Introduction
In the contemporary world, adequate training of new teachers is based on and is regulated by established standards. These standards are formed by the Interstate Teacher Assessment and Support Consortium (InTASC) and Council for Exceptional Children (CEC). Those teaching standards express what effective schooling and learning should be in an education system and share a few similar important themes within them, including collaboration and assessment implementation.
Summary of Key Themes
The correct understanding of assessment and collaboration standards is essential for qualifying teacher effectiveness. Council for Exceptional Children states that beginners in special education must implement many different methods of assessment and data sources while making educational decisions (Fowler, 2019). Teachers must use various assessments to measure and interpret individuals’ abilities and talents. Collaboration with families, other educators, and communities across a wide range of appraisals gives a clearer picture of the needs of each student. With the help of partaking in developing lessons and decision-making while evaluating the students’ outcomes, thorough and applicable instructions can be created, and the learning process for each student can be personalized. When teachers use the knowledge gained from those standards enactment, they continue to educate themselves and shape their ethics and professional values.
Data-Driven Instructional Planning & Collaboration
The InTASC and CEC standards place an immense amount of importance on evidence-based practices within the instructional planning of a class. InTASC standards discuss “a variety of instructional strategies and makes learning accessible to all learners” (Kuo, 2018, p. 64). They essentially state that teachers should encourage scholars to interconnect information provided, generate a profound understanding of specific themes, and apply content knowledge in consequential manners. Fowler observes CEC standards as a continuation of the objectives of the InTASC, so SE educators should choose, adjust and incorporate a set of evidence-based instructional strategies to improve the learning of people with exceptionalities (Fowler, 2019). In both standards, teachers are responsible for the information they provide to learners.
Professional Expectations
Standards of InTASC primarily identify that a teacher must participate in relevant and thorough professional learning and skills renewal. CEC practice as well involves the help of constantly evaluating educators’ practice by utilizing ongoing study, collaboration, and self-reflection (Fowler, 2019). Many schools have learning days used explicitly for the education and development of their educators (Kuo, 2018). Some educational institutions likewise implement these standards with teacher work weeks before the school year starts to help their educators stay informed on new regulations and standards that might have changed from the previous year.
Conclusion
In conclusion, both InTASC and CEC system standards include regular assessment practices and collaboration. They likewise provide guidance and strategies to enhance and strengthen teachers’ effectiveness through meaningful engagement. Collaboration for the teachers, students, and other professionals in our field fosters growth and positive interactions with the best outcome. Furthermore, all the necessary functional evaluations can be made by assessing educators’ and learners’ outcomes.
References
Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The state of the special education profession survey report. TEACHING Exceptional Children, 52(1), 8-29. Web.
Kuo, N. C. (2018). Rethinking edTPA: The use of InTASC principles and standards. Journal of Educational Issues, 4(1), 47-67. Web.