students; developing appropriate sequencing of learning experiences; and allowing multiple ways to demonstrate knowledge and skill.
(c) The educator evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s needs and enhance learning.
ESSENTIAL KNOWLEDGE
(d) The educator understands content and content standards and how these are organized in the curriculum.
(e) The educator understands how cross-disciplinary skills engage students purposefully in applying content knowledge.
(f) The educator understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.
(g) The educator understands the strengths and needs of individual students and how to plan instruction that is responsive to these strengths and needs.
(h) The educator knows a range of evidence-based learning facilitation strategies, resources, and technological tools and how to use them effectively to plan learning experiences that meets diverse learning needs.
(i) The educator knows when and how to adjust plans based on student responses and other contingencies.
(j) The educator knows when and how to access and integrate resources to support student learning (e.g., field and educational experts, exceptional education specialists, language learner specialists, community organizations).
CRITICAL DISPOSITIONS
(k) The educator respects students’ diverse strengths and needs and is committed to using this information to plan effective learning facilitation.
(l) The educator values curriculum planning as a collegial activity that takes into consideration the input of students, colleagues, families, and the larger community.
(m) The educator takes professional responsibility to use long and short-term planning as a means of assuring student learning.
(n) The educator believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.
Standard #8: Learning Facilitation Strategies. The educator understands and uses a variety of facilitation strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
PERFORMANCES
(a) The educator carefully evaluates how to achieve student learning goals and uses appropriate strategies and resources to adapt to the needs of individuals and groups of students (e.g., prior knowledge, interests and developmental differences in how students learn).
(b) The educator continuously monitors student learning, engages students in assessing their progress, and adjusts instruction in response to student learning needs.
(c) The educator collaborates with students to implement active learning experiences that draw upon family and community resources.
(d) The educator varies his or her role in the instructional process (e.g., facilitator, coach, audience) in relation to the content and purposes of learning experiences and the needs of students.
(e) The educator provides multiple models and representations of concepts and skills with opportunities for students to demonstrate their knowledge with a variety of products and performances.
(f) The educator engages all students in developing higher order questioning skills and metacognitive processes.
(g) The educator engages students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
(h) The educator models effective communication strategies in conveying ideas and information in a variety of forms and contexts.
(i) The educator listens effectively to decipher meaning, including knowledge, values, attitudes and intentions and responds appropriately.
(j) The educator uses a variety of facilitation strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other media.
(k) The educator asks questions to stimulate discussion that serves different purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question.
ESSENTIAL KNOWLEDGE
(l) The educator understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.
(m) The educator understands the principles, techniques, advantages and limitations of a range of developmentally, culturally, and linguistically appropriate instructional strategies, and knows how to target these to learning goals.
(n) The educator knows when and how to use appropriate strategies to differentiate instruction and engage all students in complex thinking and meaningful tasks.
(o) The educator understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.
(p) The educator knows how to use of a wide variety of resources, including human and technological, to engage students in learning.
(q) The educator understands how content and skill development can be supported by multiple media and technology and knows how to evaluate these resources for quality, accuracy and effectiveness.
CRITICAL DISPOSITIONS
(r) The educator values the development of students’ critical thinking, independent problem solving, research, and performance capabilities.
(s) The educator values collaboration with learners, colleagues, families, and the larger community in the design and implementation of learning experiences that are linked to instructional goals.
(t) The educator is committed to deepening awareness and understanding of diverse learners when planning and adjusting learning experiences.
(u) The educator values the variety of ways people communicate and encourages students to develop and use multiple forms of communication.
(v) The educator is committed to exploring how the use of new and emerging technologies can support and promote student learning.
(w) The educator values flexibility and reciprocity in the teaching process as necessary for adapting learning facilitation to student responses, ideas, and needs.
BELOW ARE THE EDITED STANDARDS FROM THE 610s MEETING:
Standard #6: Assessment
The educator understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide ongoing planning for personalized learning and inform facilitation of students’ learning.
Standard #7: Planning to Facilitate Learning
The educator draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, available resources, and pedagogy to collaboratively plan learning experiences that support every student in meeting rigorous and personalized learning goals.
Add a “performance” D: The educator works closely with students, their family, the community and colleagues to develop curricular plans.
Add performance E: The educator proactively assesses for and develops instructional strategies to maximize equitable student access to essential learning resources.
Standard #8: Strategies to Facilitate Learning
The educator understands and engages students in a variety of learning strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply and communicate ideas and information.