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Essay / Research Paper Abstract
This 7 page report discusses the Interstate New Teacher Assessment and Support Consortium’s standards and specifically outlines two areas that the writer addresses as the most important of the ten standards. Teachers must do more than merely ‘offer education,’ schools are now expected to ensure that all students learn and perform at high levels. Rather than merely ‘covering the curriculum,’ teachers are expected to find ways to support and connect with the needs of all learners.” Addressing those needs was the key concern of the INTASC.
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7 pages (~225 words per page)
File: D0_BWteach.rtf
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in a classroom full of students. The teachers job has been to move students through the curriculum and, to the highest extent possible, encourage and nurture their unique talents and
deal with the myriad of challenges that evolved in that particular classroom environment. Teachers are no longer, with few exceptions, isolated in
their teaching. There are very few of the old-time "school marms" left in modern America. The majority of teachers work in extensive settings with dozens of colleagues. According
to Cady, Distad and Germundsen (1998), the changing American culture, demographics, politics, and economics have resulted in the creation of an entirely different educational world. Coupled with these changes, an
expanding science of teaching and learning, a movement to elevate teaching to a true profession, and a growing demand for teacher accountability and assessment by national standards have combined to
bring about new expectations for the postmodern educator. Interstate New Teacher Assessment and Support Consortium The authors of the standards associated with
the INTASC open their Model Standards for begging teachers with the clear premise that efforts going on throughout the United States to restructure the nations schools for the demands of
a knowledge-based economy are redefining the mission of schooling and the job of teaching. As the drafting committee noted in the works preface (1992): "Rather than merely offering education, schools
are now expected to ensure that all students learn and perform at high levels. Rather than merely covering the curriculum, teachers are expected to find ways to support and connect
with the needs of all learners" (org/corestan.html). Borko (1986) echoes such a point through her determination to impress upon the reader the essential nature of teaching in terms of a
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