R1.1 The Learner and Learning

The provider ensures candidates are able to apply their knowledge of the learner and learning at the appropriate progression levels.Evidence provided should demonstrate that candidates are able to apply critical concepts and principles of learner development (InTASC Standard 1), learning differences (InTASC Standard 2), and creating safe and supportive learning environments (InTASC Standard 3) in order to work effectively with diverse P-12 students and their families.

R1.2 Content

The provider ensures that candidates are able to apply their knowledge of content at the appropriate progression levels. Evidence provided demonstrates candidates know central concepts of their content area (InTASC Standard 4) and are able to apply the content in developing equitable and inclusive learning experiences (InTASC Standard 5) for diverse P-12 students. Outcome data can be provided from a Specialized Professional Associations SPA process, a state review process, or an evidence review of Standard 1.

R1.3 Instructional Practice

The provider ensures that candidates are able to apply their knowledge of InTASC standards relating to instructional practice at the appropriate progression levels. Evidence demonstrates how candidates are able to assess (InTASC Standard 6), plan for instruction (InTASC Standard 7), and utilize a variety of instructional strategies (InTASC Standard 8) to provide equitable and inclusive learning experiences for diverse P-12 students. Providers ensure that candidates model and apply national or state approved technology standards to engage and improve learning for all students.

R1.4 Professional Responsibility

The provider ensures candidates are able to apply their knowledge of professional responsibility at the appropriate progression levels. Evidence provided should demonstrate candidates engage in professional learning, act ethically (InTASC Standard 9), take responsibility for student learning and collaborate with others (InTASC Standard 10) to work effectively with diverse P-12 students and their families.



This standard asserts the importance of a strong content background and foundation of pedagogical knowledge for all candidates. Teaching is complex and preparation must provide opportunities for candidates to acquire knowledge and skills that can move all P-12 students significantly forward—in their academic achievements, in articulating the purpose of education in their lives and in building independent competence for life-long learning. Such a background includes experiences that develop deep understanding of major concepts and principles within the candidate’s field, including college and career-ready expectations.1 Moving forward, college- and career-ready standards can be expected to include additional disciplines, underscoring the need to help students master a range of learner goals conveyed within and across disciplines. Content and pedagogical knowledge expected of candidates is articulated through the InTASC standards. These standards are:

  • Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  • Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
  • Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  • Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  • Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Content knowledge describes the depth of understanding of critical concepts, theories, skills, processes, principles, and structures that connect and organize ideas within a field.2 Research indicates that students learn more when their teachers have a strong foundation of content knowledge.3

[T]eachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to make ideas accessible to others.4

These essential links between instruction and content are especially clear in Darling-Hammond’s description of what the Common Core State Standards mean by “deeper learning”:

  • An understanding of the meaning and relevance of ideas to concrete problems
  • An ability to apply core concepts and modes of inquiry to complex real-world tasks
  • A capacity to transfer knowledge and skills to new situations, to build on and use them
  • Abilities to communicate ideas and to collaborate in problem solving
  • An ongoing ability to learn to learn5

Pedagogical content knowledge in teaching includes: core activities of teaching, such as figuring out what students know; choosing and managing representations of ideas; appraising, selecting and modifying textbooks; . . . deciding among alternative courses of action and analyze(ing) the subject matter knowledge and insight entailed in these activities.”6 It is crucial to “good teaching and student understanding.7

The development of pedagogical content knowledge involves a shift in teachers’ understanding from comprehension of subject matter for themselves, to advancing their students’ learning through presentation of subject matter in a variety of ways that are appropriate to different situations—reorganizing and partitioning it and developing activities, metaphors, exercises, examples and demonstrations—so that it can be grasped by students.8

Understanding of pedagogical content knowledge is complemented by knowledge of learners—where teaching begins. Teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Teachers’ professional knowledge includes the ways in which cognitive, linguistic, social, emotional, and physical development occurs.9 Neuroscience is influencing education, and future educators should be well-versed in findings from brain research, including how to facilitate learning for students with varying capacities, experiences, strengths and approaches to learning.

To be effective, teachers also must be prepared to collaborate with families to support student success.10 When teachers understand families and communicate and build relationships with them, students benefit. Many studies confirm that strong parent–teacher relationships relate to positive student outcomes for students, such as healthy social development, high student achievement and high rates of college enrollment.11 Thus, by giving teachers the support they need to work with families, educator preparation providers can have an even greater impact on student learning and development.

The Commission’s development of this standard and its components was influenced especially by the InTASC Model Core Teaching Standards, the Common Core State Standards Initiative,12 and the National Board for Professional Teaching Standards’ Five Core Propositions.13 Additionally the Commission used the work of the International Society for Technology in Education (ISTE)14 and the Harvard Family Research Project (HFRP).15

1Council of Chief State School Officers [CCSSO]. (2011). InTASC model core teaching standards. Retrieved from National Board for Professional Teaching Standards [NBPTS]. (2002). What teachers should know and be able to do. Retrieved from

2Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

3Schacter, J., & Thum, Y. M. (2004). Paying for high- and low-quality teaching. Economics of Education Review, 23(4), 411–430. American Council on Education [ACE]. (1999). To touch the future: Transforming the way teachers are taught. An action agenda for college and university presidents. Washington, DC.: Author. Retrieved from Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42 (2), 371-406.

4Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

5Darling-Hammond, L. Power Point presentation, “Supporting Deeper Learning.” E. Elliot, personal communication, January 29, 2013.

6Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247.

7Cochran, K. F., DeRuiter, J. A., & King, A. R. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272).

8Shulman, Knowledge and teaching, p. 13.

9InTASC model core teaching standards, p. 8.

10Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. Washington DC: National Comprehensive Center for Teacher Quality.

11For a discussion of the benefits of family engagement at different developmental stages, please see Harvard Family Research Project’s Family Involvement Makes a Difference publication series, available online at

12Common Core State Standards Initiative. (2010). Frequently asked questions. Retrieved from

13NBPTS, What teachers should know and be able to do.

14International Society in Technology Education (ISTE). (2008) Advancing digital age teaching. Retrieved from

15Harvard Family Research Project. (2006/2007). Family Involvement Makes a Difference publication series. Retrieved from

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