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CCSSO's work on teaching standards is centered around the Interstate Teacher Assessment and Support Consortium (InTASC) standards.  Partnering organizations have developed standards for Teacher Leaders.  

InTASC Model Core Teaching Standards





The InTASC Model Core Teaching Standards are a set of model core teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today's world. These standards outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that are necessary to improve student achievement.

Model Core Teaching Standards and Learning Progressions for Teachers 1.0

The InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development (2013) contains both the model core teaching standards released in 2011 and the new learning progressions for teachers. The progressions are a support tool to promote and improve teacher effectiveness and growth. They describe the increasing complexity and sophistication of teaching practice for each Model Core Teaching Standard across three developmental levels so teacher candidates, practicing teachers and other educators can see what increasingly effective practice looks like. - See more HERE

LumiBook, InTASC Model Core Teaching Standards





The LumiBook, InTASC Model Core Teaching Standards--authored by Irving Richardson of CCSSO--is an online resource packed with video links and resources, all designed to help teachers utilize the InTASC standards and progressions in their professional learning.

In collaboration with the School Improvement Network, CCSSO officially released the InTASC Model Core Teaching Standards: An Interactive Guide to Understanding and Applying the InTASC Standards to Teacher Effectiveness and Student Success LumiBook. You can find a link to the promotional video HERE.

You can read about the LumiBook HERE.  This online resource is packed with video links and resources, all designed to help teachers utilize the InTASC standards and progressions in their professional learning by doing the following:

  • Observing video clips of teacher performance linked to the standards
  • Using the LumiBook's Learning Progressions Tool to assess where current practice lands on the skills spectrum and to define steps for continuous improvement
  • Uploading and sharing strategies for addressing problems of practice tied to each standard

To access the free InTASC LumiBook, please go to (simple registration required).

The InTASC Standards also are informing the work of CCSSO's Task Force on Educator

 Preparation and Entry into the Profession. For more information, see our blog posts--search the categories for "Standards." Click HERE to access the InTASC MODEL Core Teaching Standards and Learning Progressions for Teachers 1.0


CCSSO completed multiple efforts that ensure improvement of school leaders is continuously infused into our education workforce initiatives. Refer to our "principal leadership" blog strand for more info. The foundational school leadership resources below help SEAs design and implement effective educational leadership initiatives.





The Educational Leadership Policy Standards: ISLLC 2008 represents the latest set of high-level policy standards for education leadership. It provides guidance to state policymakers as they work to improve education leadership preparation, licensure, evaluation, and professional development.





The State Consortium on Education Leadership (SCEL), convened by the Council of Chief State School Officers, brings state education agency (SEA) personnel together to share state policies/practices and develop needed resources for improving education leadership. The main purpose of the Performance Expectations and Indicators is to provide a resource for policymakers and educators in states, districts, and programs to analyze and prioritize expectations of education leaders in various roles and at strategic stages in their careers. They are also intended to support national, state, and local dialogue about how to improve leadership.





In an effort to help states meet the needs of their districts, especially underperforming districts, SCEL has developed this toolkit for SEAs to use to increase district leadership capacity. This toolkit, SCEL Toolkit for SEAs to Increase District Leader Capacity, serves as a model of how standards, training/professional development, and conditions/policy can be used and assessed to influence and drive leadership that positively impacts student achievement.


SCEE has partnered with CCSSO's large scale consortium, Implementing the Common Core Standards (ICCS), to help states work on systems-level reforms that are necessary to achieve the Common Core State Standards. The consortium released two documents that collectively assist states with communication and engagement, system alignment and systems change, and educator supports.

Remain informed about the latest Common Core practices with the Common Core State Standards: Implementation Tools and Resources Guide. CCSSO and others maintain this list of free resources that support efforts to incorporate Common Core State Standards.



Implementing the Common Core: State Spotlights contains data about 20 state efforts that support Common Core implementation. The report equips readers with resources and examples of states that successfully enacted communication campaigns. In addition, the information provided readers with quick access to sample practices they can quickly and easily review. 



The College and Career Readiness Partnership (CCRP) between AASCU, CCSSO, and SHEEO convened in 2010. CRE advances three goals:

1. Assist states with embracing and implementing Common Core State Standards

2. Help K12 leaders and faculty work together to improve teaching and learning in ways that advance college and career readiness

3. Plan steps that higher education and states must make together to ensure college readiness expectations and address other areas essential to both CCSS implementation and continued education improvement


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