The state of Maryland views learning to teach as a developmental process in which there is continuous engagement with research, best practice, and expert opinion. This publication identifies 10 performance-based standards for the career-long development of teachers and teacher candidates. Learning to teach is viewed as a continuous learning cycle of four domains: knowledge, analysis, action, and reflection. Each of the 10 performance standards are discussed in terms of these four domains. The standards maintain that teachers should be able to: (1) demonstrate mastery of appropriate academic disciplines and a repertoire of teaching techniques; (2) demonstrate an understanding that knowledge of the learner's physical, cognitive, emotional, social, and cultural development is the basis of effective teaching; (3) incorporate a multicultural perspective which integrates culturally diverse resources, including those from the learner's family and community; (4) demonstrate a knowledge of strategies for integrating students with special needs into the regular classroom; (5) use valid assessment approaches, both formal and informal, which are age-appropriate and address a variety of developmental needs, conceptual abilities, curriculum outcomes, and school goals; (6) organize and manage a classroom using approaches supported by student learning needs, research, best practice, and expert opinion; (7) use computer and computer-related technology to meet student and professional needs; (8) demonstrate an understanding that classrooms and schools are sites of ethical, social, and civic activity; (9) collaborate with the broad educational community, including parents, businesses, and social service agencies; and (10) engage in careful analysis, problem-solving, and reflection in all aspects of teaching. (ND)