Claims and state and national
standards
Many state agencies for teacher education and other professional
educational organizations promulgate standards for teaching that
require graduates to have mastered subject matter knowledge, pedagogical
knowledge, and caring teaching skills—the components of TEAC’s
Quality Principle I.
TEAC easily accommodates, for example, the
five
core propositions of the National Board for Professional Teaching
Standards (NBPTS), the
ten
principles of the Interstate New Teacher Assessment and Support
Consortium (INTASC), the
domains
of Pathwise, formulated by the Educational Testing Service, or even
the new
standards
of NCATE 2000.
Therefore, the program faculty members are free
to claim that the program meets any national or state standards
that are consistent with TEAC’s Quality Principle I.
They are free to organize the Brief around these standards as an
equivalent, and therefore permissible, way to define the content
of Quality Principle I. The program faculty would simply
show the alignment of the state or national standards with each
component of TEAC’s Quality Principle I and explain
that the evidence supports the claims that the program meets these
standards. In other words, the Inquiry Brief would make
the case that the program has verifiable and valid evidence that
it meets state or national standards.
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