The Department of Teacher Education has adopted INTASC Principles as undergraduate program outcomes for elementary, secondary, and special education licensure programs. (INTASC is a consortium of the chief education officers of the fifty U.S. states, territories, and the District of Columbia.) The Utah State Board of Education has formally adopted INTASC principles as standards for beginning Utah teachers. Thus, Department licensure program outcomes are congruent with state and national standards for beginning teachers in Utah as well as other areas of the nation.

More information about INTASC can be accessed over the World Wide Web at: http://www.ccsso.org/INTASC

Standard #1: Knowledge of Subject Matter

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.

Standard #2: Knowledge of Human Development and Learning

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Standard #3: Adapting Instruction for Individual Needs

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Standard #4: Multiple Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performances.

Standard #5: Classroom Motivation and Management Skills

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.

Standard #6: Communication Skills

The teacher candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard #7: Instructional Planning Skills

The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Standard #8: Assessment and Student Learning

The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of learners.

Standard #9: Professional Commitment and Responsibility

The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on others (students, parents, and other professionals in the learning community), and who actively seeks out opportunities to grow professionally.

Standard #10: Partnerships

The teacher fosters relationships with school colleagues, parents, and agencies in the community at large to support students’ learning and well-being.

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