Current through Register Vol. 63, No. 9, September 1, 2024
School districts shall use the core teaching standards to
evaluate teacher effectiveness outlined in OAR 581-022-2410. Performances,
essential knowledge and critical dispositions for each standard are contained
within the Interstate Teacher Assessment and Support Consortium (InTASC) core
teaching standards published at:
http://www.ccsso.org/Documents/2011/InTASC_Stds_MS_Word_version_4_24_11.doc.
The core teaching standards are the same standards adopted by the Teacher
Standards and Practices Commission (TSPC) for initial and advanced teacher
preparation. The standards include:
(1) The Learner and Learning
(a) 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. [InTASC
Standard #1]
(b) 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. [InTASC Standard #2]
(c) 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. [InTASC Standard #3]
(2) Content
(a) 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. [InTASC Standard # 4]
(b) 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. [InTASC Standard #5]
(3) Instructional Practice
(a) 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. [InTASC Standard #6]
(b)
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. [InTASC Standard #7]
(c) 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. [InTASC Standard #
8]
(4) Professional
Responsibility
(a) 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.
[InTASC Standard #9]
(b) 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. [InTASC
Standard #10]
Stat. Auth: ORS
342.805-342.937
Stats. Implemented: OL 2011 § 2, Ch 729 (SB
290)
