Miss D's Classroom
INTASC
The Interstate
New Teacher Assessments and Support Consortium (INTASC) is a consortium of state
education agencies, higher education institutes, and national educational
organizations dedicated to the reform of the education, licensing and on-going
professional development of teachers. INTASC’s mission is to promote
standards-based reform through the development of model standards and
assessments for beginning teachers. INTASC acts as a tool for states to work
jointly on formulating model policies to reform teacher preparation and
licensing, and provides a mechanism for states to collaborate on development
projects such as crafting new instruments to assess the classroom performance of
a teacher. The INTASC model core standards for licensing teachers represent
those principles, which should be present in all teaching, regardless of the
subject, or grade level taught, and serves as a framework for the systemic
reform of teacher preparation and professional development.
INTASC Principles
1. Content Pedagogy
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
My
Reflection:
It is crucial for the teacher to have a large base of knowledge in order to a)
provide the most accurate well-rounded content knowledge for students, b)
provide access and understanding of technology and other tools used to further
their knowledge, c) create a successful learning environment, and d) to model
the use of knowledge and the possibilities of technology for the class. The
teacher is the students’ first resource.
2. Student Development
The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.
My
Reflection:
In order to teach and make the most out of learning opportunities, one must
understand how children learn and develop. The teacher should create a classroom
environment that is conducive to learning; the classroom is a place where
students should feel safe so not to hinder their intellectual, social and
personal development.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
My
Reflection:
The teacher should understand that there are many different ways that students
learn and develop and that it is the teacher’s responsibility to provide
multiple and differentiated learning opportunities that support all the children
in the class.
4. Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
My
Reflection:
The teacher understands that practice really can make perfect; that in order for
students to truly master something, they should experience in many ways while
also testing and stretching the students’ critical thinking, problem solving and
performance skills. The teacher is aware that some students excel at certain
things, while others may excel at something different; and this does not hinder
their educational experiences as they are provided with many different
opportunities to display, utilize and facilitate their knowledge.
5. Motivation and Management
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
My
Reflection:
The teacher treats the classroom like a community or team; students must have a
positive morale and pride in themselves and their class in order to create a
positive learning environment. The teacher uses different motivational tactics
with the class and keeps the class and individual morale positive. The students
learn proper social interaction and tolerance. The positive classroom community
provides an opportunity where students are not afraid to ask questions and where
their learning becomes self-motivated.
6. Communication and Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
My
Reflection:
In order to be an effective teacher, one must do more than simply lecture the
class. The teacher must communicate with the students and model the use of media
in the classroom. The teacher should provide resources, for the students, which
will help them develop and take part of their learning into their own hands.
Students are provided with opportunities to learn through peer-discourse and are
encouraged to take learning and inquiry outside of the classroom.
7. Planning
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
My
Reflection:
The teacher is aware of the Pennsylvania State Academic Standards, National
Academic Standards, the school’s curriculum plans, the community (as what is
relevant to the students’ culture) and the students’ personal interests and uses
these to write multidisciplinary and enriched lessons and learning activities
for the classroom. The teacher is responsible for providing sources used in
preparation as well as additional resources for the students to explore in the
classroom and in the community and home.
8. Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
My
Reflection:
The teacher understands that assessment is on going and utilizes the assessment
results of the class to better the lessons for the students. The teacher creates
multiple forms of assessment for the class. The teacher informs the students
what is expected of them by providing a rubric, syllabus or by explaining what
is expected from an assignment; this should ease students’ stress or anxiety by
making clear what is expected. The students should also be learning test-taking
strategies and learning to assess their own work as well as their peers’.
9. Reflective Practice: Professional Growth
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
My
Reflection:
The teacher takes everything they see, hear and do in the classroom (as well as
the reactions and results form these actions) and use it to further their
understanding and to refine their teaching strategies and skills. Teachers
continually learn from a) enrolling in workshops, conferences, and college
courses, b) reading peer-reviewed journal articles, books, internet sources,
viewing educational videos, c) becoming aware of new technology, learning to use
it and incorporating it in the classroom.
10. School and Community Involvement
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
My
Reflection:
The teacher’s job does not stop outside the classroom. To further students’
learning and safety communication is essential; teachers must effectively
communicate within the school (yet outside of the classroom) with parents, and
community (the public library, after-school programs, sports, scout activities,
town authorities, etc.). The relationship does not stop at communication; the
teacher is responsible for creating outlets and finding ways to actively involve
these relationships into the students’ educational experience.
Contact Me:
Missd@missdsclassroom.com
Last Updated:
1 May 2006