INTASC Standards Development

For an explanation of how INTASC’s standards are model policies that can help states drive systemic reform of their teacher licensing systems, please see our homepage.


“Core” Standards

INTASC’s Model Standards for Beginning Teacher Licensing, Assessment and Development:  A Resource for State Dialogue (1992) outline the knowledge, dispositions, and performances deemed essential for all teachers regardless of the subject or grade level being taught. Drafted by a committee of teachers, teacher educators, and state agency officials, they represent a shared view among the states and within the profession of what constitutes competent beginning teaching. These standards are currently being translated into standards for various subject matter areas and specific student populations. 

“Core” Standards

Arts Education

INTASC’s Model Standards for Licensing Classroom Teachers and Specialist in the Arts:  A Resource for State Dialogue (2002) outline for the first time what all CLASSROOM teachers, as well as arts specialists, should know and be able to do across the four arts disciplines of dance, music, theatre and visual arts.  They specifically address and describe the nature of the collaborative relationship between classroom teachers and arts specialists as they work together to teach students the arts. A committee of 26 practicing teachers, arts specialists, teacher educators and principals from both general education and the four arts disciplines of dance, music, theatre and visual arts drafted the standards.

Arts Education Standards
Arts Frequently Asked Questions Brochure
Arts Feedback Survey


Elementary Education


INTASC’s Model Standards for Licensing Beginning Elementary Teachers:  A Resource for State Dialogue are still under development.  The drafting committee completed a first draft of the standards except for the content knowledge principle (Principle #1).  INTASC is seeking recommendations from small working groups of experts in each of the elementary subject areas around what content is reasonable to expect of the beginning elementary teacher.  Once we reach consensus on the amount and nature of this content knowledge across the five subject areas of reading/writing, math, science, social studies, and the arts, the standards will be completed and released for public comment.


English Language Arts

INTASC’s Model Standards in English Language Arts for Beginning Teacher Licensing and Development: A Resource for State Dialogue (1998) articulate the knowledge, dispositions, and skills that teachers of English Language Arts need to develop. They were drafted by a committee of English teachers, teacher educators, and representatives from several INTASC states with expertise at the primary and secondary levels. These standards are currently being edited and should be available in fall 2003.


Foreign Languages

INTASC’s Model Standards for Licensing Beginning Foreign Language Teachers:  A Resource for State Dialogue (2002) articulate what all beginning teachers should know and be able to do to effectively teach a student a foreign language. A committee of 18 practicing teachers, teacher educators, and state and local supervisors with expertise in a variety of languages drafted the standards. 

Foreign Languages Standards
Foreign Languages Frequently Asked Questions Brochure
Foreign Languages Feedback Survey


Mathematics


INTASC’s Model Standards in Mathematics for Beginning Teacher Licensing & Development:  A Resource for State Dialogue (1995) were drafted by a committee of teachers and mathematics educators and articulate the specific knowledge, dispositions, and performances that would enable beginning teachers to teach mathematics. 

Mathematics Standards


Science


Drafted by a committee of teachers and science educators, INTASC‘s Model Standards in Science for Beginning Teacher Licensing and Development:  A Resource for State Dialogue (2002) articulate the specific knowledge, dispositions, and performances that would enable beginning teachers to effectively teach science to students at all grade levels.

Science Standards

Social Studies

INTASC’s Model Standards in History and Social Studies for Beginning Teacher Licensing, Assessment and Development:  A Resource for State Dialogue are still under development.  A first draft is currently being edited and will be circulated to the full drafting committee for review later this year.  Check here for updates.


Special Education

INTASC’s Model Standards for Licensing General and Special Education Teachers of Students with Disabilities:  A Resource for State Dialogue (2001) articulate for the first time what all GENERAL EDUCATION teachers, as well as special education teachers, should know and be able to do to effectively teach students with disabilities. With the IDEA Amendments placing greater emphasis on the role of the general education teacher in instructing students with disabilities in inclusive settings, this issue has taken on increased significance.  The standards specifically address and describe the nature of the collaborative relationship between general and special education teachers. The standards were drafted by a committee of 27 practicing teachers and teacher educators from across the country in both general and special education. 

Special Education Standards
Special Education Frequently Asked Questions Brochure
Special Education Feedback Survey