The Council of Chief State School Officers' (CCSSO) Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards provide a cohesive, well-established set of standards that outline what teachers should know and be able to do to prepare PK-12 students for the challenges of college or the workforce in many aspects of teaching.
NAFSA’s Global Preparation Lens for the InTASC Model Core Teaching Standards is intended to facilitate opportunities for teacher educators and teachers to recognize and develop globally competent teaching within the InTASC framework. NAFSA's Global Preparation Lens integrates statements of knowledge, skills, and dispositions that focus on the development of global competence within the InTASC standards.
About the Global Preparation Lens
NAFSA's Global Preparation Lens highlights elements in the InTASC standards under the headings Performances, Essential Knowledge, and Critical Dispositions that speak directly to a global focus for teachers and learners, marking them with a Global Preparation Lens icon. In addition, NAFSA has inserted additional phrases and concepts to articulate further elements of performances, knowledge, and dispositions that contribute to global competence. Finally, the Global Preparation Lens offers a new definition of global competence as a theme for the Glossary of Terms and provides a listing of the numbers of items in the document that refer to global competence.
Using the Global Preparation Lens
In developing the “global lens,” added concepts of performances, knowledge, and dispositions that contribute to global competence are highlighted in blue.
This Global Preparation Lens icon represents elements that speak directly to a global focus for teachers and learners.
NAFSA Global Preparation Lens: Summary
The Learner and Learning
Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every learner, and implement developmentally appropriate, challenging learning experiences that respect cultural differences within a variety of learning environments that help all learners meet high standards and reach their full potential. Teachers do this by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal, cultural, and family backgrounds; skills; abilities; perspectives; talents; and interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the learners’ communities, and community organizations to better understand their students and maximize their learning. Teachers promote learners’ acceptance of responsibility for their own learning and collaborate with them to ensure the effective design and implementation of both self-directed and collaborative learning.
- Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, cultural, emotional, and physical areas, and designs and implements developmentally appropriate, culturally respectful, and challenging learning experiences.
- Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social and cross-cultural interaction, active engagement in learning, social responsibility in local and global contexts, and self motivation.
Teachers must have a deep and flexible understanding of their content areas and the global dimensions of their disciplines, and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.
- Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures and global dimensions of the discipline(s) he or she teaches, and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement, and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.
- Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress to assess the development of learners’ global competence, and to guide the teacher’s and learner’s decisionmaking.
- Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community and global contexts.
- Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways to address local and global challenges.
Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.
- Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the local and global community), and adapts practice to meet the needs of each learner. The teacher develops skills for constructive participation in a changing world.
- 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, including in their global competence; and to advance the profession and its commitment to social responsibility.