We claim to prepare our teacher candidates so that upon graduation, they can meet the InTASC (Interstate Teacher Assessment and Support Consortium) Standards.
The goal of the program is to provide coursework and experiences that will prepare competent, caring, and qualified individuals who are ready to assume the role of teacher and to prepare them for further career choices and advancement. Candidates enter the program at the junior level of their undergraduate education where they have completed general education and pre-program required courses and in so doing have a background in the arts and sciences which prepares them with a general content knowledge base.
Candidates for the initial teaching license in the State of Utah must have received training in, and show competence in, the InTASC standards. Utah’s Professional Teaching Standards were primarily derived from the InTASC standards, thus both the School and the State have an intense interest in and focus on these standards. By assessing essential performances, and the understanding and application of knowledge and skills, the School claims that it can verify that candidates meet the InTASC Standards. The following outlines the InTASC clusters and their respective standards with a brief description of what each entails:
Standard #6: 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.
Standard #7: 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.
Standard #8: 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.
Standard #9: 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.
Standard #10: 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.