Abstract
The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0, developed by the Council of Chief State School Officers (CCSSO, 2013) in the United States, provide a set of expectations for essential knowledge, critical disposition, and performance needed for high-quality teaching. In this article, there are two parts. Part I addresses issues found in a current mandatory policy—edTPA. Part II explores how teacher educators can use the national teacher education standards to create a learning community where the voices of preservice teachers, teacher educators, and school personnel are equally valued.
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