Standards
To facilitate student learning and professional reflection, this professional learning module has been aligned to the following standards:
InTASC Standards
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
4(b) The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.
4(c) The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
5(d) The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.
5(m) The teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
8(j) The teacher 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.
The National Board for Professional Teaching Standards
Five Core Propositions
Teachers are committed to their students and their learning.
Teachers know the subjects they teach and how to teach those subjects to their students.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.
For more detailed information on the Five Core propositions- http://www.nbpts.org/sites/default/files/what_teachers_should_know.pdf
The North Carolina Professional Teaching Standards
Standard 4- Teachers Facilitate Learning for Their Students
Teachers help students develop critical thinking and problem-solving skills.
• Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions; and
• Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.
Standard 5- Teachers Reflect on Their Practice
Teachers link professional growth to their professional goals.
• Actively investigate and consider new ideas that improve teaching and learning; and
• Adapt practice based on data.