USA- InTASC Model Core Teaching Standards (2011)Standard: 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.Performance: 10(a) The teacher takes an active role on the
instructional team, giving and receiving feedback on
practice, examining learner work, analyzing data from
multiple sources, and sharing responsibility for decision
making and accountability for each student’s learning.
Performance: 10(b) The teacher works with other school professionals
to plan and jointly facilitate learning on how to meet
diverse needs of learners.
Performance: 10(c) The teacher engages collaboratively in the schoolwide
effort to build a shared vision and supportive
culture, identify common goals, and monitor and
evaluate progress toward those goals.
Performance: 10(d) The teacher works collaboratively with learners
and their families to establish mutual expectations
and ongoing communication to support learner
development and achievement.
Performance: 10(e) Working with school colleagues, the teacher builds
ongoing connections with community resources to
enhance student learning and well being.
Essential Knowledge: 10(l) The teacher understands schools as organizations
within a historical, cultural, political, and social context
and knows how to work with others across the system to
support learners.
Essential Knowledge: 10(m) The teacher understands that alignment of family,
school, and community spheres of influence enhances
student learning and that discontinuity in these spheres
of influence interferes with learning.
Essential Knowledge: 10(n) The teacher knows how to work with other adults
and has developed skills in collaborative interaction
appropriate for both face-to-face and virtual contexts.
Essential Knowledge: 10(o) The teacher knows how to contribute to a
common culture that supports high expectations for
student learning.
Critical Disposition: 10(p) The teacher actively shares responsibility for
shaping and supporting the mission of his/her school
as one of advocacy for learners and accountability for
their success.
Critical Disposition: 10(q) The teacher respects families’ beliefs, norms,
and expectations and seeks to work collaboratively
with learners and families in setting and meeting
challenging goals.
Critical Disposition: 10(r) The teacher takes initiative to grow and develop
with colleagues through interactions that enhance
practice and support student learning.
Critical Disposition: 10(s) The teacher takes responsibility for contributing to
and advancing the profession.
Performance: 10(f) The teacher engages in professional learning,
contributes to the knowledge and skill of others, and
works collaboratively to advance professional practice.
Performance: 10(g) The teacher uses technological tools and a variety
of communication strategies to build local and global
learning communities that engage learners, families,
and colleagues.
Performance: 10(h) The teacher uses and generates meaningful
research on education issues and policies.
Performance: 10(i) The teacher seeks appropriate opportunities
to model effective practice for colleagues, to lead
professional learning activities, and to serve in other
leadership roles.
Performance: 10(j) The teacher advocates to meet the needs of
learners, to strengthen the learning environment, and to
enact system change.
Performance: 10(k) The teacher takes on leadership roles at the
school, district, state, and/or national level and
advocates for learners, the school, the community, and
the profession.
Critical Disposition: 10(t) The teacher embraces the challenge of continuous
improvement and change.
Author:
Michele Brewer
Last modified:
6/16/2014 2:04 PM (EST)
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