Performance Expectations of
the Professional Education Unit
Effective Spring Semester 2003 - Adapted from the INTASC Standards
1: Knowledge of Subject Matter
The teacher candidate understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches, and can create learning experiences that make these aspects of subject matter meaningful for students.
2: Knowledge of Human Development and Learning
The teacher candidate understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
3: Adapting Instruction for Individual Needs
The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4: Multiple Instructional Strategies
The teacher candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5: Classroom Motivation and Management Skills
The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6: Communication Skills
The teacher candidate uses knowledge of effective verbal, nonverbal, and medial communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7: Instructional Planning Skills
The teacher candidate plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
8: Assessment of Student Learning
The teacher candidate understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner.
9: Professional Commitment and Responsibility
The teacher candidate is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
11: Social/Cultural Contexts
The teacher candidate carefully considers information about the contexts of learning and teaching to plan, teach, and assess student learning.
The teacher candidate effectively utilizes and integrates technology applications to plan, manage, assess, and enhance student learning.