INTASC Standards

Interstate New Teacher Assessment and Support Consortium Standards
Evidence that INTASC Standards are addressed and assessed.

Standard Areas	Evidence
Standard 1 – Knowledge of Subject Matter The candidate understands the central concepts, tools of inquiry, and structure of the discipline he or she teachers and can create learning experiences that make these aspects of subject matter meaningful to students.	A congruency table links each learning objective to an assessment tool, aligned to a specific performance indicator from NYS Learning Standards. The peer review process specifically addresses how well I met each NYS standard used in the learning experience
Standard 2 – Knowledge of Human Development and Learning The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.	The learning experience addresses the prior knowledge a student needs to be successful. The peer review process specifically addresses how well I engaged and challenged the students who took part in the learning experience.
Standard 3 – Instructional Strategies for Diverse Learners The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.	Accommodation table outlining modifications to the environment, instruction, and the task, as well as the rationale and benefit of each modification. Resource lists and supporting documentation are also required to demonstrate that learning opportunities have been adapted to diverse learners. The peer review process specifically addresses how well I adapted the learning experience for the range of student abilities in the classroom.
Standard 4 – Multiple Instructional Strategies The candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.	Essential questions and enduring understandings are stated and facilitative instructional strategies are identified. The peer review process specifically addresses how well I provided scaffolding for students to make real-world connections and grow intellectually.
Standard 5 – Motivation and Management The candidate encourages an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation.	Classroom rules and procedures are stated. Floor plans of the classroom are draw and explained in relation to how they relate to motivation and management issues. The peer review process specifically addresses how well I motivated students to become intellectually, emotionally, and/or physically involved in ways that result in higher achievement.
Standard 6 – Communication and Technology The candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.	I explained how I integrated instructional technology into the learning experiences in the procedure section. I created this web site and a PowerPoint that documents how I met the INTASC standards. The peer review process specifically addresses how well I integrated technology to enhance instruction in the learning experience.
Standard 7 – Instructional Planning The candidate plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.	Learning experience goals, guiding questions and objectives are provided. A unit plan overview is provided in the learning experience.
Standard 8 – Assessment of Learning The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.	An assessment plan and tools, teacher exemplar, and student benchmarked papers are provided in the learning experience. The peer review process specifically addresses how well my assessment plan measures student performance relative to each performance indicator.
Standard 9 – Professional Development The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.	I participated in the NYSATL peer review process as reviewer, recorder, facilitator, and presenter. As a facilitator, I wrote peer review comments based on group feedback. As a presenter, I respond to peer and instructor’s comments by editing the mid-term version of the learning experience. I also record impressions and ideas of both my learning experience and the peer review process in the Reflection section of my learning experience.
Standard 10 – School/Community Involvement The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.	I included facilitation notes from the peer review process as supporting documentation. The documentation includes, the date and location of the peer review, a list of participants who took part in the peer review process and the role they played, as well as, a summery of the group’s feedback. I have included artifacts such as a list of community agencies or resources, lists of school resources, and parent letters as supporting documentation in the learning experience.

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