Comparison of INTASC Principles and Knowledge Standards with the Content of Psychology Applied to Teaching

In the early 1990s, the Interstate New Teacher Assessment and Support Consortium (INTASC) published a set of 10 principles and related standards to guide the preparation of beginning teachers. These principles and standards represent the core knowledge, dispositions, and skills that were felt by INTASC to be essential for all beginning teachers, regardless of their specialty or grade level. The INTASC standards were also designed to be compatible with the National Board for Professional Teaching Standards, a certification program for highly skilled veteran teachers. Both INTASC and National Board standards are rooted in the following five propositions:

• Teachers are committed to students and their learning.
• Teaches know the subjects they teach and how to teach those subjects to diverse learners.
• Teaches are responsible for managing and monitoring student learning.
• Teachers think systematically about their practice and learn from experience.
• Teachers are members of learning communities.

An important part of the philosophy behind the INTASC principles and standards is the belief that well trained teachers have the knowledge, dispositions, and skills to help all students achieve at acceptable levels. That notion has also been a major part of the philosophy of Psychology Applied to Teaching. To help you see how the content of Psychology Applied to Teaching corresponds to the INTASC knowledge standards, we have prepared the table that appears below.

INTASC Principles and Standards	Psychology Applied to Teaching
1. Subject Matter Expertise The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
a. The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.	Chapter 1 The Nature and Values of Science, pp. 5-6 Complicating Factors in the Study of Behavior and Thought Processes, pp. 7-9
b. The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.	Chapter 8 Meaningfulness, pp. 243-245 How Information is Organized in Long-Term Memory, pp. 247-248 Suggestions for Teaching #5, p. 253
c. The teacher can relate his/her disciplinary knowledge to other subject areas.	Chapter 10 Facets of Constructivism, pp. 311-312
2. Learning and Development The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
a. The teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of mind--and knows how to use instructional strategies that promote student learning.	Chapter 7, pp. 211-236 Chapter 8, pp. 237-275 Chapter 9, pp. 276-308 Chapter 10, pp. 309-346 Chapter 11, pp. 347-387
b. The teacher understands that students' emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.	Chapter 2, pp. 22-66 Chapter 3, pp. 67-102
c. The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.	Chapter 2, pp. 22-66 Chapter 3, pp. 67-102
3. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
a. The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students' strengths as the basis for growth.	Chapter 4, pp. 103-132
b. The teacher knows about areas of exceptionality in learning--including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.	Chapter 6, pp. 171-210
c. The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.	Chapter 5, pp. 164-168
d. The teacher understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values.	Chapter 4, pp. 103-132 Chapter 5, pp. 133-170
e. The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction.	Chapter 5, pp. 133-170
4. Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
a. The teacher understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated.	Chapter 8, pp. 237-275 Chapter 9, pp. 276-308 Chapter 10, pp. 309-346
b. The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction).	Chapter 11, pp. 347-387
c. The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).	Chapter 7, pp. 211-236 Chapter 8, pp. 237-275 Chapter 9, pp. 276-308 Chapter 10, pp. 309-346 Chapter 11, pp. 347-387
5. Motivation and Classroom Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
a. The teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.	Chapter 12, pp. 388-421
b. The teacher understands how social groups function and influence people, and how people influence groups.	Chapter 11, pp. 377-385
c. The teacher knows how to help people work productively and cooperatively with each other in complex social settings.	Chapter 11, pp. 377-385
d. The teacher understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.	Chapter 13, pp. 422-454
e. The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated.	Chapter 12, pp. 388-4216
6. Communication Skills The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
a. The teacher understands communication theory, language development, and the role of language in learning.	Chapter 3, p. 73
b. The teacher understands how cultural and gender differences can affect communication in the classroom.	Chapter 4, pp. 103-132 Chapter 5, pp. 133-170
c. The teacher recognizes the importance of nonverbal as well as verbal communication.	Chapter 5, pp.
d. The teacher knows about and can use effective verbal, nonverbal, and media communication techniques.	Chapter 11, pp. 347-387 Technology sections of all chapters
7. Instructional Planning The teacher plans instruction based upon knowledge of subject matter.
a. The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.	Chapter 2, pp. 22-66 Chapter 7, pp. 211-236 Chapter 8, pp. 237-275 Chapter 9, pp. 276-308 Chapter 10, pp. 309-346 Chapter 11, pp. 347-387
b. The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students' experiences.	Chapter 3, pp. 67-102 Chapter 4, pp. 103-132 Chapter 5, pp. 133-170 Chapter 11, pp. 347-387
c. The teacher knows when and how to adjust plans based on student responses and other contingencies.	Chapter 1, pp. 9-13 Chapter 11, pp. 347-387
8. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner
a. The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.	Chapter 14, pp. 455-490 Chapter 15, pp. 491-521
b. The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.	Chapter 14, pp. 455-490 Chapter 15, pp. 491-521
c. The teacher understands measurement theory and assessment related issues, such as validity, reliability, bias, and scoring concerns.	Chapter 14, pp. 455-490 Chapter 15, pp. 491-5215
9. Reflective Practice The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
a. The teacher understands methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.	Chapter 1 Reflective Teaching: A Process to Help You Grow from Novice to Expert, pp. 13-14 Chapter 16, pp. 522-536
b. The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities).	Chapter 1 Resources for Further Investigation, pp. 522-536 Chapter 16 Resources for Further Investigation, p. 536
10. Collaboration The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
a. The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works.
b. The teacher understands how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning.	Chapter 5, pp. 133-170
c. The teacher understands and implements laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse).	Chapter 6, pp. 171-210