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Meeting the NTASC Standards
Lisa Kathleen Bojanowski

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The Interstate New Teacher Assessment and Support Consortium (INTASC) has established a set of principles that reflect the requisite knowledge, skills, and attitudes necessary for teachers starting their career. They detail what new teachers must know and be able to do to be successful. In addition, the principles include a focus on the dispositions that successful teachers should exhibit. There are ten principles and under each there are 8 to 15 specific standards that new teachers should meet.To see the standards click on the following address: http://www.dpi.state.nc.us/pbl/pblintasc.htm


Below is a detailed description of how I have related the INTASC standards to my teaching.

STANDARD 1: CONTENT PEDAGOGY

The majority of my lessons use interdisciplinary approaches to teaching and learning. My unit on the American Revolution included reading, writing, mathematics skills (measuring distance and directions), and study skills. My students were assigned to create a map that required them to read for information and then use multiplying to solve for the distances.

STANDARD 2: STUDENT DEVELOPMENT

I frequently access my students through group/individual interaction and written work. During my student teaching experience, I assigned my fourth grade students a collaborated writing assignment. Groups of four to five students worked together to create a story about a trip to outer space. Each student was responsible for a piece of artwork, two pages of story, and researching a planet in the Milky Way Galaxy. Students were also required to grade one another on teamwork and positive attitude.

STANDARD 3: DIVERSE LEARNERS

During a unit I taught on the Revolutionary War, I allowed students to choose their method of being assessed at the end of the unit. All students had to keep a portfolio of the writings, research, and projects they completed, but were able to decide their final assessment. They were given the choice of a fifty-question test, a six-page research paper, or a model that needed to include 10 factual pieces of information. The students loved it!!

STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES

Throughout my student teaching experience, I used a variety of teaching methods. Instead of simply having my students read about volcanoes out of their textbooks, we created one together and then set it off. Those students latter told me they had no trouble with the volcano questions on their test because they remembered the lesson so vividly.

STANDARD 5: MOTIVATION AND MANAGEMENT

A fourth grade class I once taught in had trouble managing their time and taking responsibility for their assignments. I devised an activity for forty-five minutes a day that required them to do a variety of tasks (many of the tasks required to students to complete other tasks first). They were instructed that they were graded on how much work they accomplished. To earn a good grade, students had to budget their time and decide which tasks to complete first.

STANDARD 6: COMMUNICATION AND TECHNOLOGY

Due to the heightened security alerts last year, the class trip my students were supposed to take to Albany was cancelled. I found a website that gave a virtual tour of the capitol building and required them to complete a packet from the information on the site.

STANDARD 7: PLANNING

Heritage Junior High School requires teachers to hand in their plan books every quarter. Along with the plan books, they must include their long-range plans for the year. This requirement calls for teachers to stay on schedule and give appropriate time to each unit.

STANDARD 8: ASSESSMENT

When assessing my students, I use a variety of strategies. From test taking to portfolios, I use different methods and often let the students decide the manner in which they will be graded. In Science, I often grade my students on labs or centers. The students are responsible for their own success and must also work together.

STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT

The Newburgh School District has a mentoring program that pair new teachers with tenured teachers. During the year, the pair meets to discuss teaching practices and to attend seminars. Being special ed. certified, I also attended district CSC meetings with my partner. My mentoring partner also observed me teaching and latter discussed with me how it went.

STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT

I am the modified girls soccer coach at Heritage Junior High School and attend many of the social functions. I have helped at the school dances and concerts. I am also involved with many of the other teachers in benefits and walks to help foundations.