INTASC standards

INTASC Standards

INTASC Standard	Evidence for Meeting Standard	How Each Artifact Meets Standard
Principle One: The teacher intern understands the central concepts, tools of inquiry, and structures of discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.	Artifact One: Poetry Writing Sequence (Within a Romeo and Juliet Unit) Artifact Two: Scrapbook Project (Within a To Kill A Mockingbird Unit)	Artifact One: The poetry writing sequence encouraged students to examine and manipulate Shakespeare's language to form unique poetry. Students experimented with two types of poetry that scaffolded their final project: a sonnet inspired by someone he or she loved. Artifact Two: The scrapbook project helped students develop habits of critical thinking and judgment as they compiled newspaper articles, letters, and journal entries from the perspective of one of the protagonists in To Kill A Mockingbird. This project allowed students to gain experience in composing a variety written forms as they demonstrated their understanding of the novel.
Principle Two: The teacher understands how students learn and develop and can provide learning opportunities that support a student’s intellectual, social, and personal development.	Artifact One: “The Necklace” Lesson Plan (Within a Short Story Unit)	Artifact One: Small group work during this lesson plan helped diverse learners work together to predict the second half of the story that followed the climax. The intertextuality lesson encouraged students to explore a variety of texts and make intelligent connections between plot development, characters, and themes.
Principle Three: The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.	Artifact One: “The Necklace” Lesson Plan (Within a Short Story Unit)	Artifact One: Small group work during this lesson plan encouraged students with diverse academic skills to work together and generate a cohesive prediction about "The Necklace." Whole class discussion and the individual Venn diagram also provided students with opportunities to work through their ideas both collectively and individually as they organized their ideas.
Principle Four: The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.	Artifact One: Understanding Others Lesson Plan (Within a To Kill A Mockingbird Unit)	Artifact One: This lesson engaged students by encouraging them to examine the unhealthy prejudices and judgments they may have held as they made predictions about a person's personality and physical appearance by soley looking at their shoe. In addition to problem solving, this lesson fostered the development of critical thinking skills as students compared and contrasted a character from To Kill A Mockingbird with a character from a nonfiction essay.
Principle Five: 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.	Artifact One: Campaign Commercial and Bumper Sticker Project (Within an Animal Farm Unit)	Artifact One: This project promoted positive social interactions between learners as pairs of students composed a 30-second campaign commercial and designed a bumper sticker to support a pig leader in Animal Farm. This activity supported hands-on learners and motivated students to produce something entertaining and meaningful to demonstrate their understanding of the propaganda utilized within the novel.
Principle Six: The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.	Artifact One: Propaganda Lesson Plan and PowerPoint Mini-Lesson (Within an Animal Farm Unit) Artifact Two: Campaign Commercial and Bumper Sticker Project (Within an Animal Farm Unit)	Artifact One: This lesson plan helps students see as well as hear different types of propaganda through both a mini-lesson and a PowerPoint presentation. Technology aids students as they are exposed to a variety of images and sounds which foster whole class discussion and unique personal interactions with the texts presented. Artifact Two: The campaign commercial and bumper sticker project assisted students in strengthening their communication skills through print and electronic resources. This assignment promoted positive social interactions among students as they collaboratively wrote commercial scripts and created bumper stickers in support of their candidate.
Principle Seven: The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.	Artifact One: Point of View and Mentor Relationships Lesson Plan (Within a To Kill A Mockingbird Unit)	Artifact One: This lesson plan explored the relationships that both students and characters in nonfiction and fiction writing have created with mentors. Small group work encouraged students to make connections between their mentors and members of the community that supported their childhoods. The poignant Maya Angelou video clip supplemented the small group and individual assignments.
Principle Eight: The teacher intern understands and uses formal and informal assessment strategies, consistent with instructional goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner.	Artifact One: Historical Pamphlet Assignment (Within a To Kill A Mockingbird Unit)	Artifact One: The historical pamphlet assignment utilized both informal and formal assessment strategies to monitor both small group and individual learning. Informal evaluation occurred as students researched their historical event, figure, or term in the library with a partner. Formal assessment occurred as students orally presented facts within their historical pamphlet before a peer audience.
Principle Nine: The teacher intern 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.	Artifact One: “This I Believe” Video Artifact Two: Exploring English Education Blog	Artifact One: This video showcases my growth as both a reflective practitioner and an educator during my student teaching experience. My presentation was designed to reveal my understanding of my students and the learning community that I believe is possible to create in the classroom. Artifact Two: This blog reflects my professional and personal growth during my early field experience. My writing reveals instructional choices I made in the classroom and reflection on scholarly texts.
Principle Ten: The teacher intern fosters relationships with school colleagues, parents, and agencies to the larger community to support students and well-being.	Artifact One: Picture from Auburn High School's Homecoming Football Game 2007	Artifact One: During my early field experience, I attended my school's Homecoming football game to support my student athletes and my students who were members of the Homecoming court. I spoke with parents, colleagues, students, and other members of the community at this event.