Competencies & Benchmarks
Competencies relate to three broad areas of teacher candidate preparation: knowledge and understanding; skills and abilities; and values and personal commitment (CCSSO, 2011; Cochran-Smith & Zeichner, 2005; Danielson, 2007; Darling-Hammond & Bransford, 2005). Teacher candidates need to acquire and develop these in order to be effective teachers and affect student learning. The NCC department of education is finalizing a list of these competencies that will assist teacher candidates in setting goals for themselves as they progress through the teacher education program. These competencies also act as benchmarks of success throughout the teacher education program.
New information will be forthcoming during the 13-14 academic year.
Cochran-Smith M, & Zeichner, K. M. (Eds.). (2005). Studying teacher education: A report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates.
Council of Chief State School Officers: (2011). The InTASC Model Core Teaching Standards: A resource for state dialogue. Retrieved from http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Co...
Danielson, C. (2007). Enhancing professional practice framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.