InTASC text: Professional Responsibility Creating and supporting learning environments that result in students achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in professional self-renewal, which means they regularly examine their own and each other’s practice through self-reflection and collaboration, providing collegial support and feedback that assures a continuous cycle of self-improvement. This kind of professional learning results in discovery and implementation of better practice for all. As professionals, teachers also contribute to practices that improve teaching and learning consistent with their school’s mission and in collaboration with colleagues, school leaders, parents, guardians and other adults significant to students. They demonstrate leadership by modeling ethical behavior and by contributing to positive changes in policy and practice around activities that connect school, families and the larger community.
Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
PERFORMANCES
(a) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about students, and research) to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice.
(b) The teacher draws upon professional, community and technological resources, within and outside the school, as supports for reflection and problem-solving.
(c) The teacher reflects on his/her personal biases and seeks out resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant and responsive learning experiences.
(d) The teacher advocates, models and teaches safe, legal, and ethical use of information and technology including respect for intellectual property, and the appropriate documentation of sources, and the appropriate management of ethical boundaries with students.
(e) The teacher thoughtfully advocates for providing all students with rich, deep and engaging curriculum and learning experiences.
(f) The teacher actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.
ESSENTIAL KNOWLEDGE
(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to reflect on his/her practice, its influences on students’ growth and learning, and the complex interactions between them.
(h) The teacher knows how to analyze his/her practice based on research and student data and how to adapt and differentiate instruction based on thoughtful reflection.
(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
(j) The teacher understands laws related to students’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, reporting in situations related to
possible child abuse).
(k) The teacher understands the ethical expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
CRITICAL DISPOSITIONS
(l) The teacher takes ethical responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.
(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with students and their families.
(n) The teacher sees him/herself as a learner, continuously seeking opportunities for professional growth.
Standard #10: Collaboration. The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.
PERFORMANCES
(a) The teacher prepares for and participates actively as a team member in decision-making processes that affect the school and larger educational community.
(b) The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
(c) The teacher participates actively as part of an instructional team, giving and receiving feedback on practice, examining student work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.
(d) The teacher engages in professional learning to enhance his/her knowledge and skill, to contribute to the knowledge and skill of others, and to work collaboratively to advance professional practice.
(e) The teacher actively integrates technological tools and a variety of communication strategies to build local and global learning communities that engage students, families, and colleagues.
ESSENTIAL KNOWLEDGE
(f) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
(g) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.
(h) The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
(i) The teacher knows how to participate in and contribute to a common culture that supports high expectations for student learning.
CRITICAL DISPOSITIONS
(j) The teacher takes responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
(k) The teacher respects families’ norms and expectations and seeks to work collaboratively with students and families in setting and meeting
challenging goals.
(l) The teacher takes responsibility to grow and develop with colleagues through interactions that enhance practice and support student learning.
(m) The teacher takes responsibility for contributing to and advancing the profession.
BELOW TEXT WAS EDITED and REPORTED ON AT THE 610s MEETING:
Standard #9: Reflection and Continuous Growth Leave text as is. Notations: The teacher is a reflective practitioner who uses evidence to continuallyevaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Performances:
(a) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about students, and research) to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice. (b) The teacher draws upon professional, community and technological resources, within and outside the school, as supports for reflection and problem-solving. (c) The teacher reflects on his/her personal biases and seeks out resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant and responsive learning experiences. (d) The teacher advocates, models and teaches safe, legal, and ethical use of information and technology including respect for intellectual property, and the appropriate documentation of sources, and the appropriate management of ethical boundaries with students. (e) The teacher thoughtfully advocates for providing all students with rich, deep and engaging curriculum and learning experiences. (f) The teacher actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.
Standard 10: Leave text as is. Notations: Please change Teacher Standards to Educator Standards for title
Creating and supporting learning environments that result in students achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in professional self-renewal, which means they regularly examine their own and each other’s practice through self-reflection and collaboration, providing collegial support and feedback that assures a continuous cycle of self-improvement. This kind of professional learning results in discovery and implementation of better practice for all. As professionals, teachers also contribute to practices that improve teaching and learning consistent with their school’s mission and in collaboration with colleagues, school leaders, parents, guardians and other adults significant to students. They demonstrate leadership by modeling ethical behavior and by contributing to positive changes in policy and practice around activities that connect school, families and the larger community.
Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
PERFORMANCES
(a) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about students, and research) to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice.
(b) The teacher draws upon professional, community and technological resources, within and outside the school, as supports for reflection and problem-solving.
(c) The teacher reflects on his/her personal biases and seeks out resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant and responsive learning experiences.
(d) The teacher advocates, models and teaches safe, legal, and ethical use of information and technology including respect for intellectual property, and the appropriate documentation of sources, and the appropriate management of ethical boundaries with students.
(e) The teacher thoughtfully advocates for providing all students with rich, deep and engaging curriculum and learning experiences.
(f) The teacher actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.
ESSENTIAL KNOWLEDGE
(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to reflect on his/her practice, its influences on students’ growth and learning, and the complex interactions between them.
(h) The teacher knows how to analyze his/her practice based on research and student data and how to adapt and differentiate instruction based on thoughtful reflection.
(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
(j) The teacher understands laws related to students’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, reporting in situations related to
possible child abuse).
(k) The teacher understands the ethical expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
CRITICAL DISPOSITIONS
(l) The teacher takes ethical responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.
(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with students and their families.
(n) The teacher sees him/herself as a learner, continuously seeking opportunities for professional growth.
Standard #10: Collaboration. The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.
PERFORMANCES
(a) The teacher prepares for and participates actively as a team member in decision-making processes that affect the school and larger educational community.
(b) The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
(c) The teacher participates actively as part of an instructional team, giving and receiving feedback on practice, examining student work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.
(d) The teacher engages in professional learning to enhance his/her knowledge and skill, to contribute to the knowledge and skill of others, and to work collaboratively to advance professional practice.
(e) The teacher actively integrates technological tools and a variety of communication strategies to build local and global learning communities that engage students, families, and colleagues.
ESSENTIAL KNOWLEDGE
(f) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
(g) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.
(h) The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
(i) The teacher knows how to participate in and contribute to a common culture that supports high expectations for student learning.
CRITICAL DISPOSITIONS
(j) The teacher takes responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
(k) The teacher respects families’ norms and expectations and seeks to work collaboratively with students and families in setting and meeting
challenging goals.
(l) The teacher takes responsibility to grow and develop with colleagues through interactions that enhance practice and support student learning.
(m) The teacher takes responsibility for contributing to and advancing the profession.
BELOW TEXT WAS EDITED and REPORTED ON AT THE 610s MEETING:
Standard #9: Reflection and Continuous Growth
Leave text as is. Notations:
The teacher is a reflective practitioner who uses evidence to continuallyevaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Performances:
(a) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about students, and research) to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice.
(b) The teacher draws upon professional, community and technological resources, within and outside the school, as supports for reflection and problem-solving.
(c) The teacher reflects on his/her personal biases and seeks out resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant and responsive learning experiences.
(d) The teacher advocates, models and teaches safe, legal, and ethical use of information and technology including respect for intellectual property, and the appropriate documentation of sources, and the appropriate management of ethical boundaries with students.
(e) The teacher thoughtfully advocates for providing all students with rich, deep and engaging curriculum and learning experiences.
(f) The teacher actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.
Standard 10:
Leave text as is. Notations:
Please change Teacher Standards to Educator Standards for title