i n t a s c s t a n d a r d s
Standard 1: Learner developmentThe 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.
|
I understand how 8th grade students grow and develop. Because of this, I have planned fun hands-on lessons to promote competency, autonomy, and engagement in the classroom. For instance, I collaborated with my CT (cooperating teacher) and the Student Support Specialist to create Black History Month themed SEL (Social and Emotional Learning) lessons. Additionally, I designed a Jumanji Elaboration Escape Room to teach my students how to write details and elaborate.
Click here to see examples. |
Standard 2: Learning differencesThe teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
|
I recognize that each and every one of my students are unique and present different needs. Whether it is because of their cultural background, home environment, learning needs, or interests, I have collaborated on Black History Month SEL lessons and differentiated to meet the needs of my students.
Click here to see my Black History Month SEL lessons and examples of developmentally-appropriate instruction. Click here to see examples of differentiation. |
standard 3: learning environmentsThe 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.
|
Individual and collaborative learning is an essential part of my classroom. It is important for students to work alone to self-assess where they are as learners and improve their own competency through activities like the Jumanji Elaboration Escape Room. In addition to this, I promote collaborative learning during SEL lessons especially because this allows students to talk about tougher topics together and to learn how to work through disagreements and different perspectives.
Click here to see examples. |
standard 4: content knowledgeThe teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
|
I displayed evidence of strong content knowledge through the integration of reading and writing in my English lessons. In the expository writing unit, for instance, I incorporated reading into this writing-centered unit. By taking a children's book and including it into the lesson, I made expository writing more fun, despite it being primarily focused on information.
Click here to see an example. |
standard 5: application of contentThe 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.
|
Throughout my lesson planning, I strived to come up with engaging content that relates to students and where they are at developmentally. Not only this, but I discussed relevant issues like racial injustice with my students through the B.L.A.C.K. SEL lessons. Through interest-based differentiation, I had students choose from a list of prompts to discuss real world issues and questions that they must answer.
Click here to see the B.L.A.C.K. SEL lessons. Click here to see the interest-based differentiation lesson. |
standard 6: assessmentThe 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.
|
Throughout my student teaching experience, I have tested students through pre/post-assessments in the persuasive writing unit, a Google Form quiz, and Unit tests on Schoology. I have kept data to assess student growth and have kept a physical gradebook, Google Sheets gradebook, and Synergy gradebook to assess student growth as well.
Click here to see a pre/post-assessments example.
|
standard 7: planning for instructionThe 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.
|
There are several ways I planned instruction to help meet the needs of my learners. One of my classes' favorite ways to collaborate is through the use of small groups. Whether it is utilizing the co-teacher to break the class into two groups based on need or meeting with students one-on-one to work with them, differentiation is both a challenging and necessary part of lesson planning for me.
Click here to see an example. |
standard 8: instructional strategiesThe 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.
|
I incorporate a wide variety of instructional strategies into my lesson plans. For instance, I like to incorporate 3-2-1, Triangle-Circle-Square, and One-Minute Summary exit tickets into the ends of my lessons. Not only this, but Student Conferences have been a helpful way for me to gauge where students are at with their writing and to offer feedback. See the examples below.
|
standard 9: professional learning & ethical practiceThe 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 & collaborationThe 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.
|
I strongly to build relationships with my students, parents, colleagues, and other school professionals by communicating and collaborating with one another through PLC (Professional Learning Community) meetings, weekly progress reports, and emails or phone calls with any of the above as needed.
Click here to see an example. |