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Professional_Teaching_Standards.pdf(1) SPD-501 Professional Teaching Standards Grand

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Professional_Teaching_Standards.pdf(1) SPD-501 Professional Teaching Standards Grand Canyon University: SPD-501 Professional Teaching Standards After reviewing the INTASC (Interstate New Teache... r Assessment and Support Consortium) as well as the CEC (Council for Exceptional Children), there are many similarities between the two. They seem to work in conjunction with each other and are both a support and resource for educators everywhere. Each source begins with teaching development, differences and environments. When both of these sources began with the most significant topics such as these, then this conveys they are both equally important. The INTASC has a section about the application of the content. This ensures that teachers understand and know how to connect the concepts. By applying different viewpoints, they can think logically and critically to help solve a wide variety of issues. In the CEC, it jumps from teaching development, differences and environments over to curricular content knowledge. In the INTASC, it encourages applying the content first before beginning the individualization process for each student. This seems like a step in the process that should not be overlooked. A teacher also needs to make sure their instruction is data driven before creating plans that are not current or updated. Assessment can begin after those steps have been taken. This creates a path for teachers to figure out the best way to assess using different methods of teaching. This works better if After these assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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