DANIEL R. WOODS

INTASC Standards

Principle #1:

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Evidence

Principle #2:

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Evidence

Principle #3:

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Evidence

Principle #4:

The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. Evidence

Principle #5:

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Evidence

Principle #6:

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Evidence

Principle #7:

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Evidence

Principle #8:

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Evidence

Principle #9:

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Evidence

Principle #10:

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Evidence