These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.
This document includes the InTASC Model Core Teaching Standards: A Resource for State Dialogue, which were released in April 2011, and the new InTASC Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development (2013). Together they describe the new vision of teaching needed for today's learners, how teaching practice that is aligned to the new vision develops over time, and what strategies teachers can employ to improve their practice both individually and collectively.
ENABLES K-12 EDUCATORS TO CREATE SUCCESSFUL LEARNING COMMUNITIES — THE FULLY UPDATED NEW EDITION Effective classroom management plans are essential for creating environments that foster appropriate social interactions and engaged learning for students in K-12 settings. New and early-career teachers often face difficulties addressing student discipline, upholding classroom rules and procedures, and establishing positive teacher-student relationships. The seventh edition of Classroom Management is the leading resource for helping educators prevent student misbehavior, respond to challenging situations, and involve their students in building positive classroom communities. This popular textbook covers every vital aspect of classroom management, from planning for the school year and conducting instruction, to managing diverse classrooms and collaborating with colleagues and families. Fully revised to reflect recent changes in K-12 education and address the needs of today's educators, this edition features new and updated methods for fostering positive student behavior, insights on the root causes of misbehavior, strategies for helping students set high expectations, and much more. Written by a respected expert in teaching methods, classroom management, and instructional leadership, this valuable teacher's reference: Covers contemporary topics, methods, and discipline models in classroom management Reflects current InTASC Model Core Teaching Standards and Praxis assessments Features descriptions of classroom management methods used by elementary, middle, and high school teachers in various regions and communities Provides new and unique stories and case studies of real-world classroom situations Offers end-of-chapter summaries and questions, supplemental activities, further reading suggestions, and complete references Includes new tables, charts, and figures that make information more accessible to different types of learners Classroom Management: Creating a Successful K-12 Learning Community, Seventh Edition is an ideal text for college professors, teachers in training, and K-12 educators, as well as school administrators and general readers involved in education.
"Since the highly acclaimed Courageous Conversations About Race offered educators a frame work and tools for promoting racial equity, many schools have implemented the Courageous Conversations Protocol. Now ... in a book that's rich with anecdote, Singleton celebrates the successes, outlines the difficulties, and provides specific strategies for moving Courageous Conversations from racial equity theory to practice at every level, from the classroom to the school superintendent's office"--Back cover.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. The sixth edition of Methods for Effective Teaching provides the most current research-based coverage of teaching methods for K-12 classrooms on the market today. In a straightforward, user-friendly tone, the expert author team writes to prepare current and future educators to be effective in meeting the needs of all the students they teach. In this new edition, all content is carefully aligned to professional standards, including the recently revised InTASC standards. Uniquely emphasizing today’s contemporary issues, such as both teacher-centered and student-centered strategies; a myriad of ways to differentiate instruction, promote student thinking, and actively engage students in learning; approaches for teaching English language learners, and an added emphasis on culturally responsive teaching, this highly-regarded textbook is the perfect combination of sound teaching methods and cutting edge content.
Instructional Rounds in Education is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms--much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before--educate all students to high levels--yet we don't know how to do that in every classroom for every child. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.
Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
