The Model Core Teaching Standards (CCSSO, 2012) provide a common language, setting the bar high for educator excellence. The Arizona K12 Center believes that when standards guide the growth and development of teachers, learners in classrooms benefit. The Standards Continuum Guide for Reflective Teaching Practice is an invaluable resource intended to foster the growth and development of teaching professionals.
In 2012, the Council of Chief State School Officers (CCSSO) through its Interstate Teacher Assessment and Support Consortium (InTASC), developed a set of professional teaching standards called the Model Core Teaching Standards. These standards outline effective teaching practice and empower teachers and learners to take ownership of their learning, think critically, apply knowledge, and solve problems in the context of rapidly changing learning environments.
The Model Core Teaching Standards promote a new paradigm for how teachers reflect on their teaching, how they deliver instruction and make decisions in the classroom and beyond, and define themselves as teaching professionals. Yet, these standards also call for a new infrastructure for how we support teachers as professionals.
Why is the Standards Continuum Guide for Reflective Teaching Practice important?
The act of teaching is complex, and this requires a wide range of intellectual and responsive skills, often hard to observe through traditional methods of classroom observation. This guide can help ensure that the Model Core Teaching Standards are used effectively and with integrity, promoting teacher growth and improvement and helping to provide a more holistic evaluation of teachers, defining teaching as a true profession.
What is the Standards Continuum Guide for Reflective Practice?
This Guide describes three components of effective teaching practice: Essential Knowledge, Critical Dispositions, and Performances, and gets at the heart of these components through reflective questions and a continuum of teacher development.
Reflective Questions for each of the InTASC Standards/Indicators prompt teachers to ask themselves…What do I? (performances)...How do I? (knowledge)... and Why do I?(dispositions) promote these standards in my work with students?
The Continuum prompts teachers to identify areas of strength and need through a detailed self-assessment, recognizing that teachers undergo stages of development that vary widely along their career and depend highly on situation and context.
When all stakeholders support one another in the language of practice, there is a greater synergy that exists. The Standards Guide for Reflective Teaching Practice redefines how support and evaluation systems might look different when we strive to share the language of these standards and ground them in educator growth.
The Standards Continuum Guide for Reflective Teaching Practice is available for purchase on our Orders page for $12, or $10 per copy if ordering 100 or more.