1.0  Liberal Arts. Teachers have broad knowledge of the liberal arts.  

North Carolina

INTASC

1.1.1 Have background in basic subject areas:  the arts, humanities, mathematics, and sciences, and have a broad understanding of the major cultures, religions, geography, political systems, philosophies, and economic systems by which people organize their lives.

I.1

-

1.1.2 Know and appreciate the great creative works of world cultures.

I.1, III.1

-

1.2 Subject-area Content. Teachers know the content appropriate to their teaching specialty and the relevant applications of this content.  

North Carolina

INTASC

1.2.1 Know their subjects considerably beyond the content they are expected to teach, and know how professionals in their field think and analyze the world.

I.2

-

1.2.2 Have a strong background in the subjects related to their specialty area.

I.2

-

1.2.3 Understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline they teach.

-

#1

1.2.4 Know how to apply information from their discipline to real-world situations.

I.4

-

1.3 Curriculum Theory. Teachers understand the ways in which their teaching area connects to the broad curriculum.  

North Carolina

INTASC

1.3.1 Know the links between the grade or subject they teach and what comes before and after their course or grade.

I.3

-

1.3.2 Can relate disciplinary knowledge to other subject areas.

-

#1

1.4 Developmental Theory.  Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.  

North Carolina

INTASC

1.4.1 Understand how learning occurs—how students construct knowledge, acquire skills, and develop habits of mind.

II.1

#2

1.4.2 Understand that students’ physical, social, emotional, moral and cognitive development influence learning.

II.1

#2, #3

1.4.3 Are aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understand how development in any one domain may affect performance in others.

II.1

#2, #3

1.4.4 Understand how social groups function and influence people, and how people influence groups.

-

#5

1.4.5 Recognize factors and situations that are likely to promote or diminish intrinsic motivation.  

-

#5

1.5 Diverse Cultural Environments. Teachers recognize the impact of cultural, economic, political, and social environments upon their discipline.  

North Carolina

INTASC

1.5.1 Know the history of their discipline.

I.2

-

1.5.2 Know the contributions that diverse cultural groups have made to their discipline.

III.1

-

1.6 Subject-Specific Technology. Teachers know the specific uses of technology in their discipline.  

North Carolina

INTASC

1.6.1 Understand how technological advances affect their discipline.

I.2

-

1.6.2 Know where to find technological resources specific to their discipline.

I.2

-

1.0  Liberal Arts. Teachers have broad knowledge of the liberal arts.  

North Carolina

INTASC

1.1.1 Have background in basic subject areas:  the arts, humanities, mathematics, and sciences, and have a broad understanding of the major cultures, religions, geography, political systems, philosophies, and economic systems by which people organize their lives.

I.1

-

1.1.2 Know and appreciate the great creative works of world cultures.

I.1, III.1

-

1.2 Subject-area Content. Teachers know the content appropriate to their teaching specialty and the relevant applications of this content.  

North Carolina

INTASC

1.2.1 Know their subjects considerably beyond the content they are expected to teach, and know how professionals in their field think and analyze the world.

I.2

-

1.2.2 Have a strong background in the subjects related to their specialty area.

I.2

-

1.2.3 Understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline they teach.

-

#1

1.2.4 Know how to apply information from their discipline to real-world situations.

I.4

-

1.3 Curriculum Theory. Teachers understand the ways in which their teaching area connects to the broad curriculum.  

North Carolina

INTASC

1.3.1 Know the links between the grade or subject they teach and what comes before and after their course or grade.

I.3

-

1.3.2 Can relate disciplinary knowledge to other subject areas.

-

#1

1.4 Developmental Theory.  Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.  

North Carolina

INTASC

1.4.1 Understand how learning occurs—how students construct knowledge, acquire skills, and develop habits of mind.

II.1

#2

1.4.2 Understand that students’ physical, social, emotional, moral and cognitive development influence learning.

II.1

#2, #3

1.4.3 Are aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understand how development in any one domain may affect performance in others.

II.1

#2, #3

1.4.4 Understand how social groups function and influence people, and how people influence groups.

-

#5

1.4.5 Recognize factors and situations that are likely to promote or diminish intrinsic motivation.

-

#5

1.5 Diverse Cultural Environments. Teachers recognize the impact of cultural, economic, political, and social environments upon their discipline.  

North Carolina

INTASC

1.5.1 Know the history of their discipline.

I.2

-

1.5.2 Know the contributions that diverse cultural groups have made to their discipline.

III.1

-

1.6 Subject-Specific Technology. Teachers know the specific uses of technology in their discipline.  

North Carolina

INTASC

1.6.1 Understand how technological advances affect their discipline.

I.2

-

1.6.2 Know where to find technological resources specific to their discipline.

I.2

-

3.1 Belief That All Students Can Learn. Teachers believe that all students can learn.  

North Carolina

INTASC

3.1.1 Instill a love of learning and self-confidence based on achievement.

II.9

-

3.1.2 Treat students as individuals.

III.2

-

3.1.3 Enjoy spending time in the company of children and young adults learn all they can about each of their students; maintain the dignity of each student; express pride in their students’ accomplishments.

VI.1, VI.2, VI.3, VI.4

-

3.1.4 Believe that all children can learn at high levels and persist in helping all children achieve success.

-

#3

3.2 Respect for Diversity. Teachers know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality.  

North Carolina

INTASC

3.2.1 Demonstrate the belief that diversity in the classroom, in the school, and in society is a strength and show this commitment by daily conduct.

III.1

#3

3.2.2 Do not allow subtle or overt intolerance to bigotry in classrooms or schools, and actively select materials and develop lessons that counteract stereotypes.

III.1

#3

3.2.3 Strive to understand how an individual child’s culture and background influence his or her school performance.

III.3

#3

3.2.4 In schools and communities where population diversity is limited, find ways to acquaint children with a wide variety of people who make up our society and world.

III.3

#3

3.3 Professional Development and Ethics. Teachers meet high ethical standards of practice and engage in professional development activities, including development in the area of technology.  

North Carolina

INTASC

3.3.1 Keep the needs of students at the center of professional thoughts and actions.

IV.5

-

3.3.2 Live up to universal ethical principles of honesty, truthfulness, integrity, fair treatment, and respect for others.

IV.5

-

3.3.3 Maintain a clear distinction between personal values and professional ethics.

IV.5

-

3.3.4 Advocate for teacher professionalism, for school conditions that encourage teaching and learning, and for decision-making structures that take advantage of the expertise of teachers.

IV.6

-

3.3.5 Recognize that life-long learning is an integral part of the profession.