Hadassah Harris

EDEL 100
Fall 2017

Interstate Teacher Assessment and Support Consortium (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.

In standard one, teacher understands how learners grow and develop. Every child grows and
develops differently within the domains: physically, cognitively, and emotionally and socially.
Teachers must adapt the classroom to the needs of the children, there will be higher and lower
levels children. For instance, there will be some kindergarteners that know how to skip, whereas
others have a difficult time walking down the stairs. Every child is different in terms of growing
and developing, some will grasp topics quicker, and some will need some help. Therefore, a
teacher should provide students with unique and meaningful but developmentally appropriate
learning experiences and instruction that are challenging enough to foster learning and critical
thinking. Differentiated instruction could be used in the classroom to help meet the students with
differences in readiness, interest, and learning needs.

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.

In standard two, teachers rely on and use the understanding of the individual difference and
diversity of cultural in the classroom to ensure inclusive learning environments to meet high
standards. Depending on the geographical area of the classroom there will be a different
atmosphere that corresponds to culture. For instance, schools in Texas, New Mexico, or even Los
Angeles may have a more diverse arrangement of individuals with different backgrounds that
would collaborate in the classroom. Since individuals are uniquely different, a teacher must be
sensitive to all of the differences that exist from child to child in his or her own classroom and
use what he or she knows about those said differences to create and strengthen the instruction.
Stereotypically, there are different learning abilities culturally, there may be different
achievement gaps in mathematics and literacy. However, even though achievement gaps exist, it
should not limit a child to share their own passions, unique abilities, cultural attributes and more.
To meet higher standards, the teacher could allow more opportunities for students to relate the
content to themselves in some way through various models.

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.

In standard three, it states that the teacher works with others to create the environment. This
environment is controlled by the teacher, the teacher came make the environment by being
encouraging and positive with social interaction or be completely negative. The environment is
the place where the child can explore and make learning more accessible to a child. The standard
promotes collaborative learning, social interaction, and self-motivation. A teacher should strive
to create a classroom environment that provides students with necessary tools to succeed: rules,
routines, and expectations. Ideally, the classroom setup will physically allows for group
collaborations, and easily utilized for individual learning.

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 of the discipline
accessible and meaningful for learners to assure mastery of content.

In this standard, it is necessary for the teacher to take advantage of a variety of teaching methods
and to provide instruction that will help increase student’s development of critical thinking and
problem solving. Since children learn differently, teachers must utilize all the resources given to
guide all students to success. Learning experiences include opportunities for the teacher to serve
different roles in both a teacher centered, and learner centered instruction.

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.

In this standard, The application of content is where the teacher knows and fully understands the
concepts that he o she will be teaching to the class. The teacher uses different points of view and
learning styles so the students are aware of the concepts. It is necessary for a teacher to take on
multiple perspectives to engage each child in the instruction at hand. The student’s diverse
perspective will influence their own upbringing, community, and pedigree. The different
perspectives in the class will allow the teacher to create meaningful activities for the students,
which will engage students in a depth of critical thinking, creativity, collaboration, and problem
solving. The students will collaborate with other classmates and the problem-solve situations in
the classroom, in a class project, and eventually in the real world. The students have learned in
class and are now able to apply it to their everyday life.

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.

In this standard, the teacher uses, designs or adapts multiple methods of assessment to document,
monitor, and support learner progress appropriate for learning goals and objectives. The teacher
uses assessments to engage learners in their own growth. The teacher implements assessments in
an ethical manner and minimizes bias to enable learners to display the full extent of their
learning.

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.

In this standard, The teacher selects, creates, and sequences learning experiences and
performance tasks that support learners in reaching rigorous curriculum goals based on content
standards and cross-disciplinary skills. The teacher plans instruction based on information from
formative and summative assessments as well as other sources and systematically adjusts plans
to meet each student’s learning needs. The teacher plans instruction by collaborating with
colleagues, specialists, community resources, families and learners to meet individual learning
needs. The teacher has a significant role in helping the students meet the learning goals through
strategic planning and instruction. In order to do this, the teacher must consider students
backgrounds and how they learn in order to create the most effective and meaningful instruction
possible.

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.

In this standard, the teacher understands and uses a variety of instructional strategies and makes
learning accessible to all learners. The teacher must understand that each child perceives
information and learns differently. It is imperative for the teacher to provide several different
instructional strategies in the classroom. The teacher encourages learners to develop deep
understanding of content areas, makes connections across content, and applies content
knowledge in meaningful ways. Through the variety of instructional approaches, students should
develop an understanding of the content, relate it to their own lives, and gain the ability to apply
their knowledge in significant manners.

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 to practice to meet the need of
each learner.

In this standard, a teacher never stops learner. A teacher will always be engaged in continuous
professional learning to more effectively meet the needs of each learner. The knowledge that the
teacher gains will be beneficial to the classroom. Teachers are able to use professional
development opportunities, data from assessment scores, and feedback given through evaluations
and other observation to evaluate the teacher's own strengths and weakness. The teacher uses
evidence to continually evaluate the effects of his/her decisions on others and adapts professional
practices to better meet learners’ needs. The teacher practices the profession in an ethical
manner. A teacher should set goals and expectations to reach based off the evidence and strive
to always improve his or her own quality of teaching.

Standard 10: Leadership and Collaboration

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 advance the profession.

In this standard, the quote “It takes a village,” stands out! The teacher collaborates with learners,
families, colleagues, other school professionals, and community members to ensure learner
growth. Each individual benefits and holds an importance in the education to all students. The
students should not be the only ones collaborating ideas, but the colleagues, volunteers,
community, and staff should all collaborate together to branch ideas for success. The more
individuals involved in the education process, the more likely students are to succeed, and less
likely to fall behind and fail. The teacher seeks appropriate leadership roles and opportunities to
take responsibility for student learning and to advance the profession. With the help of a village,
students will be more successful in both their educational and career endeavors.