FEAPs Crosswalk to Research-based Educator Standards

Florida Educator Accomplished Practices (December 2010)

InTASC

1

Danielson

2

NBPTS

(a) Quality of Instruction

1. Instructional Design and Lesson Planning. Applying concepts from

human development and learning theories, the effective educator

consistently:

a. Aligns instruction with state-adopted standards at the appropriate level

of rigor;

Standard 7a

Domain 1a

Standard 2

b. Sequences lessons and concepts to ensure coherence and required

prior knowledge;

Standard 7b

Domain 1c

Standard 3

c. Designs instruction for students to achieve mastery;

Standard 7

Domain 1e

Standard 3

d. Selects appropriate formative assessments to monitor learning;

Standard 6a

Domain 1f

Standard 3

e. Uses a variety of data, independently, and in collaboration with

colleagues, to evaluate learning outcomes, adjust planning and continuously

improve the effectiveness of the lessons; and

Standard 9f

Domain 4

Standards 14 & 15

f. Develops learning experiences that require students to demonstrate a

variety of applicable skills and competencies.

Standards 2&5

Domain 1e

Standard 3

2. The Learning Environment. To maintain a student-centered learning

environment that is safe, organized, equitable, flexible, inclusive, and

collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and

attention;

Standard 3c

Domain 1b & 2e

Standard 5

b. Manages individual and class behaviors through a well-planned

management system;

Standard 3d

Domain 2d

Standard 5

c. Conveys high expectations to all students;

Standard 3b

Domain 2b

Standard 5

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Florida Educator Accomplished Practices (December 2010)

InTASC

1

Danielson

2

NBPTS

3

d. Respects students’ cultural, linguistic and family background;

Standard 2d

Domains 2a & 2b

Standard 5

e. Models clear, acceptable oral and written communication skills;

Standard 8h

Domain 3a

Standard 2

f. Maintains a climate of openness, inquiry, fairness and support;

Standard 3b

Domain 2b & 2a

Standard 4

g. Integrates current information and communication technologies;

standard 8h

Standard 6

h. Adapts the learning environment to accommodate the differing needs

and diversity of students; and

Standard 3e

Domain 1b & 2

Standard 5

i. Utilizes current and emerging assistive technologies that enable

students to participate in high-quality communication interactions and achieve

their educational goals.

Standard 8

Standard 6

3. Instructional Delivery and Facilitation. The effective educator

consistently utilizes a deep and comprehensive knowledge of the

subject taught to:

a. Deliver engaging and challenging lessons;

Standard 8

Domain 3

NBPTS/subject

specific

b. Deepen and enrich students’ understanding through content area

literacy strategies, verbalization of thought, and application of the subject

matter;

Standard 5

Domain 3

NBPTS/subject

specific

c. Identify gaps in students’ subject matter knowledge;

Standard 6

Domain 3

NBPTS/subject

specific

d. Modify instruction to respond to preconceptions or misconceptions;

Standard 8

Domain 3

NBPTS/subject

specific

e. Relate and integrate the subject matter with other disciplines and life

experiences;

Standard 5

Domain 1, 2, 3

NBPTS/subject

specific

f. Employ higher-order questioning techniques;

Standard 8

Domain 3b

NBPTS/subject

specific

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Florida Educator Accomplished Practices (December 2010)

InTASC

1

Danielson

2

NBPTS

3

g. Apply varied instructional strategies and resources, including

appropriate technology, to provide comprehensible instruction, and to teach

for student understanding;

Standard 8

Domain 1e

NBPTS/subject

specific

h. Differentiate instruction based on an assessment of student learning

needs and recognition of individual differences in students;

Standard 8

Domain 3d

NBPTS/subject

specific

i. Support, encourage, and provide immediate and specific feedback to

students to promote student achievement; and

Standard 8g

Domain 3a

NBPTS/subject

specific

j. Utilize student feedback to monitor instructional needs and to adjust

instruction.

Standard 8b

Domain 3e

NBPTS/subject

specific

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures

to diagnose students’ learning needs, informs instruction based on those

needs, and drives the learning process;

Standard 6e

Domain 3

Standard 13

b. Designs and aligns formative and summative assessments that match

learning objectives and lead to mastery;

Standard 6a & 6b

Domain 1f

Standard 13

c. Uses a variety of assessment tools to monitor student progress,

achievement and learning gains;

Standard 6b

Domain 1f & 3d

Standard 13

d. Modifies assessments and testing conditions to accommodate learning

styles and varying levels of knowledge;

Standard 6f

Domain 3e

Standard 13

e. Shares the importance and outcomes of student assessment data with

the student and the student’s parent/caregiver(s);

Standard 6f

Domain 3d

Standard 13

f. Applies technology to organize and integrate assessment information.

Standard 6g

Standard 13

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Florida Educator Accomplished Practices (December 2010)

InTASC

1

Danielson

2

NBPTS

1. Continuous Professional Improvement. The effective educator

consistently:

a. Designs purposeful professional goals to strengthen the effectiveness

of instruction based on students’ needs;

Standard 9a

Domain 4

Standards 14 & 15

b. Examines and uses data-informed research to improve instruction and

student achievement;

Standard 9f

Domain 4

Standards 14 & 15

c. Collaborates with the home, school and larger communities to foster

communication and to support student learning and continuous improvement;

Standard 10b &

10c

Domain 4

Standard 16

d. Engages in targeted professional growth opportunities and reflective

practices, and

Standard 10c

Domain 4

Standard 14 & 15

e. Implements knowledge and skills learned in professional development

in the teaching and learning process.

Standard 9f, 10c &

10d

Domain 4 (weak)

Standard 14 & 15

2. Professional Responsibility and Ethical Conduct. Understanding that

educators are held to a high moral standard in a community, the

effective educator adheres to the Code of Ethics and the Principles of

Professional Conduct of the Education Profession of Florida, pursuant

to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and

fulfills the expected obligations to students, the public and the

education profession.

Domain 4f

1

Council of Chief State School Officers. (2010, July). Interstate Teacher Assessment and Support Consortium (InTASC)

Model Core Teaching Standards: A Resource for State Dialogue (Draft for Public Comment). Washington, DC: Author.

(http://www.ccsso.org/Resources/Publications/Model_Core_Teaching_Standards.html)

2

Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching (Virginia: ASCD, 2007).

3

National Board for Professional Teaching Standards. http://www.nbpts.org/the_standards