Standards Graphic Organizer

STANDARD GRAPHIC ORGANIZER 5

StandardsGraphic Organizer

Nameof Student

Nameof Institution

Requirements of NBPTS to the CEC and In TASC Standards

NBPTS

CEC

TASC

Standards are developed to reflect

  • Teachers are commitments to students and their learning.

  • Teachers are well aware of subjects to teach, and they are to deliver to the learner (TASC, 2011).

  • Teachers are mandated to manage and monitor students learning (TASC, 2011).

  • Teachers think systematically about their job and learn from their experiences (TASC, 2011).

  • The tutors have to be associates of the learning communities.

Standards will identify particular knowledge, various skills, and attitudes that are support of accomplished practice (TASC, 2011).

Show how the teacher’s professional judgment should be replicated in action.

Show how the standards should be affected under various settings (TASC, 2011).

Standards for professional practice are as follows

Instructions are systematically individualized making sure learning outcomes are maximized.

Employ evidence based practice effective to meeting individual needs (CEC, 2014).

Periodic assessments are employed in measuring learning progress of individuals (CEC, 2014).

Develop safe, effective, yet culturally responsive learning environment contributing to the fulfillment of needs.

Use effective culturally responsive instructional materials.

Employ behavior changing practices that are evident based that respect culture and dignity.

Support positive behavior and be in line with the local disciplinary methods and behavior molding procedures (TASC, 2011).

Avoid the use aversive techniques unless they target behavior change.

Teachers are not to employ corporal punishment.

Incidences of unprofessionalism or unethical practices are to be reported to appropriate heads.

Teachers are recommended special education services necessary for to an individual that has exceptional learning needs (NBPTS, 2014).

Learner development the teacher is to understand how learners grow and develop.

Learning differences the facilitators must be aware of individual differences including diversity in cultures (CEC, 2014).

Learning environments create an environment supporting and allowing collaborative learning and positive social interaction.

Content Knowledge the facilitator must be conversant with concepts, tools, and structures of the discipline.

Application of Content use a different perspective in engaging the students in critical thinking and developing problem solving capacities (TASC, 2011).

Assessment employ multiple methods in engaging the students.

Planning for instruction ensure of plans that support every student and meeting set learning goals.

Instructional strategies employ a variety of strategies in encouraging the students to attain a deeper understanding.

Professional and ethical practice the teachers should now and then evaluate their practice and adopt a practice that meets the needs of learners (NBPTS, 2014).

Leadership and Collaboration seek to take responsibility for learners and encourage collaboration with outside sources to facilitate the learning of students (NBPTS, 2014).

References CEC (2014). Special Education Professional Ethical Principles and Practice Standards. Retrieved From:

http://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards .

NBPTS (2014). National Board Standards. Retrieved From:

http://www.nbpts.org/national-board-standards .

TASC (2011). InTASC Model Core Teaching Standards: A Resource for State Dialogue (April 2011). Retrieved From:

http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_f or_State_Dialogue_%28April_2011%29.html.