**4. Standards**

Most recently, the educational preparation program at a top 20 HBCU uses Council for the Accreditation of Educator Preparation (CAEP) national standards, Interstate New Teacher Assessment and Support Consortium (InTASC) national standards, and Virginia Department of Education (VDOE) state standards to assess cultural responsiveness in teacher candidates. These standards are actualized through the demonstration of lesson plans that are presented in real time or asynchronously to the faculty member of record, also known as the university supervisor (US) and the cooperating teacher (CT).

#### **4.1 CAEP**

The Council for the Accreditation of Educator Preparation (CAEP) is composed of a board of directors, volunteers, assessors, and staff members whose goal is to review and support the accreditation and pre-accreditation of educator preparation providers whose degrees lead to teacher licensure, certification, or endorsements for applicants within the United States and internationally [11]. Through evidence-based practices for accreditation, CAEP provides teacher candidates with assurance that a CAEP program is governed by high standards that include the principles of equity, diversity, and inclusion. The CAEP standard of focus in this study, as noted in the chart, is Standard 1: Content and Pedagogical Knowledge. This means that the provider ensures that candidates develop an understanding of the critical concepts and principles of their discipline and facilitates candidates' reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum and clinical experiences for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families (2022, Initial Level Standards https://caepnet.org//med ia/Files/caep/standards/2022-initial-standards-1-pager-final.pdf?la=en).

#### **4.2 InTASC**

The Interstate New Teacher Assessment and Support Consortium (InTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform, preparation, licensing, and ongoing professional development of teachers. The InTASC standards are composed of 10 standards with multiple indicators that review the knowledge, skills, and dispositions expected of teachers [12]. The standards of focus, 2, 4, 5, and 9 are noted in **Table 1**. The Level III Field Experience requires candidates to focus on these InTASC standards throughout the entire student teaching experience.

## **4.3 VDOE**

The Virginia Department of Education's (VDOE's) uniform performance standards include seven standards [13]. Within each of the seven standards are key elements that describe the knowledge that teachers should possess, and actions required to advance student learning. Together, these seven standards represent the scope and complexity of teaching and noting learners' outcomes within school divisions. The Level III Field Experience requires candidates to address these standards throughout the student teaching experience in conjunction with the InTASC standards.

#### **Council for the Accreditation of Educator Preparation Standards**

Standard 1: Content and Pedagogical Knowledge

CAEP: 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.

Retrieved from https://ccsso.org/sites/default/files/2017-12/2013\_INTASC\_Learning\_Progressions\_for\_ Teachers.pdf

#### **Interstate Teacher Assessment and Support Consortium Standards**

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 #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 #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.

Retrieved from https://ccsso.org/sites/default/files/2017-12/2013\_INTASC\_Learning\_Progressions\_for\_ Teachers.pdf

Performance Standard 6: Culturally Responsive Teaching and Equitable Practices

The teacher demonstrates a commitment to equity and provides instruction and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students.

Retrieved from https://doe.virginia.gov/teaching/performance\_evaluation/teacher/

#### **Table 1.**

*Standards for educational preparation programs.*

With the national and state standards as the precedence, culturally responsive education is embedded into the curriculum, but an across-the-board assessment is needed to for consistent measure of application on the various standard's concepts. Video annotation technologies that support interactive assessment are methods to both gage awareness of culturally responsiveness within a standard and address the inconsistencies in that recognition. GoReact is the video annotation software (VAS) program with the capabilities not only to assess, but also to evaluate teacher candidates as well as providing a platform to evaluate themselves.
