The InTASC Standards are the model core teaching standards that ensure that teachers across content areas and grade levels know the information they need to create a successful classroom and to be effective in the context of the 21st century context. I have listed each of the InTasc Standards below. For each standard I have provided a short paragraph explaining the documentation and the alignment with the InTask Standards. I hope to demonstrate that I have the necessary knowledge to be an effective and successful teacher.
Leadership
This artifact meets INTASC Standard 10: Leadership and collaboration which states, "The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession." Being a member of an education association has allowed me to collaborate with other professionals in the education field in order to become the best teacher I can be. This organization has given me vast amount of resources for many different subject areas. Lastly, it allowed me to be a part of a larger organization that is committed to bettering education for Oklahoma's students and teachers.All three of these items have and will continue to contribute to my ability to be a leader in the education community.
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Ethics & Professionalism
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This artifact aligns with InTASC Standard 9: Professional Learning & Ethical Practices. In summary, this standard states teachers should continually seek out opportunities to better our pedagogy, our ability to self-evaluate, and our ability to meet the needs of each learner. This artifact meets the requirements of this standard in several ways. First, it is an educational professional development module designed for teachers which aligns with the professional development element of Standard 9. Second, the module itself provides a means of self-evaluation through written observations corresponding with our ability to evaluate our practice. Lastly, it allows the teacher to understand how to meet the needs of various types of learners. The photographs and prints themselves meet the needs for visual learners. The activities outlined in the module for use in the classroom, specifically the written observation and reflection charts, meet the needs of kinesthetic learners who learn best by engaging with material or writing. The oral discussion of various photographs and prints allow auditory learners to fully engage and participate. This artifact meets the three main criteria for InTASC Standard 9. |
academic & PROFESSIONAL Standards: Content Knowledge
This artifact corresponds with InTASC Standard 4: Content knowledge which states,"The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content." This artifact proves that I have the knowledge needed to effectively teach in multiple disciplines including reading and social studies. I created an activity which met the needs of both language arts and social studies in a way that engaged oral, visual, and kinesthetic learners by various means. The oral discussion of the revolution and the various viewpoints coincides with an oral learner. The written work, including note taking, applies well to the kinesthetic leaner. The visual learners are engaged through viewing of the book itself as well as teacher modeling. By utilizing all learning styles, I have created a meaningful task in which to engage and master content.
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Academic & Professional Standards: Integration
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This artifact closely relates to InTASC Standard 8: Instructional Strategies which states, "The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways." This lesson plan incorporates significant skills from three different content areas, in essence creating a web of connections for every learner to grasp hold of. It also offers activities for each type of learner in hands-on activity, discussion, examples. Every student can engage at some level with the lesson, either through the reading of the story, the discussion of art techniques, or the creation of an artwork. Since there are multiple disciplines addressed, the lesson creates a well-rounded environment in which students can create connections that will allow the lesson to carry through the years
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Academic & PROFESSIONAL Standards:
Human growth & development
This artifact aligns with InTASC Standard 1: Learner Development which states, "The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences." This project allowed me to see how various areas in a child's life affect development as well as identify and meet the needs of different types of students. Because we had to identify teaching and learning strategies specific to one disability, we research and interacted with many techniques that were valuable to all types of students. We were able to identify strategies that would be the best for our child in particular while gaining knowledge about teaching strategies in general. The project also allowed me an opportunity to interact with other groups who had completed research over a different disability. From these interactions, I gained strategies and techniques for other disabilities besides my own. I now feel confident in my ability to enter the classroom and create appropriate and challenging learning experiences for every student, a skill I was lacking prior to this project.
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Academic & PROFESSIONAL Standards:
Learning Environment
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This artifact closely aligns with InTASC Standard 3: Learning Environments which states, "The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation." I included this artifact under InTASC Standard 3 because this paper allowed me a chance to interact with both a student in my classroom and my mentor teacher in creating an environment that supported learning individually. Through my observations and data collection I was able to ascertain that this particular student needed to be engaged constantly and has a personality that needs to be active not passive. The implementation of centers in the classroom was decided upon by my mentor teacher and benefited the entire learning community greatly, but provided a spectacular fit for the student I was observing as both his engagement level and activity level was increased by the change of activities and movement.
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Academic and professional STANDARDS: technology
The standard that this artifact meets is InTASC Standard 2 which states, "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." Technology integration is a vital part of education in the 21st century. Students come into our classrooms already having extensive knowledge of the technology that surrounds them. However, not all technology is equal and neither is access to it. This portfolio shows my ability to find and utilize technology resources that can level the educational playing field for all students.
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academic & professional standards:
teaching/professional practice & assessment
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This artifact aligns with several of the InTASC Standards the first of which is Standard 5: Application of Content which states, "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." This artifact shows my ability to connect the concepts of reading, writing, and spelling into an all-inclusive lesson. Much of what the artifact shows is our focus on the elements of fantasy and writing a good fiction piece. By using creative mentor texts and lessons, I was able to help the student use her own creativity to create a world that was all her own. She was able to think through an entire story and decide what she wanted to happen. She self-edited and revised to create the story present in the artifact.
The second InTASC Standard this artifact aligns with is Standard 6: Assessment which states, "The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making." The artifact perfectly demonstrates my ability to conduct and utilize a variety of assessments in order to determine learner abilities and to design lessons in which the student is led to the next ability level. Using the assessments given at the beginning of the semester, I utilized the data to create individualized lessons plans in spelling, reading, and writing each week. I also used the tutee's answers and responses during each session to decide what to cover in our next session. At the end of the semester, more assessments were given to monitor the student's progress throughout our time together. Both InTASC Standards 5 and 6 are met by the assessment data provided. |
service orientation / community outreach
This artifact meets InTASC Standard 7: Planning for Instruction which states, "The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context." This annotated bibliography was designed to help me enter the classroom with a list of high-quality texts that I could immediately integrate into instruction. Because every text had a plethora of criteria it had to meet before being included, these texts can provide students with a means to meet rigorous standards in reading. The bibliography includes texts from every major literary genre which will allow me to enter the classroom prepared to integrate literature into other subject and content areas. Lastly, one of the criteria for the assignment outlined the need to include examples of multi-cultural texts within the bibliography. By doing so, I as an educator, experienced and learned about the diversity of learners that will be present in my classroom and the communities they come from. Because of this project, I will be able to immediately begin creating a classroom where every culture is represented in my instruction and where my students have the opportunity to learn about one another and to benefit from multicultural education.
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diversity
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This artifact aligns with InTASC Standard 10: Leadership and Collaboration which states, "The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession." This artifact demonstrates my ability to take learning and education outside of the walls of the schools. During my time in this ministry I have been able to interact with the families of students with special needs and well as professionals from the community. The interactions enabled me to see disability in a way that I can never experience in a classroom. I was given the chance to utilize skills and knowledge learned in school to help those outside the school. At the same time, the hands-on knowledge, application, and conversations I was able to have with those who interact with disability daily helped me to understand what I can do in the classroom to support these exceptional learners. I feel this artifact meets this standard because it shows my ability to collaborate and serve with the families and community members that know disability the best, and to take those experiences back to the classroom and other teachers in order to grow as teachers in the classroom.
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