[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-266018-105":59,"doc-detail-266018-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","intasc-model-core-teaching-standards-april-2011","InTASC Model Core Teaching Standards - April 2011","","InTASC Model Core Teaching Standards (April 2011) outline core expectations for teaching practice across three focus areas. Standard 1 addresses learner development through ongoing assessment, developmentally appropriate instruction, collaboration with families and professionals, and instructional decisions grounded in cognitive, linguistic, social, emotional, and physical growth. Standard 2 emphasizes learning differences and inclusive environments using diverse learning strengths, timely provisions, prior knowledge, and language/cultural tools. Standard 3 guides creation of safe, engaging learning environments that promote collaboration, inquiry, and self-motivation.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/intasc-model-core-teaching-standards-april-2011/266018/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/intasc-model-core-teaching-standards-april-2011/266018.png","ImageObject",300,407,{"name":92,"@type":93},"Felix Montgomery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does Standard #1 emphasize for effective teaching?","Question",{"text":113,"@type":114},"It emphasizes understanding how learners grow in multiple areas and using assessment to design developmentally appropriate, challenging instruction. It also highlights scaffolding, collaboration with families and professionals, and instructional decisions based on learners’ strengths and readiness.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does Standard #2 support inclusive learning environments?",{"text":118,"@type":114},"It requires using knowledge of individual differences and diverse cultures to design instruction and adapt learning opportunities. It also focuses on timely provisions for learning differences, leveraging prior knowledge, and integrating language development strategies for English learners.",{"name":120,"@type":111,"acceptedAnswer":121},"What is the main goal of Standard #3?",{"text":122,"@type":114},"It focuses on creating learning environments that support individual and collaborative learning. The standard stresses safe, positive climates, active engagement, positive social interaction, and self-motivation through collaboration and inquiry.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},266018,1789403264,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145},549768064778,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","InTASC Model Core Teaching Standards  \nApril 2011  \nStandard \\#1: Learner Development  \nThe teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.  \nPERFORMANCES  \n1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.  \n1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.  \n1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. ESSENTIAL KNOWLEDGE  \n1(d) The teacher understands how learning occurs--how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning.  \n1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.  \n1(f) The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.  \n1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.  \nCRITICAL DISPOSITIONS  \n1(h) The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.  \n1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.  \n1(j) The teacher takes responsibility for promoting learners’ growth and development.  \n1(k) The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.  \nStandard \\#2: Learning Differences  \nThe teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.  \nPERFORMANCES  \n2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.  \n2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.  \n2(c) The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.  \n2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiencesand cultural norms.  \n2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.  \n2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.  \nESSENTIAL KNOWLEDGE  \n2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learne","cbCaikVMaL2TwGm4","https://ap.wps.com/l/cbCaikVMaL2TwGm4","pdf",183838,18,"English","# Standard #1: Learner Development\n## Performances\n## Essential Knowledge\n## Critical Dispositions\n# Standard #2: Learning Differences\n## Performances\n## Essential Knowledge\n## Critical Dispositions\n# Standard #3: Learning Environments\n## Performances","[{\"question\":\"What does Standard #1 emphasize for effective teaching?\",\"answer\":\"It emphasizes understanding how learners grow in multiple areas and using assessment to design developmentally appropriate, challenging instruction. It also highlights scaffolding, collaboration with families and professionals, and instructional decisions based on learners’ strengths and readiness.\"},{\"question\":\"How does Standard #2 support inclusive learning environments?\",\"answer\":\"It requires using knowledge of individual differences and diverse cultures to design instruction and adapt learning opportunities. It also focuses on timely provisions for learning differences, leveraging prior knowledge, and integrating language development strategies for English learners.\"},{\"question\":\"What is the main goal of Standard #3?\",\"answer\":\"It focuses on creating learning environments that support individual and collaborative learning. The standard stresses safe, positive climates, active engagement, positive social interaction, and self-motivation through collaboration and inquiry.\"}]","InTASC Model Core Teaching Standards - April 2011 | PDF",45]