美国INTASC核心教学的10个标准（张铁光教授、剑桥博士）
2019-03-17 14:15阅读：
美国首席州立学校官员委员会（CCSSO）通过州际教师评估和支持协议（InTASC），提供了一套模型核心教学标准，它概述了教师应该做什么，并能做到确保每个PK
–
12年级的学生达到进入大学或在当今世界工作的目标。这一“共同核心”概述了教学实践的原则和基础，它跨越了所有学科领域和年级水平，为全体教师所共享。
INTASC的核心教学标准有10条，根据INTASC的要求，每位新教师进入学校以后，学校会为他们指派有经验的老教师作为导师，在3年的教学工作过程中，学校将根据这10条标准对新教师进行全面而系统的评估。
——张铁光教授、剑桥博士
美国INTASC核心教学的10个标准
标准被分为四大类
The Learner and Learning
学习者与学习
l Standards/Progressions #1
& #2: Learner Development and Learning Differences
标准/进展1及2：学习者的发展与学习差异
l
Standard/Progression #3: Learning
Environments
标准/进展3：学习环境
Content Knowledge 内容知识
l Standard/Progression #4:
Content Knowledge
标准/进展4：内容知识
l Standard/Progression #5:
Application of Content
标准/进展5：内容的应用
Instructional Practice 教学实践
l Standard/Progression #6:
Assessment
标准/进展6：评估
l Standard/Progression #7:
Planning for Instruction
标准/进展 7：教学计划
l Standard/Progression #8:
Instructional Strategies
标准/进展 8：教学策略
**********************************
Professional Responsibility
专业责任
l Standard/Progression #9:
Professional Learning and Ethical Practice
标准/进展9：专业学习与道德实践
l Standard/Progression #10:
Leadership and Collaboration
标准/进展10：领导和协作
**********************************
学习者与学习
教学始于学习者。为了确保每个学生学习新的知识和技能，教师必须明白个体之间的学习和发展模式是变化的，学习者给学习过程带来了独特的个体差异，以及学习者需要在支持的和安全的学习环境中茁壮成长。有效的教师对每个学生都有高的期望，在各种学习环境实施发展合适的、具有挑战性的学习经历，帮助所有的学习者达到较高标准，并充分发挥其潜力。教师通过结合专业知识基础，包括对认知、语言、社会、情感和身体发展如何发生的理解，同时认识到学习者个人带来的不同个人及家庭背景、技能、能力、观点、天赋和兴趣。教师与学生、同事、学校领导、家庭、学习者的社区成员和社区组织合作，更好地了解自己的学生，激发他们的学习。教师促进学习者接受对自己学习的负责，并与他们合作，以确保有效的设计和自主和协作学习的实施。
标准1：学习者的发展。教师理解学习者是如何成长和发展的，认识到学习和发展模式在认知、语言、社会、情感和身体领域中因人而异，并设计和实施适合发展和具有挑战性的学习经验。
标准2：学习的差异。教师利用对个体差异和不同文化和社区的理解，确保包容性的学习环境，使每个学习者能够达到高标准。
标准3：学习环境。教师与其他人合作，创建支持个体和协作学习的环境，鼓励积极的社会互动、积极参与学习和自我激励。
内容
教师必须对他们的内容领域有深刻的、灵活的理解，当他们与学习者在获取信息，把知识应用到现实世界中和解决有意义的问题的时候，能汲取知识内容，以确保学习者掌握学习的内容。今天的老师运用多种沟通方式把内容知识传递给学习者，包括数字媒体与信息技术。他们整合跨学科的技能（例如，批判性思维、问题解决、创新、沟通）来帮助学习者使用内容提出解决方案，形成新的认识，解决问题，想象可能性。最后，教师通过连接地方、州、国家和全球问题，让知识内容与学习者相关。
标准4：内容知识。教师理解他或她所教学科的核心概念、查询工具和结构，创造学习者获得有意义的学科学习经历，以确保内容的掌握。
标准5：内容的应用。教师了解如何连接概念和使用不同的观点，让学习者参与批判性思维、创造力和协作解决与本地和全球相关的真实问题。
**********************************
教学实践
有效的教学实践要求教师理解和使用协调和参与的方式整合评估、规划和教学策略。从他们的目的或目标开始，教师首先确定学生的学习目标和内容标准，并对这些目标进行评估。教师了解如何设计、实施和从一系列形成性和总结性评估结果的解释。这方面的知识融入教学实践，使教师获得的信息可以用来提供即时反馈，以加强学生的学习和修改教学。规划的重点是采用各种适当的有针对性的教学策略，来应对多样化的学习方式，新技术整合为最大化和个性化的学习，让学生负责自己的学习，并以创造性的方法去做。
标准6：评估。教师理解并使用多种评价方法来帮助学习者自身的成长，监控学习者的进步，指导教师和学习者的决策。
标准7：教学计划。老师计划教学以支持每一位学生满足严格的学习目标，通过借鉴内容领域的知识、课程、跨学科的技能和教育法，以及学习者的知识和社区环境。
标准8：教学策略。教师理解和使用各种教学策略，鼓励学生发展对内容领域以及它们的联系的深刻理解，并建立以有意义方式应用知识的技能。
**********************************
专业责任
创建和支持安全的、积极的学习环境，让学习者达到最高水平是教师的基本职责。要做到这一点，教师必须从事有意义的和密集的专业学习，通过不间断地研究、自我反省和合作做定期实践检查，做到自我更新。不断自我完善的循环通过领导、合议庭的支持与合作得到增强。职业学习和合作的积极参与，达到为改进教学和学习的目的的更好实践的发现和执行。教师也对满足学习者需求和实现他们学校的使命和目标的教学实践的改善做贡献。教师从学习者、家庭、同事、学校的其他专业人员，社区成员的合作中收益。教师通过模范道德行为展示领导力，有助于在实践中的积极变化，提高他们的职业水平。
标准9：专业学习与道德实践。教师从事持续的职业学习和，连续地使用他/她的实践评估的证据，特别是他/她的选择和行为对他人的影响（学生、家庭、其他专业人士和社区），进行满足每一个学习者需求适合的实践。
标准10：领导和协作。教师寻求适当的领导角色和机会，承担学生学习的责任，与学习者、家庭、同事、其他学校专业人士和社区成员合作，以确保学习者的成长，并促进专业的发展。
Summary of Updated InTASC Core Teaching
Standards
The standards have been grouped into four general categories
to help users organize their thinking about the
standards:
The Learner and Learning
Teaching begins with the learner. To ensure that each student
learns new knowledge and skills, teachers must understand that
learning and developmental patterns vary among individuals, that
learners bring unique individual differences to the
learning process, and that learners need supportive
and safe learning environments to thrive. Effective teachers have
high expectations for each and every learner and implement
developmentally appropriate, challenging learning experiences
within a variety of learning environments that help all learners
meet high standards and reach their full potential. Teachers do
this by combining a base of professional knowledge, including an
understanding of how cognitive, linguistic, social, emotional, and
physical development occurs, with the recognition that learners are
individuals who bring differing personal and family backgrounds,
skills, abilities, perspectives, talents and interests. Teachers
collaborate with learners, colleagues, school leaders, families,
members of the learners’ communities, and community organizations
to better understand their students and maximize their learning.
Teachers promote learners’ acceptance of responsibility for their
own learning and collaborate with them to ensure the effective
design and implementation of both self-directed and collaborative
learning.
Standard #1: Learner Development. The teacher understands how
learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning
experiences.
Standard #2: Learning Differences. The teacher uses
understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable
each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with
others to create environments that support individual and
collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self
motivation.
Content
Teachers must have a deep and flexible understanding of their
content areas and be able to draw upon content knowledge as they
work with learners to access information, apply knowledge in real
world settings, and address meaningful issues to assure
learner mastery of the content. Today’s teachers make content
knowledge accessible to learners by using multiple means of
communication, including digital media and information technology.
They integrate cross-disciplinary skills (e.g., critical thinking,
problem solving, creativity, communication) to help learners use
content to propose solutions, forge new understandings, solve
problems, and imagine possibilities. Finally, teachers make content
knowledge relevant to learners by connecting it to local, state,
national, and global issues.
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 the discipline accessible and meaningful for learners to
assure mastery of the content.
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.
Instructional Practice
Effective instructional practice requires that teachers
understand and integrate assessment, planning, and instructional
strategies in coordinated and engaging ways. Beginning with their
end or goal, teachers first identify student learning objectives
and content standards and align assessments to those objectives.
Teachers understand how to design, implement and interpret results
from a range of formative and summative assessments. This knowledge
is integrated into instructional practice so that teachers have
access to information that can be used to provide immediate
feedback to reinforce student learning and to modify instruction.
Planning focuses on using a variety of appropriate and targeted
instructional strategies to address diverse ways of learning, to
incorporate new technologies to maximize and individualize
learning, and to allow learners to take charge of their own
learning and do it in creative ways.
Standard #6: Assessment. The teacher understands and uses
multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well
as knowledge of learners and the community context.
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.
Professional Responsibility
Creating and supporting safe, productive learning
environments that result in learners achieving at the highest
levels is a teacher’s primary responsibility. To do this well,
teachers must engage in meaningful and intensive professional
learning and self-renewal by regularly examining practice through
ongoing study, self-reflection, and collaboration. A cycle of
continuous self-improvement is enhanced by leadership, collegial
support, and collaboration. Active engagement in professional
learning and collaboration results in the discovery and
implementation of better practice for the purpose of improved
teaching and learning. Teachers also contribute to improving
instructional practices that meet learners’ needs and accomplish
their school’s mission and goals. Teachers benefit from and
participate in collaboration with learners, families, colleagues,
other school professionals, and community members. Teachers
demonstrate leadership by modeling ethical behavior, contributing
to positive changes in practice, and advancing their
profession.
Standard #9: Professional Learning and Ethical Practice. The
teacher engages in ongoing professional learning and uses evidence
to continually evaluate his/her practice, particularly the effects
of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the
needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks
appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the
profession.
