InTASC Standards
Standard #1: Learner Development
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.
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 #3: Learning Environments
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.
Standard #4: Content Knowledge
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
During my student teaching experience, I
worked to prepare lessons that reflected the
specific needs of each learner in the
classroom. I implemented culturally inclusive
strategies that aligned both with the
curriculum standards provided by the state
and with the classroom environment goals of
inclusivity, kindness, and productivity. These
culturally inclusive strategies are best
evidenced in lesson plan four.
When creating and executing lessons, I am
mindful of the both diverse cultures and
individual differences of each student in my
classroom. During the lesson referenced
below, I referenced students’ different
backgrounds and created a space to not only
discuss those differences but also tie them
into the current learning activity we were
completing. This is evidenced in lesson plan
number four.
During student teaching, I worked with both
of my cooperating teachers to create a
positive learning environment where
respectful listening and kindness were
priorities. I used positive recognition through
the use of punch cards and tickets, positive
redirection using a doorbell clicker, and
whole body listening by repeating “eyes
forward, ears open, and body still.” In order to
create a calm learning environment, I utilized
assigned seats on the carpet during whole
group instruction and thoughtful pairing
during cooperative learning. This is evidenced
in
lesson plan number three.
Throughout student teaching, I worked
diligently to ensure that I had a thorough
understanding of the content that I presented
each day. I communicated with both my
cooperating teachers to ensure I connected
of the discipline accessible and meaningful
for learners to assure mastery of the content.
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 #6: Assessment
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.
material to previous units taught, previous
grade level experience, and SOL objectives. I
ensured that I was aware of different
strategies, learning activities, and/or any
common misconception that typically
occurred that I may have needed to correct.
Using planned differentiation, all learners in
my classroom were challenged according to
their individual readiness level in order to
ensure that content was mastered at the
appropriate time. These are evidenced in
lesson plan number two.
When executing different lesson plans, I have
used class discussion, reciprocal teaching,
high level questioning, and cooperative
learning strategies such as quiz-quiz-trade,
find someone who, and see, think, wonder to
help my students learn how to engage with
their own learning and become critical
thinkers, creative thinkers, and collaborative
thinkers. This application was especially seen
during my review days for different units. My
reviews focused heavily on student-led,
discussion-based review with minimal teacher
input unless certain concepts need to be
addressed due to questions. This is evidenced
in lesson plan number five.
During student teaching, I used various forms
of assessment to monitor student growth and
plan for remediation. I designed and
implemented a data driven unit of instruction
that utilized whole group instruction, small
group instruction and differentiation to ensure
that the academic needs of all students were
met and each student was able to successfully
learn the concepts. I created both pre-
assessments and post-assessments to plan for
whole group instruction, small group
instruction, differentiation, and remediation.
These are specifically evidenced by the data
project I completed in placement one.
Throughout both placements, I kept detailed
data sheets with grades separated by subject
and unit.
Standard #7: Planning for Instruction
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.
Standard #8: Instructional Strategies
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.
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.
Standard #10: Leadership and
Collaboration
The teacher seeks appropriate leadership roles
and opportunities to take responsibility for
student learning, to collaborate with learners,
Throughout student teaching, I demonstrated
effective instructional planning using both the
VBOs in placement one and the curriculum
framework provided by the state. I worked
with both my cooperating teachers, the grade
level team, and, at times, a math or reading
specialist to design lessons that met the
requirements and challenged my students.
This is evidenced by lesson plan number four.
Throughout my experience, I used
various instructional strategies to ensure each
student’s learning style is valued and
respected. I incorporated multimedia
techniques, hands-on activities, kinesthetic
activities, and cooperative learning strategies
in both placements to encourage learners to
develop a deep understanding of the
curriculum while practicing building
connections to different content areas and
important social skills. I also spent time
planning lessons that would help students to
apply concepts in the curriculum to real-world
scenarios. This is best evidenced in lesson
plans two, one, and four specifically.
Following most units of study or every few
lessons, I discussed and reflected with my
cooperating teacher to receive necessary
feedback that would allow me to refine my
overall teaching. Additionally, I reflected on
each lesson after I taught it, making notes on
what went well, what didn’t go well, and how
I would change the lesson in the future. I
looked at data throughout all of the units that I
taught so that I could improve lesson plans
based on what my students needed. My
continual growth in teaching is evidenced by
various evaluations.
Of the course of both placements, I worked
hard to quickly take on the weight and
responsibility of student learning. I planned
units ahead of time so that I would have time
to reflect on them and receive feedback from
families, colleagues, other school
professionals, and community members to
ensure learner growth, and to advance the
profession.
my cooperating teachers. By collaborating
with my cooperating teacher and others on the
grade level, I was able to take on the
responsibility of all grading, planning, and
classroom management by weeks four or five.
I created daily presentations for instruction,
and I collaborated with both my cooperating
teacher and the other teachers on the grade
level to make sure that I had the correct
pacing and was addressing the correct
standards. I attended grade level meetings and
collaborations with math and reading
specialists. During this time, I took notes and
asked clarifying questions if necessary.
Working with my cooperating teacher, I
communicated with parents and other
community members to help ensure learner
growth. These are best evidenced in my
evaluations and lesson plan number one.