WHAT'S NEW - SEPTEMBER 2002

STANDARDS FOR TEACHING PRACTICE

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for this month will be of interest to teachers, administrators, and parents who are exploring the issue of Standards for Teaching Practice. The first section below identifies several weblinks related to the topic. Also listed below please find hard-copy sources of scholarly information, practical guidance, and peer-reviewed articles about this topic. We hope that you find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES AND ARTICLES RELATED TO STANDARDS FOR TEACHING PRACTICE

Teaching Quality Standard

http://www.education.gov.ab.ca/educationguide/pol-plan/polregs/421.asp

This site provides the Teaching Quality Standard applicable to the provision of basic education in Alberta. In part 1) the Ministerial Order states the single professional standard of practice all Alberta teachers are expected to meet in their teaching practice.

Part 2) of the Ministerial Order states the knowledge, skills and attributes that teachers issued interim professional teacher certification are expected to know and apply in the classroom in order to practice in keeping with the single standard stated in part 1.

Part 3) provides a repertoire of the more rich KSAs permanently certificated teachers in Alberta are expected to know and be able to apply in order to meet the single teaching quality standard.

Developing the Standards of Practice for the Teaching Profession

http://www.oct.on.ca/en/ProfessionalAffairs/standards-practice.asp

This paper provides teachers with information about Standards for Teaching Practice. The standards of practice in this document have been developed to answer the question "What does it mean to be a teacher?" Although written for Ontario teachers, the "principles" this site is based upon are universal in nature and will help teachers everywhere in the world to develop their professional skills.

Professional Standards for Teachers: Guidelines for Professional Practice

http://education.qld.gov.au/learning_ent/ldf/standards/teachers.html

This website offers a wealth of information on professional standards for teachers. Created by Education Queensland, the site provides valuable information for any teacher or administrator. The Standards celebrate the complex and varied nature of teachers' work by describing the knowledge, skills and abilities that teachers apply as they provide relevant and worthwhile learning experiences for individuals and groups of students so that they can become active citizens in a learning society. Particular attention in this monograph is given to (a) the purpose of standards, (b) teachers' work and standards, (c) using standards, (d) teaching standards in detail and, (e) a developmental view of teaching.

National Board for Professional Teaching Standards

http://www.nbpts.org/

This website is designed for those teachers who are interested in research and policy on professional teaching standards. The National Board for Professional Teaching Standards in the United States presents its view of what teachers should know and be able to do. Discussion is focused around the following five core proposition: teachers are committed to standards and their learning; teachers know the subject they teach and how to teach those subjects to students; teachers are responsible for managing and monitoring student learning; teachers think systematically about their practice and learn from experience; and, teachers are members of learning communities.

JOURNAL ARTICLES

Title:		Professional teaching standards and social foundations of education.
Source:		Educational Studies. (2000). Vol. 31. Issue 2, Pages 106-120.
Author(s):		Tozwr, Steven E; Miretzky, Debra.
Abstract:		This journal article focuses on the professional standards movement in teaching fueled by national organizations in the United States. Topics covered in this paper include the: effect of the publication of the 1986 Carnegie Commission report on the standards movement; collaboration among national organizations on teaching standards; implications of standards on instructional programs; and, implications for educators and activists.
ISSN:		0013-1946
Title:		Professional ethics in teaching: Toward the development of a code of practice.
Source:		Cambridge Journal of Education. (2000). Vol. 30. Issue 2, Pages 203-222.
Author(s):		Campbell, Elizabeth.
Abstract:		This journal article provides a theoretical discussion of the process of developing a professional code of ethics for teachers. Two underlying assumptions pervade the article: first, that increasing awareness of the ethical dimensions and responsibilities of teaching is essential for enhanced professionalism and improved teaching practice; second, a code of ethics should be able to contribute broadly and positively to a deeper examination of teaching.
ISSN:		0305-764X
Title:		Classroom observations of the five standards of effective teaching in urban classrooms with English language learners.
Source:		Teaching & Change. (1999). Vol. 7. Issue 1, Pages 79-101.
Author(s):		Padron, Yolanda N; Waxman, Hersholt C.
Abstract:		This journal article examines the degree to which teachers implement the five Standards of Effective Teaching. The study was conducted in three elementary schools with about 20 fourth- and fifth-grade classrooms. The findings indicate that in those classrooms where the five standards were moderately used, students perceived more cohesion in the classroom and had higher perceptions of their ability to read. Students in those classrooms also perceived significantly less difficulty with their work than students in classrooms where the five standards were not used or only slightly used.
ISSN:		1068-378X
Title:		Standards and teacher quality.
Source:		Phi Delta Kappan. (2000). Vol. 81. Issue 8, Pages 612-618.
Author(s):		Wise; Arthur E; Leibbrand, Jane A.
Abstract:		This journal article discusses methods to improve teacher quality in the United States. Topics addressed in the article include the following: training in how to teach which includes development of instructional strategies for various types of learners as well as development of assessment and evaluation strategies; research which has demonstrated that teachers who are fully licensed are more effective than those who are not; and, a history of education and teacher quality assessment, including the creation of the National Council for Accreditation of Teacher Education (NCATE).
ISSN:		0013-7217
BOOKS
Title:		Best Practice: New standards for teaching and learning in America's schools.
Source:		Reed Elsevier Incorporated. (1998). Pages 308.
Author(s):		Zemelman, Steve; Hyde, Arthur A; Daniels, Harvey.
Abstract:		In its original edition, Best Practice was the first book to summarize the emerging standards of state-of-the-art teaching by offering practical descriptions of instructional excellence across the curriculum. Now, in this extensively revised and expanded second edition, the book describes progressive teaching in six subject areas: reading, writing, mathematics, science, social studies, and the arts. While the second edition draws upon official standards documents from a disparate array of leading professional groups, it nonetheless reveals a surprising and encouraging level of agreement. The consensus appears to be that students learn best in schools that are: student centered and challenge their students; focused on experiential learning approaches; and, democratic and collaborative in the way staff work with one another and students.
ISBN:		0-3250-009-13
Title:		The competent classroom: Aligning high school curriculum, standards and assessment: A creative teaching guide.
Source:		Teachers College Press, Columbia University (2001). Pages 119.
Author(s):		Zmuda, Allison; Tomaino, Mary.
Abstract:		Written by teachers for teachers, this enlightening book describes the cross-disciplinary journey of two high school teachers trying to align curriculum, assessment, and performance standards in their classrooms. With a focus on the importance of constantly inspiring students, the authors troubleshoot issues surrounding content standards, instructional objectives, and the aims of curriculum. This creative and informative guide will inspire any educator who cares about academic achievement and success and who wrestles with how to make classroom learning challenging and interesting for students.
ISBN:		0-8077-402-25
Title:		Reconstructing teaching: Standards, performance, and accountability.
Source:		Routledge (2001). Pages 181.
Author(s):		Mahony, Pat; Hextall, Ian.
Abstract:		One of the greatest resources a school has is its staff. How teachers define themselves and their work is therefore of utmost importance. Major trends of increased control and 'new managerialism' are occurring in most OECD countries, radically altering both the content and form of teacher education. This book outlines recent changes in teacher education and professional development and, by drawing on recent research findings, explores the positive and negative factors impacting the nature of teaching and the teaching profession.
ISBN:		0-4152-309-69
Title:		Inquiry and the National Science Education Standards: A guide for teaching and learning.
Source:		National Academy Press. (1999). Pages 202.
Author(s):		Loucks-Horsley, Susan; Olson, Steve.
Abstract:		Produced under the direction of a committee of the Center for Science, Mathematics, and Engineering Education, this guide for teachers attempts to provide an understanding of the concept of teaching "inquiry" and how to apply it to science teaching in kindergarten through 12th grade. Inquiry is seen as a twofold process that encompasses both the abilities students should develop in order to design and conduct scientific investigations, as well as the teaching and learning strategies that enable scientific concepts to be mastered through investigations.
ISBN:		0-3090-6476-7